 |
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 |
| |
| CA | Signed into law 10/2003 | P-12
Postsec. | Amends existing law pertaining to instructional strategies to include the provision of such strategies for working with English learners as a purpose of the subject matter projects. Includes English language development assessments and standards for English language learners in the evaluation of such projects. Provides these projects are to develop and enhance teachers' subject and content knowledge. Relates to teacher participation. http://www.leginfo.ca.gov/pub/bill/sen/sb_0601-0650/sb_611_bill_20031012_chaptered.html
Title: S.B. 611
Source: California Legislative Web site
| |
| CA | Signed into law 10/2003 | P-12 | Prohibits the department of education and the state board of education from developing or implementing requirements or criteria making a local educational agency ineligible for funding for providing primary language instruction and comprehensive English language development instruction to English learners. Requires the state department of education to amend California's Reading First Plan to authorize local educational agencies operating programs in which English learners are not educated through sheltered or structural English immersion to apply for funding under the federal No Child Left Behind Act. Requires the revised plan to specify that priority to specified federal funds be
given to programs meeting certain criteria. Prohibits the allocation of a specified appropriation made in the Budget Act of 2003 until the State Board of Education amends the Reading First Plan according to this act and submits it to federal authorities and the federal Secretary of
Education approves the plan. http://www.leginfo.ca.gov/pub/bill/asm/ab_1451-1500/ab_1485_bill_20031011_chaptered.html
Title: A.B. 1485 §§ 1 - 3
Source: California Legislative Web site
| |
| MI | Signed into law 08/2003 | P-12 | Sec. 107a. (1) The family resource center curriculum blue ribbon study committee is established to explore and make
recommendations on implementing a new integrated system of delivering adult education and related family services
beginning with the 2004-2005 school year, including, but not limited to:
(a) Educational services, including, but not limited to, high school completion programs, adult basic education,
general education development (G.E.D.) test preparation, English as a second language programs, and early childhood
education.
(b) Family services, including, but not limited to, even start programs, 21st century learning center grants,
before- and after-school child care programs, parenting classes, and referrals for family and child services.
(c) Employment and training services, including, but not limited to, career preparation programs and work readiness
classes.
(2) The family resource center curriculum blue ribbon study committee shall consist of the following:
(a) Two members of the senate, 1 appointed by the senate majority leader and 1 appointed by the senate minority
leader.
(b) Two members of the house of representatives, 1 appointed by the speaker of the house of representatives and
1 appointed by the minority leader of the house of representatives.
(c) A representative of the Michigan association of community and adult education.
(d) A representative of the Michigan works! association.
(e) Three local adult education program directors, appointed jointly by the legislative members appointed under
subdivisions (a) and (b).
(f) Three local Michigan works program directors, appointed jointly by the legislative members appointed under
subdivisions (a) and (b).
(g) The state director of adult education.
(3) The timetable for the work of the family resource center curriculum blue ribbon study committee is as follows:
(a) Not later than September 1, 2003, report on its progress to the senate and house appropriations subcommittees
responsible for this act.
(b) Not later than November 1, 2003, make final recommendations to the senate and house appropriations
subcommittees responsible for this act.
http://www.michiganlegislature.org/documents/2003-2004/billenrolled/house/pdf/2003-HNB-4401.pdf
Title: H.B. 4401 (multiple provisions)
Source: www.michiganlegislature.org
| |
| IL | Signed into law 07/2003 | P-12 | Amends the School Code. Makes provisions regarding the State Board of Education's rules to determine the eligibility of children to receive special education. Requires non-discriminatory tests to limited English proficiency students. Defines rules for determining eligibility. http://www.legis.state.il.us/legislation/publicacts/fulltext.asp?Name=093-0282
Title: S.B. 566
Source: Illinois Legislative Web site
| |
| NY | Adopted 07/2003 | P-12 | 1) Establishes criteria for the identification and assessment of students with limited English proficiency through use of, respectively, the Language Assessment Battery-Revised (LAB-R) test and the New York State English as a Second Language Test (NYSESLAT); (2) establishes curriculum and reporting requirements for such students; and (3) updates provisions in the regulations concerning such students. With the adoption of the LAB-R and the NYSESLAT, local educational agencies will be required to assess a student's English language proficiency level for purposes of initial identification and continued eligibility for services. The results of these tests will be reported in terms of designated levels of proficiency, not percentile scores. The first administration of the NYSESLAT was in May 2003 and the results of this test will be the only data the schools will have available to make decisions as to which students are limited English proficient and entitled to services during the upcoming school year. http://www.regents.nysed.gov/July2003/0703brca1.htm
Title: NYCRR 8 Part 154
Source: http://www.regents.nysed.gov
| |
| TX | to governor 06/2003 | P-12 | Amends Sec. 21.005. HIGH-QUALITY TEACHERS. Allows the commissioner to establish by rule a statewide standard to be used to certify each school district that is preparing, training, and recruiting high-quality teachers in a manner consistent with the No Child Left Behind Act of 2001. Requires the commissioner to develop and make available training materials and other teacher training resources to assist teachers in developing the expertise required to enable students of limited English proficiency to meet state performance expectations. Requires the state agency to develop and make available teacher training materials and other teacher training resources to assist teachers in enabling students of limited English proficiency to meet state performance expectations. The teacher training resources shall be designed to support intensive, individualized, and accelerated instructional programs developed by school districts for students of limited English proficiency. Requires the commissioner, in coordination with representatives of institutions of higher education and school districts, to develop an on-line diagnostic and assistance program for each assessed (TAKS) subject to help students prepare for the 11th grade exit-level test. Also requires the commission (with higher education representatives) to develop other academic programs of mutual benefit to school districts and institutions of higher education. The bill requires the commissioner to seek private funding to make available on the Internet each diagnostic and assistance program developed. The bill authorizes the commissioner to permit a low-performing campus to participate in an innovative redesign of the campus to improve campus performance. http://www.capitol.state.tx.us/tlo/78R/billtext/SB01108F.HTM
Title: S.B. 1108 (Section 21.005)
Source: http://www.capitol.state.tx.us
| |
| TX | Rule Adoption 06/2003 | P-12 | Establishes rules concerning youth with limited English proficiency. Provides for reasonable access to all programs and services for the Youth Commission youth's who are determined to have limited English proficiency. TEXAS REG 85657 (SN)
Title: 37 TAC 91.25
Source: StateNet
| |
| TX | to governor 06/2003 | P-12 | Requires the state agency to develop and make available teacher training materials and other teacher training resources to assist teachers in enabling students of limited English proficiency to meet state performance expectations. The teacher training resources are to be designed to support intensive, individualized, and accelerated instructional programs developed by school districts for students of limited English proficiency. http://www.capitol.state.tx.us/tlo/78R/billtext/SB01108F.HTM
Title: S.B. 1108 (Section 39.024)
Source: http://www.capitol.state.tx.us
| |
| MA | Rule Adoption 05/2003 | P-12 | Amends rules relating to the provision of education to students who are limited English proficient. Requires school districts to provide English language education to limited English proficient students. Relates to the district's annual obligation to identify and classify limited English proficient students. Requires district superintendents to provide annually to the department a written assurance that teachers of English language learner classrooms are literate and fluent in English.
Title: 603 CMR 14.00
Source: StateNet
| |
| ME | Signed into law 05/2003 | P-12 | Establishes the Committee to Investigate the Feasibility of and Need for Regulation of Spoken Language Interpreters. Establishes committee membership, which must include a member representing the Portland schools multilingual program. Requires the committee to examine: 1. The current state of spoken language interpreting throughout the state; 2. The need for spoken language interpreting in the state; 3. The potential harm to public safety if this profession is not regulated; and 4. The costs involved in regulating the profession. Requires the committee to report its findings and recommendations, including suggested legislation, to the legislature by December 10, 2003.
http://www.mainelegislature.org/legis/bills/billtexts/LD090901-1.asp
Title: S.P. 305 (LD 909)
Source: www.mainelegislature.org
| |
| NV | Temporary Rule Adoption 05/2003 | P-12 | Sets forth provisions governing provisional 1-year endorsements to teach English as a second language and to teach program of bilingual education. NEVADA REG 3150 (SN)
Title: NAC 391.237, 391.242
Source: StateNet
| |
| NY | Proposed Rule 05/2003 | P-12 | Establishes criteria for the identification and assessment of students with limited English proficiency through use of the Language Assessment Battery-Revised test and the New York State English as a Second Language Test. Establishes curriculum and reporting requirements for such students. NEW YORK REG 15847 (SN)
Title: 8 NYCRR 154
Source: StateNet
| |
| TX | Rule Adoption 05/2003 | P-12 | Amends rules concerning basic education. Establishes that the individual case plan developed for each youth address special education or English as a second language as needed. TEXAS REG 85577 (SN)
Title: 37 TAC 91.43
Source: StateNet
| |
| ND | Signed into law 03/2003 | P-12 | Amends the funding formula for educating English language learners. Ratchets up the amount of funding as English skills improve, ranging from a multiple of 10 for the lowest proficiencies to a multiple of 4 for students with higher proficiency in English. Requires districts to assess each eligible student using a proficiency test that is aligned to the state English language proficiency standards and the state language proficiency test. Also requires districts to describe its English language learner program and report the result of the district's annual student assessment. http://www.state.nd.us/lr/assembly/58-2003/bill_text/DBFK0300.pdf
Title: H.B. 1383
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
| |
| VA | Signed into law 03/2003 | P-12 | Amends the Standards of Quality to require school boards to identify students with limited English proficiency and enroll these students in appropriate instructional programs and to require state funding, pursuant to the appropriation act, for 10 full-time equivalent instructional positions for each 1,000 students identified as having limited English. The state share for this staffing requirement is currently funded at $8,822,504 and $10,428,613 in the first and second year of the 2002-2004 biennial budget, respectively. http://leg1.state.va.us/cgi-bin/legp504.exe?031+ful+CHAP0714
Title: H.B. 2442
Source: http://leg1.state.va.us
| |
| NM | Rule Adoption 02/2003 | P-12 | Implements rules regarding primary and secondary education, education standards, Bilingual Multicultural and Language Revitalization programs, licensure requirements for ancillary and support personnel, and licensure for school counselors K-12. Old rules were: Old 6 NMAC 4.2.3.12. NEW MEXICO REG 3666 (SN)
Title: 6.32.2, 6.63.6, 6.64.12
Source: StateNet
| |
| 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 |
| |
| 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 |
| |