 |
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 |
| |
| No Child Left Behind--School Support |
| |
| No Child Left Behind--Supplemental Services |
| |
| Online Learning--Digital/Blended Learning |
| |
| Online Learning--Virtual Schools/Courses |
| |
| P-16 or P-20 |
| |
| P-3 |
| |
| P-3 Child Care |
| |
| P-3 Early Intervention (0-3) |
| |
| P-3 Ensuring Quality |
| |
| P-3 Family Involvement |
| |
| P-3 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Kindergarten |
| |
| P-3 Kindergarten--Full-Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Postsecondary |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
| |
| Postsecondary Accountability--Diploma Mills |
| |
| Postsecondary Affordability--Financial Aid |
| |
| Postsecondary Affordability--Tuition/Fees |
| |
| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
| |
| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
| |
| Postsecondary Faculty |
| |
| Postsecondary Faculty--Compensation |
| |
| Postsecondary Faculty--Intellectual Property |
| |
| Postsecondary Faculty--Tenure |
| |
| Postsecondary Finance |
| |
| Postsecondary Governance and Structures |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Online Instruction |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Admissions Requirements |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Success--Completion |
| |
| Postsecondary Success--Developmental/Remediation |
| |
| Postsecondary Success--Transfer/Articulation |
| |
| Private Schools |
| |
| Privatization |
| |
| Promotion/Retention |
| |
| Public Attitudes |
| |
| Public Involvement |
| |
| Reading/Literacy |
| |
| Religion |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Week |
| |
| Scheduling/School Calendar--Year |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Expulsion/Suspension |
| |
| School Safety--No Child Left Behind--Safe Schools |
| |
| School Safety--Sexual Harassment and Assault |
| |
| School Safety--Special Education |
| |
| School/District Structure/Operations |
| |
| School/District Structure/Operations--District Consolidation/Deconsolidation |
| |
| School/District Structure/Operations--Facilities |
| |
| School/District Structure/Operations--Food Service |
| |
| School/District Structure/Operations--Libraries |
| |
| School/District Structure/Operations--Personnel (Non-Teaching) |
| |
| School/District Structure/Operations--Shared Services |
| |
| School/District Structure/Operations--Transportation |
| |
| Service-Learning |
| |
| Special Education |
| |
| Special Education--Federal Law/Regulations |
| |
| Special Education--Finance |
| |
| Special Education--Inclusion (Mainstreaming) |
| |
| Special Education--Placement |
| |
| Special Education--Transition |
| |
| Special Populations--Corrections Education |
| |
| Special Populations--Gifted and Talented |
| |
| Special Populations--Homeless Education |
| |
| Special Populations--Immigrant Education |
| |
 | Standards |
| |
| CA | Signed into law 10/2003 | P-12 | Amends existing law that requires the superintendent of public instruction to develop a model curriculum framework for implementation of career and technical education in consultation with an advisory group. Encourages advisory group to identify career technical education courses that meet state-adopted standards and that satisfy high school graduation requirements and admissions to State higher education institutions. http://www.leginfo.ca.gov/pub/bill/asm/ab_0551-0600/ab_591_bill_20031001_chaptered.html
Title: A.B. 591
Source: California Legislative Web site
| |
| CA | Signed into law 10/2003 | P-12
Postsec. | Requires the department of education, by June 1, 2009, to adopt content standards for teaching foreign languages in grades K-12 pursuant to recommendations developed by the superintendent of public instruction. Provides these standards are intended to guide schools that offer programs of instruction in languages other than English and to include a description of the skills to be attained at each grade level and alignment of the course content with the entrance requirements of the California State University and the University of California. Aligns teacher training standards with State content standards. http://www.leginfo.ca.gov/pub/bill/sen/sb_0001-0050/sb_5_bill_20031011_chaptered.html
Title: S.B. 5
Source: California Legislative Web site
| |
| CA | Vetoed 09/2003 | P-12 | Requires the superintendent of public instruction, commencing in 2005, to conduct a periodic review of the content standards in areas of reading, writing, mathematics, history/social science, and science, and as part of that review, to hold regional public hearings. Requires the State Board of Education to adopt or reject any changes to the content standards deemed necessary and desirable and any conforming changes to the statewide performance standards. http://www.leginfo.ca.gov/pub/bill/asm/ab_0601-0650/ab_642_bill_20030905_enrolled.html
Title: A.B. 642
Source: California Legislative web site
| |
| WY | Rule Adoption 08/2003 | P-12 | Prescribes uniform student content and performance standards for the common core of knowledge and the common core of skills specified for all public schools in language arts, mathematics, science, social studies, health, physical education, foreign language, career/vocational education, and fine and performing arts. Modifies requirements for graduation to include the career/vocational education standards and the fine and performing arts standards. WYOMING REG 4376 (SN)
Title: (Uncodified) Ch. 31
Source: StateNet
| |
| IA | Signed into law 05/2003 | P-12 | Specifies that the state superintendent must "develop core knowledge and skill criteria" rather than "develop core knowledge and skill criteria models." http://www.legis.state.ia.us/cgi-bin/Legislation/File_only.pl?FILE=/usr/ns-home/docs/GA/80GA/Legislation/HF/00500/HF00549/030508.html
Title: H.B. 549 (omnibus bill)
Source: www.legis.state.ia.us
| |
| MN | Signed into law 05/2003 | P-12 | Effective the 2003-04 school year and later, bars the state education commissioner from implementing the profile of learning portion of the state's results-oriented graduation rule, or classroom assessments that schools must use. Replaces references to "results oriented graduation rule" with "academic standards." (Retains requirement that students pass basic skills test to be eligible for high school graduation.) Requires students to complete district-determined course credit requirements to be eligible for high school graduation starting with students entering the ninth grade during the 2004-05 school year.
Establishes language arts, math, science, social studies and the arts as subject areas required for statewide accountability. Requires public elementary and middle schools to offer at least three and require at least two of the following four arts areas: dance, music, theater and visual arts. Requires public high schools to offer at least three and require at least one of the following five arts areas: media arts, dance, music, theater and visual arts. Requires the commissioner to submit proposed science and social studies standards to the legislature by February 1, 2004. Requires the commissioner to consider recommendations from specified stakeholders when developing state academic standards in language arts, math, science, social studies and the arts. Specifies that standards must: (1) be clear, concise, objective, measurable, and grade-level appropriate; (2) not require a specific teaching methodology or curriculum; and (3) be consistent with the constitutions of the United States and the state of Minnesota. Requires the commissioner to adopt rules for implementing statewide rigorous core academic standards in language arts, math and the arts. Specifies that after the rules are initially adopted, the commissioner may not amend or repeal these rules nor adopt new rules on the same topic without specific legislative authorization. Requires these academic standards to be implemented for all students beginning in the 2003-2004 school year. Additionally requires the commissioner to supplement the required state academic standards with grade-level benchmarks, although high school benchmarks may cover more than one grade. Establishes other requirements regarding benchmarks.
Requires every district to establish its own standards in the elective subject areas of health and physical education, vocational and technical education, and world languages. Requires every district to offer courses in all above elective subject areas, and to use a locally selected assessment to determine whether a student has achieved an elective standard. Additionally requires every district, by the 2007-08 school year, to adopt graduation requirements that meet or exceed state graduation requirements. Must provide students who enter grade 9 in or before the 2003-04 school year the opportunity to earn a diploma based on existing local graduation requirements in effect when student entered ninth grade.
Establishes graduation requirements based on course credits in language arts, math, science, social studies and electives, including the arts, for students entering grade 9 in the 2004-05 school year.
Beginning the 2005-06 school year and later, requires annual statewide testing in language arts and math in grades 3 through 8 and at the high school level. Also requires annual science assessments in one grade in grades 3-5 span, the grades 6-9 span, and the grades 10-12 span for the 2007-08 school year and later. Requires a state-developed test in a subject other than writing, developed after the 2002-03 school year, to include both multiple choice and constructed response questions. Requires state tests to be aligned with state academic standards, and for statewide results to be aggregated at the school and district level. Deletes language excluding test scores of students receiving limited English proficiency instruction from school and district testing results. Permits exemption of limited English proficiency students if the student has been in the United States for fewer than three years. Requires state assessments, by the 2006-07 school year to include a value-added component to measure student achievement growth over time. Requires commissioner to include alternative assessments for the very few students with disabilities for whom statewide assessments are inappropriate and for students with limited English proficiency.
Permits school, district or charter school to use a high school student's performance on a state assessment as a percentage of the student's final grade in a course or to place the student's assessment score on the student's transcript.
Requires the commissioner to develop language arts, math and science assessments aligned with state standards, which districts must use. Specifies that commissioner must not develop state assessments for academic standards in social studies and the arts.
http://www.revisor.leg.state.mn.us/cgi-bin/getbill.pl?session=ls83&version=latest&number=HF302&session_number=0&session_year=2003
Title: H.F. 302 (multiple provisions)
Source: www.revisor.leg.state.mn.us
| |
| MN | Signed into law 05/2003 | P-12 | Requires the academic standards adopted by the commissioner to be identical to: (1) the K-12 standards for language arts contained in the document labeled "Minnesota Academic Standards, Language Arts K-12, May 19, 2003, Minnesota Academic Standards Committee, Minnesota Department of Education"; (2) the K-12 standards for mathematics contained in the document labeled "Minnesota Academic Standards, Mathematics K-12, May 19, 2003, Minnesota Academic Standards Committee, Minnesota Department of Education"; and (3) the K-12 standards for arts contained in the document labeled "Minnesota Academic Standards, Arts K-12, May 19, 2003, Minnesota Department of Education".
Requires the K-12 standards documents to be deposited with the Minnesota revisor of statutes, the legislative reference library, and the Minnesota state law library, where the documents shall be maintained until the commissioner adopts rules for implementing statewide rigorous core academic standards in language arts, mathematics and the arts under Minnesota Statutes, section 120B.021, subdivision 3. The revisor must determine that the rules are identical to the documents deposited with it under this section before the revisor approves the form of the rules. In approving the form of the rules, the revisor may make any needed grammatic and form changes.
See Article 2, Section 1: http://www.revisor.leg.state.mn.us/cgi-bin/getbill.pl?session=ls83&version=latest&number=HF302&session_number=0&session_year=2003
Title: H.F. 302 (multiple provisions)
Source: www.revisor.leg.state.mn.us
| |
| AR | Signed into law 04/2003 | P-12 | Develops a comprehensive plan to revise content standards and curriculum frameworks adopted by the state in core academic areas of reading, writing, mathematics, science, history, geography and civics. http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB2374.pdf
Title: H.B. 2374
Source: Arkansas Legislative Web site
| |
| AR | Signed into law 04/2003 | P-12 | Requires the Department of Education to define and publish academic standards and expected outcomes for students in pre-kindergarten through grade 12; requires academic standards and expected outcomes be adopted and implemented by local school boards. http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB2775.pdf
Title: H.B. 2775
Source: Arkansas Legislative Web site
| |
| ND | Signed into law 04/2003 | P-12 | Relates to assessment of public school students in reading, mathematics and science. From the Fiscal Note: SB 2065 requires the state to develop and implement state assessments in reading/English language arts, mathematics, and science in identified grades as established by a specified schedule. The fiscal impact from SB 2065 falls entirely on the state. School districts are responsible for the administration of the state assessments within their proscribed instructional periods; therefore, there are no additional costs that impact local schools.
Costs associated with the development and implementation of the state assessments include: the development of state content standards, the development of state achievement standards, the alignment of state content standards with test items; the development of future test items, the administration of the actual assessments to students; the scoring of student tests; the establishment of achievement cut scores related to the state achievement standards; the printing and dissemination of reports to students, schools, districts, and the state; the development of school and district Report Cards and Profiles; the use of student data analysis and reporting applications, and associated professional development and technical assistance to schools. A state advisory committee has concurred with the Department of Public Instruction's identification of these development and administration activities. Listed below is an outline of the projected costs associated with the state assessment program.
Activity 2002-03 2003-04 2004-05 2005-06 2006-07
Standards Development: 350,000 275,000 50,000 50,000 350,000
Assessment Development: 800,000 2,480,000 3,310,000 4,150,000 3,950,000
State Accountability Initiatives: 1,500,000 1,050,000 950,000 300,000 300,000
Total 2,650,000 3,805,000 4,310,000 4,500,000 4,600,000
These projections may vary depending on the final determination of contract negotiations, unanticipated costs or
savings, schedule delays or postponements, or other associated project activities. Fiscal Note: http://www.state.nd.us/lr/assembly/58-2003/fiscal_notes/DQVU0500.pdf; bill text: http://www.state.nd.us/lr/assembly/58-2003/bill_actions/BA2065.html
Title: S.B. 2065
Source: http://www.state.nd.us
| |
| NM | Signed into law 03/2003 | P-12 | Adds Section 22-2A-3 and Section 22-2A-4. Requires the state board to adopt content and performance standards in mathematics, reading and language arts, science and social studies. Section 22-2A-4 requries the state board to establish a statewide assessment and performance standards and that measures adequate yearly progress for each student, public school and district. Testing requirements: (1) for grades kindergarten through two, diagnostic and standards-based tests on reading that include phonemic awareness, phonics and comprehension by the 2003-2004 school year; (2) for grades three through nine and for grade eleven, standards-based academic performance tests in mathematics, reading and language arts and social studies by the 2005-2006 school year; provided that testing in ninth grade and testing in social studies shall not occur until the legislature has provided funding for test development and implementation; (3) for grades four, six, eight and eleven, standards-based academic performance writing tests by the 2005-2006 school year and (4) for one of grades three through five and six through nine and for grade eleven, standards-based academic performance tests in science by the 2007-2008 school year. C. The department shall involve appropriate licensed school employees in the development of the standardsbased academic performance tests. D. All students shall participate in the academic assessment program. The state board shall adopt standards for reasonable accommodations in academic testing for students with disabilities and limited English proficiency, including when and how accommodations may be applied. The legislative education study committee shall review the standards prior to adoption by the state board. E. Students who have been determined to be limited English proficient may be allowed to take the standards-based academic performance test in their primary language. A student who has attended school for three consecutive years in the United States shall participate in the English language reading test unless granted a waiver by the department based on criteria set by the state board. New section 22-13-1 itemizes minimum instructional areas for accreditation, including graduation requirements.
http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico State Legislature
| |
| NM | Rule Adoption 03/2003 | P-12 | Establishes rules regarding the content standards for K-4 mathematics. NEW MEXICO REG 3682 (SN)
Title: 6.30.2.14 NMAC
Source: StateNet
| |
| Standards--Implementation |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
| State Policymaking--Ballot Questions |
| |
| State Policymaking--Politics |
| |
| State Policymaking--Task Forces/Commissions |
| |
| Student Achievement |
| |
| Student Achievement--Closing the Achievement Gap |
| |
| Student Supports--Counseling/Guidance |
| |
| Student Supports--Mentoring/Tutoring |
| |
| Student Supports--Remediation |
| |
| Students |
| |
| Students--Athletics/Extracurricular Activities |
| |
| Students--Employment |
| |
| Students--Mobility |
| |
| Students--Records/Rights |
| |
| Teaching Quality |
| |
| Teaching Quality--Certification and Licensure |
| |
| Teaching Quality--Certification and Licensure--Alternative |
| |
| Teaching Quality--Certification and Licensure--Assignment |
| |
| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
| |
| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
| |
| Teaching Quality--Certification and Licensure--Special Education |
| |
| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
| |
| Teaching Quality--Certification and Licensure--Substitute Teachers |
| |
| Teaching Quality--Compensation and Diversified Pay |
| |
| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
| |
| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
| |
| Teaching Quality--Evaluation and Effectiveness |
| |
| Teaching Quality--Induction Programs and Mentoring |
| |
| Teaching Quality--Paraprofessionals |
| |
| Teaching Quality--Preparation |
| |
| Teaching Quality--Professional Development |
| |
| Teaching Quality--Recruitment and Retention |
| |
| Teaching Quality--Recruitment and Retention--At-Risk Schools |
| |
| Teaching Quality--Teacher Rights |
| |
| Teaching Quality--Tenure or Continuing Contract |
| |
| Teaching Quality--Unions/Collective Bargaining |
| |
| Teaching Quality--Unions/Collective Bargaining--Strikes |
| |
| Technology |
| |
| Technology--Devices/Software/Hardware |
| |
| Technology--Equitable Access |
| |
| Technology--Funding Issues |
| |
| Technology--Internet Safety |
| |
| Textbooks and Open Source |
| |
| Urban--Governance |
| |