 |
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 |
| |
| 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 |
| |
| CA | Signed into law 09/2003 | P-12 | Authorizes the evaluation and assessment at least every 5 years of personnel with permanent status who have been employed at least 10 years with the school district, are highly qualified, and whose previous evaluation rated the employee as meeting or exceeding standards, if the evaluator and certified employee being evaluated agree to this term, with certain exceptions. Makes a conforming change. http://www.leginfo.ca.gov/pub/bill/asm/ab_0951-1000/ab_954_bill_20030929_chaptered.html
Title: A.B. 954
Source: California Legislative Web site
| |
| TX | Signed into law 06/2003 | P-12 | Current law requires all teachers to undergo an appraisal every year. However, this provision fails to permit an administrator to reduce the frequency of appraisals for a teacher with a performance of at least proficient or the equivalent, and who has no identified areas of performance deficiency. C.S.H.B. 1440 amends the Education Code to provide for a permissive exemption of certain teachers from the annual appraisal requirement. (Bill Analysis, Senate Research) http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=78&SESS=R&CHAMBER=H&BILLTYPE=B&BILLSUFFIX=01440&VERSION=5&TYPE=B
Rules were also amended: http://www.tea.state.tx.us/rules/tacupdates/may2004/ch150aa.pdf
Title: H.B. 1440
Source: http://www.capitol.state.tx.us
| |
| IA | Signed into law 05/2003 | P-12 | Moves from July 1, 2004 to July 1, 2005 the date by which a local board must provide evaluations that include at least the state teaching standards and the criteria for the department-developed state teaching standards, in conducting peformance reviews of teachers who are not beginning teachers. See Section 38: 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
| |
| IA | Signed into law 05/2003 | P-12 | Requires approved teacher preparation programs to include in the student teaching experience opportunities for the student teacher to become knowledgeable about the state teaching standards, including a mock evaluation conducted by the cooperating teacher. Bars the teacher preparation program from using the mock evaluation as an assessment tool.
See Section 17: 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
| |
| IA | Signed into law 05/2003 | P-12 | Adds that, subsequent to a teacher's evaluation, the individual teacher's evaluator, not just the teacher's supervisor, must review, modify, or accept modifications to a teacher's individual development plan.
See Section 42: 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
| |
| IA | Signed into law 05/2003 | P-12 | Changes from July 1, 2004 to July 1, 2005 date by which all districts must be ready to offer an intensive assistance program for any teacher deemed not to be meeting state teaching standards. 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
| |
| IA | Signed into law 05/2003 | P-12 | Clarifies that, in addition to auditing comprehensive evaluations, regional review panels established by department may randomly audit teacher performance reviews conducted by teacher evaluators across the state, and may likewise randomly audit how evaluators are evaluating teachers based on the Iowa teaching standards. See Section 48: 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
| |
| AZ | Signed by Governor 04/2003 | P-12 | Provides that the governing board of a school district shall develop a definition of inadequacy of classroom performance relating to the board's intention not to reemploy teachers. http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=SB1330
Title: S.B. 1330
Source: State legislative web site
| |
| DE | Signed into law 04/2003 | P-12 | Relates to the professional standards board, its composition and governance, and educator evaluations. http://www.legis.state.de.us/Legislature.nsf/fsLIS?openframeset&Frame=Main&Src=/LIS/LIS142.NSF/Home!Openform
Title: H.B. 88
Source: Delaware Legislative Web site
| |
| KS | Signed into law 04/2003 | P-12 | Requires every local board to approve a written staff evaluation policy. This policy must include evaluation procedures for all employees, require all evaluations to be made in writing and to be kept in the employee's personnel file for at least three years after the evaluation is completed, require every employee in the first two successive years of employment to be evaluated by the 60th day of the semester, and at least once each semester during those first two consecutive years. During the third and fourth year of employment, every employee is to be evaluated at least once every academic year by February 15. After the fourth year of employment, every employee must be evaluated a minimum of once every three years by February 15 of the school year in which the employee is evaluated. Requires the state board, upon a request from any board, to aid in developing or modifying personnel evaluation policies.
http://www.kslegislature.org/bills/2004/82.pdf
Title: S.B. 82
Source: www.kslegislature.org
| |
| IA | Adopted 03/2003 | P-12 | Amends rules regarding the Teacher Quality Program. Includes preschool teachers in "beginning teacher" definition for purposes of beginning teacher mentoring and induction program adopted in statute. Specifies that beginning teachers are the teachers who must undergo "comprehensive evaluation," and specifies that this evaluation is conducted to determine a beginning teacher's level of competency as measured against the Iowa teaching standards. Specifies that the "evaluator" is, per Iowa statute, an administrator or other practitioner who successfully completes an evaluator training program. Defines "intensive assistance" as the provision of organizational support and technical assistance to teachers, other than beginning teachers to ameliorate identified instruction and classroom concerns, for a period of not more than one calendar year. Replaces requirement that "mentor" have at least two of four years on nonprobationary status with requirement that mentor have four years of employment as teacher with nonprobationary status. Defines "performance review" as summative evaluation of a teacher who is not a beginning teacher, to determine whether the teacher's abilities are equal to district expectations and state teaching standards, adn to determine whether the teacher's practice is level with district expectations for career advancement as set out in statute. Specifies that "teacher" is defined as a person filling a nonadministrative position and may be a preschool teacher. Changes language to render district offering of beginning teacher mentoring and induction program mandatory rather than optional, and beginning July 1, 2002 rather than 2001 and 2003. Specifies that the evaluation of the beginning teacher must be conducted before the end of the beginning teacher's second year of teaching. Specifies that beginning teacher who completes the program must have met the Iowa teaching standards and must be recommended by the district for a standard teaching license.
Specifies that if any beginning teacher taking part in a mentoring and induction program leaves the participating district or area educational agency before completing the program, the participating district or area educational agency later hiring the beginning teacher must credit the beginning teacher with the time earned in a program before the hiring. If money is appropriated, a district or area education agency may receive state aid for up to two years for each beginning teacher the district or area education agency employs who was formerly working in an accredited nonpublic school or in another state as a first-year teacher. Requires the district or area education agency hiring the teacher to establish the conditions and requirements of a teacher in a mentoring and induction program.
Specifies that, in addition to any district, an area education agency is also eligible to offer a teacher a third year in the program, notify the board of educational examiners of the teacher's third year of particiaption in the program, participate in state program evaluations, develop a sequential two-year beginning teacher mentoring and induction plan, have the board adopt a beginning teacher mentoring and induction program plan, may choose to use or revise the model plan provided by the area education agency or develop a local plan and abide by specifications for required program components as set out in regulation. Specifies that successful completion of a teacher mentoring and induction program means the teacher's meeting the state teaching standards, and that a third year of eligibility may offered a participating teacher at the employing district's expense. Specifies that a teacher granted a third year of program eligibility must, in conjuction with the teacher's evaluator, work out a plan to meet the Iowa teaching standards and district career expectations, which plan will be implemented by the teacher and supported by the district's mentoring and induction program.
Adds new rule that the local board must provide comprehensive evaluations for beginning teachers using the Iowa teaching standards and criteria as listed in state board rules. For performance reviews of teachers other than beginning teachers, the board must provide evaluations that include at a minimum the Iowa teaching standards and criteria found in state board rules. Allows a local board and its certified bargaining representative to negotiate further teaching standards and criteria to apply in a performance review. Allows the board of a district where no certified bargaining unit exists to determine supplemental standards and criteria.
Adds new rule requiring the department to approve eligible providers and their programs to carry out evaluator training. Establishes requirements for trainers and programs. Adds new rule establishing application requirements for providers of evaluator approval training and department process for the approval of evaluator approval training program applications. Establishes new rule requiring districts to develop and implement a teacher evaluation plan by July 1, 2004. Plan must include: 1) use of the Iowa teaching standards and criteria; 2) provisions for the comprehensive evaluation of beginning teachers that comprises a review of the teacher's progress on the Iowa teaching standards and the use of the department-created comprehensive evaluation instrument; 3) performance reviews of teachers other than beginning teachers once every three years; evaluations must include at least a classroom observation of the teacher, a review of the teacher's progress on the state teaching standards established in rule and additional standards and criteria if adopted, a review of the implementation of the teacher's individual career development plan and supporting documentation from other evaluators, teachers, parents and students; 4) provisions for individual career development plans for teachers other than beginning teachers; 5) provisions for an intensive assistance program as provided in statute that aims at the remediation defined in rule or any other standards or criteria adopted in a collective bargaining agreement. Allows a local board and its certified bargaining representative to open evaluation and grievance processes for beginning teachers and for teachers other than beginning teachers to negotiation. When a supervisor or evaluator at any time deems a teacher's performance to be below district expectations or other standards or criteria approved in the collective bargaining agreement, the evaluator is required to advise the district to place the teacher in an intensive assistance program. States that the intensive assistance program and its implementation are not subject to negotiation or grievance procedures established in statute.
Requires each school or district to support the development and implementation of the individual teacher career development plan for teachers who are not beginning teachers. Establishes that the purpose of the individual plan is to offer individual and collective professional development. Establishes that the aims of an individual teacher career development plan must at a minimum be founded on the relevant Iowa teaching standards supporting the school's and district's student achievement goals as developed in the comprehensive school improvement plan, as well as the teacher's needs. Requires that, to the extent practicable, the learning opportunities offered to meet the goals of the individual teacher plan incorporate individual study and collaborative study of district-approved content. Requires the individual plan to be designed jointly by the teacher and the teacher's evaluator. Requires that a yearly meeting take place between the teacher and the teacher's evaluator to go over the goals and adjust the plan.
Title: 281 IAC 83.2 thru 83.6
Source: Iowa State Board of Education Rule Adoption
| |
| NM | Signed into law 03/2003 | P-12 | Adds Section 22-10A-19. Requires state board to adopt criteria an minimum highly objective uniform statewide standards of evaluation for the annual performance evaluation of licensed school employees. Classroom observation must be part of this standard. Sets out processes. Section 22-10A-20 sets class load maximums..
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico Legislature
| |
| UT | Signed into law 03/2003 | P-12 | Amends Section 53A-10-103 to add parents to the membership of district joint committees. The overall committee membership is to be comprised by an equal number of teachers, parents and administrators appointed by the board. Boards are required to develop an evaluation program in consultation with its educators through these committees. http://www.le.state.ut.us/~2003/bills/sbillenr/sb0154.pdf
Title: S.B. 154 (Omnibus Bill)
Source: http://www.le.state.ut.us
| |
| 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 |
| |