 |
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--School Improvement |
| |
| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--High Stakes/Competency |
| |
| Assessment--NAEP (NAEP Results and NAEP Organization) |
| |
| Assessment--Performance Based/Portfolio |
| |
| Assessment--Value Added |
| |
| 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--Charter Districts |
| |
| 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--Excusal |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--International Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Multicultural |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Data-Driven Improvement |
| |
| Demographics--Enrollments |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Education Research |
| |
| Equity |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Aid to Private Schools |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Funding Formulas |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| 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--Nutrition |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| Health--Teen Pregnancy |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
| |
| Instructional Approaches--Problem Based Learning |
| |
| Instructional Approaches--Tracking/Ability Grouping |
| |
| 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 |
| |
| Middle School |
| |
| 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 |
| |
| CA | Signed into law 09/2004 | P-12 | SEC. 19: Existing law requires the governing board of a school district maintaining an elementary or secondary school to develop and cause to be implemented for each school in the school district a school accountability report card that includes specified information regarding the academic achievement of the school. Other existing law establishes the Standardized Testing and Reporting (STAR) Program which requires each school district, charter school, and county office of education to administer to each of its pupils in grades 2 to 11, inclusive, an achievement test and a standards-based achievement test, as specified.
This bill would require the Commission on State Mandates, on or before December 31, 2005, to reconsider certain decisions it issued relating to state reimbursement for the school accountability report card and the STAR Program, and to reconsider its parameters and guidelines for calculating the state reimbursement, in light of federal statutes enacted and state court decisions rendered since those mandates were enacted. http://www.leginfo.ca.gov/pub/bill/asm/ab_2851-2900/ab_2855_bill_20040826_enrolled.html
Signing message: http://www.governor.ca.gov/govsite/pdf/press_release/AB_2853_2855_2856_sign.pdf
Title: A.B. 2855 (multiple provisions)
Source: California Legislative Web site
| |
| CA | Vetoed 09/2004 | P-12
Postsec.
Community College | Places a prohibition from carrying on a program of specific preparation of the pupils for the statewide pupil assessment program or a particular test used in the statewide pupil assessment program on a charter school. Authorizes the use of instructional materials provided by the state department of education in the academic preparation of pupils for the statewide pupil assessment if those instructional materials are embedded in an instructional program that is intended to improve pupil learning. Requires the standard-based achievement test to be administered to pupils in grades 3 and 7. Requires the state department of education to use specified federal funds to develop or adopt primary language assessments that are aligned to the state academic content standards and would require those assessments to be administered in place of the optional second achievement test a pupil with limited English proficiency may take. Requires the department on or before January 1, 2006, to submit to the legislature a report on the development and implementation of the initial primary language assessments and recommendations on the
development and implementation of future assessments and funding requirements. Authorizes and encourages the state superintendent and state board to assist postsecondary educational institutions to use the assessment results of the California Standards Tests for credit or placement and admissions processes, or both. http://www.leginfo.ca.gov/pub/bill/asm/ab_2401-2450/ab_2413_bill_20040826_enrolled.html
Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_2413_veto.pdf
Title: A.B. 2413
Source: California Legislative Web site
| |
| CA | Signed into law 09/2004 | P-12 | Requires a master contracts with nonpublic, nonsectarian schools for the provision of special education and related services to include that, with respect to a nonpublic, nonsectarian school that is associated with a licensed children's institution, there be a method of evaluating whether the school meets specified guidelines, and with respect to a nonpublic, nonsectarian school, the school be subject to the alternative accountability system of the Public School Performance Accountability Program in the same manner as public schools during the school's testing period, and each pupil placed in the school be tested in accordance with that accountability program, and the school prepare a school accountability report card. Requires the test results to be reported by the nonpublic, nonsectarian school to the State Department of Education.
Authorizes the Superintendent of Public Instruction to certify a nonpublic, nonsectarian school or agency for a period of not longer than 18 months. Requires a nonpublic, nonsectarian school or agency to make notification of its intent to seek certification. Requires that only those nonpublic, nonsectarian schools and agencies that provide special education that utilize staff who hold a certificate, permit, or other document equivalent to that which staff in a public school would be required to hold may be certified.
Requires a nonpublic, nonsectarian school that provides special education and related services to an individual with exceptional needs to certify in writing to the Superintendent of Public Instruction that the school satisfies various requirements relating to, among others, access to standards-based curriculum and instructional materials, access to specific instruction and assistance, and a discipline policy. http://www.leginfo.ca.gov/pub/bill/asm/ab_1851-1900/ab_1858_bill_20040930_chaptered.pdf
Signing message: http://www.governor.ca.gov/govsite/pdf/press_release/AB_1858_sign.pdf
Title: A.B. 1858 (multiple provisions)
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 08/2004 | P-12 | Extends the repeal date of the Leroy Greene California Assessment of Academic Achievement Act to January 1, 2011. Excludes testing students in grade 2 effective July 1, 2007. Permits the release of a pupils record of accomplishment and the results of achievement tests to postsecondary education institutions, upon the request of a pupil or his or her parent or guardian. Expands the law that prohibits any program for of specific preparation of pupils for that statewide assessment program or a particular test to include charter schools; exempts instructional materials provided by the state department of education if the materials are embedded in an instructional program to improve student learning. Requires the department of education to develop and implement primary language assessments aligned with state academic content standards. Provides that the achievement test to be administered to pupils in grades 3 and 8, instead, be administered in grades 3 and 7. Provides that if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement of the costs should be made as provided by statute. http://www.leginfo.ca.gov/pub/bill/sen/sb_1401-1450/sb_1448_bill_20040816_chaptered.html
Signing message: http://www.governor.ca.gov/govsite/pdf/press_release/SB_1448.pdf
Title: S.B. 1448
Source: California Legislative Web site
| |
| NM | Rule Adoption 08/2004 | P-12 | Amends to reflect the Public Education Department as the issuing agency, current statutory authority, adds and clarifies definitions, and amends indicators and measurement and school ratings sections. Defines adequate yearly progress (AYP) and requires AYP to be based primarily on academic assessments. AYP is to be based on the criterion-referenced test in grades 3-9 and 11. Clarifies that annual measurable objectives and intermediate objectives will be the same such that each school, grade, subject area, group and subgroup will have the same required percent proficient from year to year as determined by the starting point based on baseline percentages of proficient. Defines "disaggregate" as including five subgroups (ethnic, economically disadvantaged, students with disabilities and English language learners). Defines graduation rate as the percentage of the students who graduated from a high school divided by the number of students who were enrolled in the schools 40th day of the same year. This calculation will be used until four-year cohort data can be collected, with 9th grade students from 2003-2004 as the first cohorts. Statewide Indicators are student achievement, attendance, dropout rate for middle and high schools, school safety, parent and community involvement, and high school graduation rate. Groups are considered for accountability purposes when 10 or more students for the norm referenced test and 25 for the criterion referenced test. Stduents will be tested using the criterion referenced tests in Spanish or English or other assessments, when appropriate, as defined by federal guidelines. NEW MEXICO REG 4161 (SN)
http://www.nmcpr.state.nm.us/nmac/parts/title06/06.019.0001.htm
Title: NMAC 6.19.1, .3, .7, .8, .9
Source: http://www.nmcpr.state.nm.us
| |
| IL | Signed into law 07/2004 | P-12
Postsec. | Creates the FY2005 Budget Implementation (Education) Act. Creates several education related funds for receipt of federal moneys for education and other areas; addresses subjects students must be tested on; provides transitional assistance payments; increases the foundation level of support of supplemental state aid in relation to districts with a Low Income Concentration Level over a specified amount; provides for the National Guard Grant Program for tuition assistance. http://www.legis.state.il.us/legislation/publicacts/fulltext.asp?Name=093-0838
Title: S.B. 2205
Source: Illinois Legislative Web site
| |
| MS | Rule Adoption 07/2004 | P-12 | Establishes rules regarding assessment of students with disabilities. Provides that the information contained within the guidelines for testing special populations and any subsequent updates shall apply to all public school personnel who are responsible for the implementation of the Mississippi Statewide Assessment System. Provides that the information shall set forth the rules and procedures required for proper test administration and shall be provided to each school district by the Mississippi Department of Education. MISSISSIPPI REG 9149 (SN)
Title: IIIB-3
Source: StateNet
| |
| RI | Signed into law 07/2004 | P-12 | Requires (a) The board of regents for elementary and secondary education to adopt a statewide curriculum in mathematics and English-language arts for students in grades 3-10 by May 1, 2005. (b) The curriculum adopted by the board of regents must:
(1) be aligned with state standards and assessments utilized by the state department of education; (2) contain sufficient detail to guide teachers in planning lessons aligned with state standards and assessments; and (3) be offered on a voluntary basis to school districts; provided, however, school districts shall not be required to utilize or implement such curriculum.
Title: H.B. 7714
Source: rilin.state.ri.us/gen_assembly/
| |
| RI | Signed into law 07/2004 | P-12 | Requires the Board of Regents for elementary and secondary education to select and/or develop a statewide curriculum in mathematics and English/Language arts in grades kindergarten (k) through twelve by August 31, 2006. The curriculum selected and/or developed by the board of regents must (1) be aligned with state standards and assessments utilized by the state department of education; and (2) contain sufficient detail to guide teachers in planning lessons aligned with state standards and assessments. The state commissioner is to convene an advisory committee in each area (math and English/language arts).
Title: S.B. 2672
Source: Rhode Island Legislative Web Site
| |
| ID | Temporary Rule Adoption - Concurrently Proposed 06/2004 | P-12 | Proposes rules regarding the implementation of English Language Proficiency (ELP) Standards and Language Instruction for Limited English Proficient and Immigrant Students. http://www2.state.id.us/adm/adminrules/rules/idapa08/0203.pdf
Title: IDAPA 08.02.03 (§§ 670-755 [not inclusive])
Source: Idaho State Web site
| |
| TN | Signed into law 06/2004 | P-12 | Deletes several sections of 49-1-601 and and substitutes new language. Relates to educational performance goals and measures;changes from dropout rates to graduation rates; provides for testing; requires all public schools and local education agencies to make adequate yearly progress in achieving proficiency for all student subgroups in core academic subjects; each school and local education agency is expected to make statistically significant progress toward that goal. The rate of progress within each grade and academic course, necessary to maintain compliance with this part, will be established after two (2) years of consecutive testing with tests adopted for each grade and subject; provides that tests must have fresh, nonredundant items that did not appear on that test in previous years. http://www.legislature.state.tn.us/bills/currentga/Chapter/PC0928.pdf
Title: H.B. 3511
Source: http://www.legislature.state.tn.us
| |
| TN | Signed into law 05/2004 | P-12 | From the fiscal note: Requires charter schools to administer state value-added testing for their students. Current law, T.C.A. 49-13-111(a)(2), provides that a public charter school shall meet the same performance standards and requirements adopted by the state board for public schools. T.C.A. 49-13-122 provides that a public charter school agreement may be revoked or denied renewal by the final chartering authority if such chartering authority determines that the school failed to meet or make adequate yearly progress toward achievement of the state's accountability system. This bill requires charter schools to participate in the state assessment program. http://www.legislature.state.tn.us/bills/currentga/BILL/SB2416.pdf
Title: S.B. 2416
Source: http://www.legislature.state.tn.us
| |
| KY | Signed into law 04/2004 | P-12 | Direct the Office of Education Accountability to conduct a study of the Commonwealth Accountability Testing System and to provide Education Assessment and Accountability Review Subcommittee a draft of the report by September 15, 2004. The study must include but not be limited to an examination of:
(1) The appropriateness of the CATS components used to measure achievement levels of the core content for all Kentucky students;
(2) The validity and adequacy of CATS results as indicators of individual student achievement and to give parents the information they need to know about the individual progress of their children;
(3) The alignment of CATS with the requirements of the No Child Left Behind Act;
(4) The validity of the writing portfolio as an assessment component within the CATS system and appropriateness of the writing portfolio to be included in the school accountability index;
(5) The value of the CATS assessment in enhancing instructional practices and curriculum on a day to day basis;
(6) The effects of the CATS assessment on teachers, staff, and administrators; and
(7) The actual costs for the CATS system on a per pupil basis.
Section 3. The Kentucky Department of Education must provide the data, information, and any staff analysis requested by the Office of Education Accountability to facilitate completion of the study. http://www.lrc.state.ky.us/RECORD/04RS/SJ156.htm
Title: S.J.R. 156
Source: StateNet
| |
| LA | Adopted 04/2004 | P-12 | Adopts rules relating to the implementation of fundamental changes in the classroom by helping schools and communities focus on student achievement. Clarifies method for calculating a School Performance Score for elementary, middle and high schools. Establishes timelines for schools in School Improvement to submit improvement plans, expands the details of the Supplemental Educational Services process, specifies how LEAP Alternative Assessment students are included in NRT calculations, and creates required definitions for English language proficiency. http://www.doa.state.la.us/osr/reg/0404/0404RUL.pdf (see pages 22-27 of 71)
Title: LAC 28:LXXXIII.303, 311, 1701, 2701, 2702, 2703, 2713, 2715, 2717, 2719, 2721, 3905, 4001, 4003, 4005
Source: http://www.doa.state.la.us/osr
| |
| LA | Adopted 04/2004 | P-12 | Adopts rules that contain English language development standards for limited English proficient students in each of the four domains of language, listening, speaking, reading and writing. Establishes five levels of proficiency within each domain. Guides curriculum development for limited English proficient students. http://www.doa.state.la.us/osr/reg/0404/0404RUL.pdf (see pages 27 through 31 of 71)
Title: LAC 28:Part LXXXV.Chapters 1-7
Source: www.doa.state.la.us/osr/reg
| |
| LA | Adopted 04/2004 | P-12 | Repeals rules that address alternate assessment and curricular design for students with disabilities in special schools. Provides consistency with rules governing students with disabilities not attending special schools.
Title: LAC 28:I.901
Source: StateNet
| |
| MA | Rule Adoption 03/2004 | P-12 | Amends rules relating to the Comprehensive Assessment System (MCAS) performance appeals process, and incorporates provisions regarding student with disabilities. MASSACHUSETTS REG 8280 (SN)
Title: 603 CMR 30.00
Source: StateNet
| |
| NM | Signed into law 03/2004 | P-12 | Relates to public schools; changes the writing test for certain grades; amends provisions regarding the English Language Reading Test; makes provisions for students determined to be limited English proficient. http://legis.state.nm.us/Sessions/04%20Regular/final/SB0138.pdf
Title: S.B. 138
Source: http://legis.state.nm.us
| |
| OH | Signed into law 03/2004 | P-12 |
· Creates an Educator Standards Board to develop and submit to the State Board of Education recommendations for statewide educator standards and carry out other functions recommended by the Governor's Commission on Teaching Success.
· Directs the Department of Education to establish a state office within the Department to support the Educator Standards Board.
· Requires school districts to use professional development standards developed by the Educator Standards Board.
· Directs the State Board of Education and the Joint Council of the State Board of Education and the Ohio Board of Regents to create guidelines for the evaluation of principals and teachers.
· Eliminates the authority of the State Board of Education to issue internship certificates.
· Eliminates the authority of the State Board of Education to issue temporary educator licenses for employment as a superintendent or another administrative position.
· Requires the State Board of Education to create an alternative principal license and an alternative administrator license.
· Restricts the required delayed effective date for any educator licensing rule adopted, amended, or rescinded by the State Board of Education only to cases where the proposed rule, amendment, or rescission will necessitate curriculum changes in college and university teacher preparation programs.
· Clarifies that an Alternative Educator License must be issued to a qualified applicant upon the request of specified school officials.
· Prescribes the timing of subject area testing for applicants for the Provisional Educator License who are employed as intervention specialists under the Alternative Educator License.
· Provides a qualified immunity for teacher performance assessors, trainers, and coordinators and for teacher performance assessment entities in civil actions concerning performance assessments of candidates for the Professional Educator License.
· Expands the rulemaking authority of the State Board of Education with respect to allowing schools to hire teachers considered to be rehabilitated from past offenses.
· Authorizes the State Board or the Superintendent of Public Instruction to issue subpoenas, take depositions, and compel production of evidence in pre-hearing investigations of educator license applicants or holders.
· Requires the State Board to adopt rules establishing standards and requirements for issuing permits to individuals who are not licensed educators but who wish to be employed by school districts to direct, supervise, or coach pupil activity programs.
· Establishes a Credential Review Board, appointed by the State Board of Education, to perform duties with respect to assessing alternative pathway educators and out-of-state educators.
· Requires the Ohio School Facilities Commission, when reviewing design plans, to consider whether the plans reflect designs recommended by the Governor's Commission on Teaching Success.
· Obligates the Board of Regents to develop regional articulation agreements for teacher education programs among state institutions of higher education by December 31, 2004.
· Directs the Legislative Office of Education Oversight (LOEO) to study minimum teacher salaries in Ohio and selected other states and report findings by September 30, 2004.
· Requires the Department of Education to develop proposals for several pilot programs recommended by the Governor's Commission on Teaching Success.
· Charges the Department of Education with defining a "hard to staff" school within 90 days of the bill's effective date.
· Implements other recommendations of the Governor's Commission on Teaching Success.
· Establishes a grant program for school districts that choose to implement specific changes within a school.
· Requires the Department of Education, when sufficient funding is available, to develop a pilot project in at least two school districts that contain "hard to staff" schools.
· Clarifies the due dates and methodology of several studies conducted by LOEO.
· Repeals the requirement that LOEO issue an annual composite report on community schools.
· Repeals the requirement that the Ohio SchoolNet Commission maintain a clearinghouse of information for classroom teachers.
· Generally limits school districts to spending a combined total of an amount equal to 20% of their Title I funds to pay for transportation for students transferring under public school choice and for supplemental educational services.
· Requires school districts with a three-year average graduation rate of 75% or less (in addition to academic watch and academic emergency districts as under current law) to administer practice versions of the Ohio Graduation Tests (OGT) to ninth grade students.
· Clarifies other requirements related to the administration of practice versions of the OGT.
· Requires the eighth grade social studies achievement test to be phased in beginning in the 2006-2007 school year (one year earlier than under current law).
· Extends the deadline for the summer administration of the third grade reading achievement test.
· Extends the deadline for adoption of diagnostic assessments by the State Board of Education to July 1, 2008.
· Requires school districts to administer diagnostic assessments to intradistrict transfer students only if such students have not taken the assessments at another district school in the current school year.
· Makes technical corrections to the recently enacted law denying state financial aid to college students convicted of riot-related offenses. Link to analysis: http://lsc.state.oh.us/analyses/analysis125.nsf/c68a7e88e02f43a985256dad004e48aa/28756df2eb75b85985256dc70047070f?OpenDocument
Title: S.B. 2
Source: http://lsc.state.oh.us
| |
| WY | Signed into law 03/2004 | P-12 | Modifies statewide student assessment (WyCAS) to conform with NCLB by expanding grades assessed from grades 4, 8 and 11 to grades 3 through 8 and grade 11 commencing with school year 2005-2006, and by expanding assessment subjects from reading, writing and math to include science effective school year 2007-2008;
· Imposes additional assessment requirements and criteria;
· Establishes a statewide accountability system providing annual school and district accountability determinations imposing a range of educational consequences as required by NCLB;
· Continues the statewide task force established in 2003 to work with the state superintendent in continuing development of assessment and accountability systems;
· Establishes a process for transitioning from WyCAS to a revised assessment system by requiring a pilot testing of the revised assessment in school year 2004-2005 prior to implementation in school year 2005-2006;
· Requires a transitional accountability plan providing a temporary system of rewards and sanctions for all schools and school districts during school year 2004-2005, with recommendations for a permanent plan to be assembled;
· Task force and state superintendent work efforts to be reported to the state board of education, management council and joint education interim committee. http://legisweb.state.wy.us/2004/enroll/hb0126.pdf
Title: H.B. 126
Source: http://legisweb.state.wy.us
| |
| MA | Emergency Rule Adoption 02/2004 | P-12 | Establishes emergency rules relating to students with disabilities. Revises rules that relates to performance appeals. MASSACHUSETTS REG 8283 (SN)
Title: 603 CMR 30.00
Source: StateNet
| |
| AR | Signed into law 01/2004 | P-12 | Amends Ark. Code § 6-15-404; adds 6-15-433 and 6-15-1803. Creates the Student Assessment and Educational Accountability act of 2003; establishes a comprehensive system of testing students, known as the Arkansas Comprehensive Assessment Program exams, including criterion-referenced tests by July 1, 2006; participation in the program is mandatory unless exempted by the state board of education; state board exemption shall not be granted if it would result in less than 95% student participation in a school; requires Arkansas to participate in NAEP testing; implements student achievement testing as part of the statewide assessment program; the state department of education shall establish additional course requirements for failing to demonstrate proficiency on end of course exams for submission to legislative committees and implemented for 2009-10 school year. http://www.arkleg.state.ar.us/ftproot/bills/2003s2/public/SB33.pdf
Title: S.B. 33 §§ 1, 4, 5
Source: Arkansas Legislative Web site
| |
| WV | Signed into law 01/2004 | P-12 | Requires the state board to adopt system standards, including student performance and progress, school and school system progress, etc. Requires performance measures to incude graduation rate, dropout rate, attendance, student performance; percentage of graduates who enroll in college immediately and within one year; percentage of graduates who receive additional certification or other competence above what was required for graduation. Sets indicators for determining efficiency. Establishes a system of performance audits that are primarily based on achievement information. Requires technical assistance. Establishes rewards for exemplary performance or practices and levels of sanctions for schools performing below standards. Includes restructuring for schools seriously impaired over time. Requires that students be allowed to transfer from seriously impaired schools. Requires intervention in "nonapproval" status districts.
Title: H.B. 4111
Source: StateNet
| |
| 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--Reauthorization Issues/Waivers |
| |
| 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 Brain Development |
| |
| P-3 Child Care |
| |
| P-3 Content Standards and Assessment |
| |
| 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 |
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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--Teaching Assistants |
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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 Institutions--Private/Independent |
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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 Participation--Affirmative Action |
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| Postsecondary Students--Disabled |
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| Postsecondary Students--Graduate/Professional |
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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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| Promotion/Retention |
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| Public Involvement |
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| Reading/Literacy |
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| Religion |
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| Rural |
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| Scheduling/School Calendar |
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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--Year |
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| Scheduling/School Calendar--Year Round |
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| School Safety |
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| School Safety--Bullying Prevention/Conflict Resolution |
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| School Safety--Code of Conduct |
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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/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--School Size |
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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--Homeless Education |
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| Special Populations--Military |
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| Standards |
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| Standards--Implementation |
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| State Comparisons/Statistics |
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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--Constitutional Clauses |
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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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| 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--Teacher/Faculty Training |
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| Textbooks and Open Source |
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| Urban |
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