 |
State |
Status/Date |
Level |
Summary |
|
 | Accountability |
| |
| Accountability--Accreditation |
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| Accountability--Measures/Indicators |
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| Accountability--Reporting Results |
| |
| Accountability--Rewards |
| |
 | Accountability--Sanctions/Interventions |
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| TX | Rule Adoption 12/2003 | P-12 | Repeals old rules and establishes rules relating to public school accountability. Each school district must be assigned an accountability rating by the Texas Education Agency (TEA). The accountability rating of a school district is based primarily on its overall performance by all student
populations, on the district's current special education compliance status with the TEA, and on the performance of each of its campuses as demonstrated on state-adopted academic excellence indicators. The academic excellence indicators stipulated in law and the district's current special education compliance with the Texas Education Agency (TEA) are to be the main consideration of the TEA in the annual rating of districts and campuses. Requires the commissioner of education will take any necessary action to comply with all requirements of the No
Child Left Behind Act and other federal statutes and regulations. The commissioner of education may impose sanctions as authorized under the No Child Left Behind Act and other federal statutes and regulations in addition to those imposed under Texas Education Code, Chapter
39, Subchapter G. TEXAS REG 89925 (SN)
Title: 19 TAC 2.97.A.97.1 thru 97.4
Source: StateNet
| |
| AR | Rule Adoption 11/2003 | P-12 | Establishes rules governing the Arkansas Comprehensive Testing, Assessment and Accountability Program and the Academic Distress Program (ACTAAP). http://arkedu.state.ar.us/pdf/ade%20162%20actaap.pdf
Title: ADE 162
Source: Arkansas State Web site
| |
| 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 | Spells out what constitutes school or district status of "excellent," "effective," "in need of continuous improvement," "academic watch" and "academic emergency." Sets out requirements for processes and consequences of failing to meet adequate yearly progress that include provisions for each additional year that AYP is not met. After five consecutive years, for example, these include reopening the school as a community school (charter); replacing personnel; contracting with a nonprofit or for-profit entity to operate the building; turning operation over to the department; otherwise restructuring the buiding's governance.
Title: H.B. 3--Section 3302.03
Source: www.legislature.state.oh.us
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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
| |
| 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
| |
| LA | Signed into law 06/2003 | P-12 | Requires the principal of any public or private school to notify the office of motor vehicles when any student between the ages of 14 and 18 has been subjected to any of the following disciplinary actions: expulsion or suspension from school for ten or more consecutive school days or an assignment to an alternative educational setting for ten or more consecutive school days in accordance with any policy of the school or of the local public school board, limited to expulsions, suspensions, and assignments to alternative educational settings for infractions involving the sale or possession of drugs, alcohol, or any other illegal substance, the possession of a firearm, or an infraction involving assault or battery on a member of the school faculty or staff. Requires local boards to adopt rules and regulations regarding these provisions.
Requires the driver's license (or learner's license or intermediate license) of any student subjected to any of the above disciplinary actions to be revoked for one year. Allows student to obtain a special identification card, hearing or a hardship license. Specifies that a license suspension under these provisions cannot extend beyond the student's 18th birthday. Allows a student's driver's license to be eligible for reinstatement if, after six months from the date of denial or suspension, the principal notifies the department in writing that the student has displayed exemplary student behavior at school, has not violated any school policies or been found guilty of any misconduct pursuant to R.S. 17:416 or any policy of the school or of the local public school board, and no further disciplinary measures have been taken.
Bars issuer of car insurance from increasing rates or premiums because of any suspension of a license under these provisions.
http://www.legis.state.la.us/leg_docs/03RS/CVT4/OUT/0000KSQH.PDF
Title: H.B. 1686
Source: www.legis.state.la.us
| |
| MD | Rule Adoption 06/2003 | P-12 | A. If the State Board of Education rejects a local board of education reconstitution proposal, school improvement plan, or annual update, or approves the recommendation of the State Superintendent of Schools for State reconstitution of a school, the State Board of Education shall reconstitute the school.
B. Contract With Third Party.
(1) The State Board of Education may order the school to be operated under contract with a third party pursuant to conditions established by the State Board of Education.
(2) The State Board of Education, the local board of education, and the third-party contractor shall be parties to the contract.
(3) The contract may be for an initial term not to exceed 5 years, and may be subject to renewal upon review and approval by the State Board of Education.
(4) The contract shall include specific benchmarks by which the third-party contractor shall be measured. The State Board of Education shall monitor the contractor's performance.
(5) The local school system shall pay to the third-party contractor for the term of the contract the higher of an amount equal to the average system-wide per pupil expenditure times the full time equivalent enrollment for kindergarten and higher grades in the State reconstituted school as of September 30, or the total actual cost of operating the school for the previous school year. Adjustments in the average per pupil expenditure calculation may be made for certain targeted funding programs in accordance with the legal requirements for those programs. In addition the contractor will receive funds equal to the amount of support the school system received in the previous school year for pre-kindergarten services at the identified school.
C. Penalty Procedure. If a local school system fails to comply with any of the provisions of this chapter, the State Superintendent of Schools may require the State Comptroller to withhold from that school system, pursuant to Education Article, §2-303(b), Annotated Code of Maryland, all or any part of:
(1) An appropriation made by the General Assembly; and
(2) Any other payment from funds budgeted by the State.
D. The State Board of Education may, for good cause shown, shorten or extend the procedural time limitations set forth in this chapter.
Title: COMAR 13A.01.04.10
Source: Westlaw
| |
| NH | Became law without governor's signature 06/2003 | P-12 | Requires state commissioner to make public a list of schools not meeting performance targets. Establishes strategic responses for local education improvement plans. Requires state department to work cooperatively with the school or district(s). Establishes corrective action plans and sets minimum requirements, including: (a) Identify the area in which the school failed to meet the annual statewide performance targets established under RSA 193-H:2. (b) Identify and describe the strategy the school intends to implement to improve its performance.
(c) Establish and explain a strategy designed to promote family and community involvement. (d) Detail how the school district budget reflects the goals of the local education improvement plan. Allows other elements, including: (a) The school's curriculum including curricular priorities and instructional materials. (b) Instructional models that incorporate research-based practices that have been proven to be effective in improving student achievement. (c) Formal and informal opportunities to assess and monitor each child's progress. (d) Evidence of data-based decisions. (e) Structural reform strategies that may include schedule, organization, support mechanisms, and resources. (f) Shared leadership structure to support school improvement. (g) Professional development that is aligned with school improvement goals. (h) External support and resources based on their effectiveness and alignment with the school improvement plan. (i) Extended learning activities for students. Repeals and reenacts the duties of the Legislative Oversight Committee to include: I. Review the development and implementation of the school performance and accountability program II. Review the provisions of RSA 193-H and submit a report of such review annually to the speaker of the house of representatives, the president of the senate, the governor, and the chairpersons of the house and senate education committees.
III. Propose legislation that is needed. IV. Confer with the commissioner and the state board to identify operational principles which should guide the work of the department of education in supporting improved school performance and accountability. V. Analyze existing department of education programs and initiatives which support improved school performance and accountability. VI. Receive reports from the commissioner regarding the status of public education in New Hampshire, updates on the improvement made by local school districts toward achieving satisfactory progress in statewide student performance under RSA 193-H:2 and status reports on the on-going issues and implications of school accountability at the state and federal level. VII. Review and approve statewide performance targets developed by the department of education and recommended to the legislative oversight committee by the state board of education. VIII. Receive reports from the state board relative to statewide performance targets. Propose legislation to be submitted to establish such statewide performance targets in state statute during the legislative session following the approval of any recommendations which the state board of education is required to make. http://gencourt.state.nh.us/legislation/2003/hb0139.html
Title: H.B. 139 (193-G:1)
Source: http://gencourt.state.nh.us
| |
| 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
| |
| TX | Signed into law 06/2003 | P-12 | Requires the commissioner of education to reconstitute any campus rated as low performing for two consecutive years, removing closure
of the school program as one of the possible penalties. Provides that a special campus intervention team would decide which
educators to retain. Also requires the Texas Education Agency to report campus performance by August 1 each year and includes as a prerequisite to receive a public education grant or authorization to change schools within the district that the student is assigned to a public school campus that has been considered at any time to be low performing. The bill also provides for a board of managers, appointed by the commissioner of education, to take over the powers of the board of trustees of the district for a period of time. (Bill Analysis, House Committee) http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=78&SESS=R&CHAMBER=S&BILLTYPE=B&BILLSUFFIX=00618&VERSION=5&TYPE=B
Title: S.B. 618
Source: http://www.capitol.state.tx.us
| |
| TX | Signed into law 06/2003 | P-12
Postsec.
Community College | Requires districts to analyze information related to dropout prevention. Sec. 29.908. MIDDLE COLLEGE EDUCATION PILOT PROGRAM requires: (a) The commissioner shall establish and administer a middle college education pilot program for students who are at risk of dropping out of school or who wish to accelerate high school completion. If a district has been rated as academically unacceptable for a period of two years or more due to the district's dropout rates, impose sanctions designed to improve high school completion rates, including: (A) ordering the development of a dropout prevention plan for approval by the commissioner; (B) restructuring the district or appropriate school campuses to improve identification of and service to students who are at risk of dropping out of school; (C) ordering lower student-to-counselor ratios on school campuses with high dropout rates; and (D) ordering the use of any other intervention strategy effective in reducing dropout rates, including mentor programs and flexible class scheduling. Also, Sec. 130.0012. PILOT PROJECT: BACCALAUREATE DEGREE PROGRAMS requires: (a) The Texas Higher Education Coordinating Board to establish a pilot project to examine the feasibility and effectiveness of authorizing public junior colleges to offer baccalaureate degree programs in the fields of applied science and applied technology. http://www.capitol.state.tx.us/tlo/78R/billtext/SB00976F.HTM
Title: S.B. 976
Source: http://www.capitol.state.tx.us
| |
| DE | Signed into law 05/2003 | P-12 | Requires the State Department of Education to issue Delaware Public Education Profiles for all public schools, including charter schools and vocational-technical school districts, on or before August 1 of each year. The purpose of the profiles is to report on the state of the public education system and the progress toward achieving educational goals established by the State Legislature, the State and the federal ESEA Act of 2001. The Department is to develop a performance-based system of rewards and sanctions for schools and school districts. http://www.legis.state.de.us/Legislature.nsf/fsLIS?openframeset&Frame=Main&Src=/LIS/LIS142.NSF/Home!Openform
Title: S.B. 76
Source: Delaware Legislative Web site
| |
| LA | Signed into law 05/2003 | P-12 | Specifies that any elementary or secondary school found academically unacceptable under the state school accountability system must be designated a "failed school." If the local board 1) does not present the state board with a plan to reconstitute the failed school, or 2) presents an unacceptable reconstitution plan, or 3) fails at any time to adhere to the reconstitution plan approved by the state board, or if the school is identified as academically unacceptable for four consecutive years, jurisdiction over the school is to be transfered from the district to that of the Recovery School District, subject to state board approval.
Requires a failed school to be reorganized and operated by the Recovery School District in the manner most likely to raise school performance to an acceptable level as determined by the accountability plan. Requires the Recovery School District to maintain jurisdiction over any school transferred to it until the state board, upon recommendation by the district's adminstering agency, establishes an agreement with the local board to return the school to the local board's jurisdiction. State board must require the RSD's administering agency to seek return of the school to the local district when the school is no longer academically unacceptable. Details components that such agreement must include.
Specifies that when a school transferred to the Recovery School District has been operated by RSD for four years and is still academically unacceptable, state board must 1) Revoke all school approval; 2) Require the Recovery School District to end the operational agreement and offer an alternate operational agreement; or 3) Return the school to the jurisdiction of the local board. Specifies that state board in this case must not take action if the school's performance score in the state accountability system has risen by at least 20 points during the four-year period of Recovery School District oversight. School board may also not take action in any subsequent four-year period in which a school continues to be academically unacceptable if the school's performance score has risen at least 20 additional points. Allows parent or guardian of student assigned to school transferred to Recovery School District to exercise option made available by local board to attend another school in the district.
Requires state board, represented by the superintendent of the Recovery School District, to annually submit a report to the House and Senate education committees that must include specified components.
Establishes Recovery School District, which is to be administered by the state department of education. Gives RSD powers of system school was formerly under the jurisdiction of, but forbids RSD from contracting with any for-profit private provider for either operation or providing instructional services in any school under its authority. Allows RSD to require any local board to provide school or student support services such as transportation, food service or assessment for special education eligibility to students in school transferred from its jurisdiction. Also grants the RSD rights to use buildings and property otherwise part of the school prior to school transfer to RSD. RSD not required to provide extensive building repair that would be considered capital expense, but must provide routine repair and maintenance.
Establishes funding mechanism for Recovery School District and schools under its jurisdiction.
Creates "Type 5" classification for charter schools that are transferred to the Recovery School District. Specifies that only students who would have been eligible to enroll in the school prior to its transfer to the Recovery School District may attend, including any student participating in a school choice program, subject to capacity. Requires all proposals for a Type 5 charter school to be made to the state board. Requires consideration of such proposals to be only upon recommendation of the administering agency of the Recovery School District. Specifies that certain provisions of state law regarding charters do not apply to Type 5 charter schools.
http://www.legis.state.la.us/leg_docs/03RS/CVT3/OUT/0000KFH9.PDF
Title: S.B. 710
Source: www.legis.state.la.us
| |
| AR | Signed into law 04/2003 | P-12 | Adds §§ 6-20-1901- 6-15-1911. Creates the Arkansas Fiscal Assessment and Accountability Program; to establish and implement a program at the Department of Education to identify, assess and address school districts in fiscal distress. http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB2697.pdf
Title: H.B. 2697 (Omnibus Bill)
Source: Arkansas Legislative Web site
| |
| AR | Signed into law 04/2003 | P-12 | Amends §§ 6-13-1403 - 6-13-1405; 6-13-1410. Outlines the conditions and the policies under which the State Board of Education may annex school districts who fail to meet the requirements of The Quality Education Act of 2003. http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB2697.pdf
Title: H.B. 2697 (Omnibus Bill)
Source: Arkansas Legislative Web site
| |
| SC | Became law without GOVERNOR'S signature. 04/2003 | P-12 | (Joint Resolution) Approves regulations of the Board of Education; relates to intervention where quality of education in a local school district is impaired. The state department recommends the repeal of Regulation 43-301, Intervention Where Quality of Education in a Local School District is Impaired. S.C. Code Ann. Section 59-18-30 (Supp. 2001) related to intervention in impaired school districts was repealed by the Education Accountability Act of 1998. The Act provides the specifics of a new system of intervention based on school report card ratings. 24 S.C. Code Ann. Regs. 43-301 (Supp. 2001) deals with intervention in impaired districts and is no longer needed. http://www.scstatehouse.net/sess115_2003-2004/bills/3872.htm
Title: H.B. 3872
Source: StateNet
| |
| NM | Signed into law 03/2003 | P-12 | Amends Sections 22-2-6 and Section 22-2-14 to allow the state department to take over the control and management of a public schools or district that has failed to meet requirements of law or state board rules and standards. The state board may suspend a board, local superintendent or principal that has notice of disapproval and fails to comply with procedures. Sets other conditions of suspension and appeal, etc. Also allows the department to issue a state identification number for each public school student for use in the accountability data system. http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico State Legislature
| |
| NM | Signed into law 03/2003 | P-12 | Outlines procedures and timelines for schools that have failed to make adequate yearly progress for two consecutive years (ranked as a school that needs improvement). These schools must develop an improvement plan with documentation of performance measures in which it failed to make AYP; (2) measurable objectives to indicate the action that will be taken to address failed measures; (3) benchmarks to be used to indicate progress in meeting academic content and performance standards; (4) an estimate of the time and the resources needed to achieve each objective in the improvement plan; (5) the support services that shall be provided to students and applications for federal and state funds; and (6) any other information the public school that needs improvement, the local superintendent, the local school board or the department deems necessary. May apply to the department for financial assistance. Must provide transportation or pay the cost of transportation for students who choose to enroll in a higher ranked school. After 3 consecutive years, the school must provide supplemental services, including after-school programs, tutoring and summer services, within available funds. Requires the state board to adopt rules that govern the priority for studnets for who supplemental services are provided and for whom transportation costs are paid. After 4 consecutive years, the school is subject to corrective action and the district must do one of the following (1) replace staff as allowed by law; (2) implement a new curriculum; (3) decrease management authority of the public school; (4) appoint an outside expert to advise the
public school; (5) extend the school day or year; or (6) change the public school's internal organizational structure. If a public school fails to make adequate yearly progress for 5 consecutive years, the district must take one or more of the following actions: (1) reopen as a charter school; 2) replace all or most of the staff as allowed by law; (3) turn over the management of the public school to the department; or
(4) make other governance changes. Prohibits entering into management contracts with private entities.Section 22-2A-10 establishes a "Schools in Need of Improvement Fund" in the state treasury. http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico State Legislature
| |
| WV | Signed into law 03/2003 | P-12 | Expunges motor vehicle license information for nineteen-year-olds when suspensions or revocations of their licenses are due to school attendance.
Title: S.B. 162
Source: StateNet
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| Accountability--Sanctions/Interventions--No Pass No Drive |
| |
| 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 |
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| Choice of Schools--Charter Schools |
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| Choice of Schools--Charter Schools--Closings |
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| Choice of Schools--Charter Schools--Cyber Charters |
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| Choice of Schools--Charter Schools--Finance |
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| Choice of Schools--Charter Schools--Research |
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| Choice of Schools--Choice/Open Enrollment |
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| Choice of Schools--Magnet or Specialized Schools |
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| Choice of Schools--Vouchers |
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| Civic Education |
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| Civic Education--Character Education |
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| Civic Education--Pledge of Allegiance |
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| Class Size |
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| Curriculum |
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| Curriculum--Alignment |
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| Curriculum--Arts Education |
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| Curriculum--Drivers Education |
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| Curriculum--Environmental Education |
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| Curriculum--Financial Literacy/Economics Ed. |
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| Curriculum--Foreign Language/Sign Language |
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| Curriculum--Health/Nutrition Education |
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| 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 |
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| Demographics |
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| 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 |
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| Finance--Taxes/Revenues--Alternative Revenues |
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| 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 |
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| Leadership--Principal/School Leadership--Certification and Licensure |
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| 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 |
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| No Child Left Behind--Adequate Yearly Progress |
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| No Child Left Behind--Assessment |
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| No Child Left Behind--Choice/Transfer |
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| No Child Left Behind--Consequences for Schools |
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| No Child Left Behind--Finance |
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| No Child Left Behind--Parent Involvement |
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| No Child Left Behind--Report Cards |
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| No Child Left Behind--School Support |
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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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