 |
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--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--High Stakes/Competency |
| |
| 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 |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Cheating |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Charter Districts |
| |
| 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--Tax Credits |
| |
| Choice of Schools--Vouchers |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Censorship |
| |
| Curriculum--Core Curriculum |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| 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--Mathematics |
| |
| Curriculum--Multicultural |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Curriculum--Speech Education |
| |
| Data-Driven Improvement |
| |
| Demographics--Enrollments |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Education Research |
| |
| Equity |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--District |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Litigation |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| 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 |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
| |
| High School--Dropout Rates/Graduation Rates |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Early Colleges/Middle Colleges |
| |
| High School--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
 | High School--Graduation Requirements |
| |
| LA | Adopted 12/2005 | P-12 | Allows Advanced Placement (AP) European History and American Government courses to meet graduation requirements.
Page 8 of 106 http://www.doa.state.la.us/osr/reg/0512/0512RUL.pdf
AGENCY CONTACT: Nina A Ford, Board of Elementary and Secondary Education, Box 94064, Capitol Station, Baton Rouge, LA 70804-9064
Title: LAC 28:CXV.2319 and 2363
Source: www.doa.state.la.us,
| |
| MO | Adopted 12/2005 | P-12 | Modifies high school graduation requirements effective with the Class of 2010. Increases total number of units students must earn from 22 to 24. Adds .5 unit personal finance, .5 unit health education course. Increases Communication Arts (language arts) from 3 to 4 units and math, social studies and science requirements from 2 to 3 units. Decreases total number of electives from 10 to 7. Establishes further requirements relative to high school graduation.
http://www.sos.mo.gov/adrules/csr/current/5csr/5c50-345.pdf
AGENCY CONTACT: Stan Johnson, Assistant Commissioner, Division of School Improvement, PO Box 480, Jefferson City, MO 65102-0480
Title: 5 CSR 50-345.300
Source: www.sos.mo.gov and Lexis-Nexis/StateNet
| |
| OR | Signed into law 09/2005 | P-12 | Amends ORS 332.114. In order to receive a high school diploma from a school district, a student must meet the requirements established by the State Board of Education and, while in grades 9 through 12, must complete:
(a) At least 24 credit hours, as defined by rule of the board;
(b) Three years of mathematics; and
(c) Four years of English.
(2) Notwithstanding subsection (1) of this section, a school district may award a diploma to a student who does not meet the requirements of subsection (1)(b) or (c) of this section if the student:
(a) Has met or exceeded the academic content standards for mathematics or English established by the board; or
(b) Displays proficiency in mathematics or English at a level established by the board.
The requirements of section 1 of this 2005 Act apply to students who receive a high school diploma from a school district on or after July 1, 2009.
http://www.leg.state.or.us/05reg/measpdf/hb3100.dir/hb3129.en.pdf
Title: H.B. 3129
Source: http://www.leg.state.or.us
| |
| IL | Signed into law 08/2005 | P-12 | Increases high school graduation requirements in math from 2 to 3 units, effective with the Class of 2009. Effective with the Class of 2010, adds 2 units of writing intensive courses (in addition to 3 units of language arts) to high school graduation requirements. Specifies that in 2 units of writing intensive courses, 1 of which must be in English, and the other of which may be in English or any other subject. Adds that when applicable, writing-intensive courses may be counted towards the fulfillment of other graduation requirements. Also effective with the Class of 2010, requires 1 of the 3 units of math to be Algebra I and 1 to include geometry content. Effective with the Class of 2011, increases science requirements from 1 to 2 units. Effective with the Class of 2012, increases language arts requirement from 3 to 4 units.
Requires the state board to develop and inform school districts of standards for writing-intensive coursework. Specifies that this legislation does not apply to students with disabilities whose course of study is determined by an individualized education program.
http://www.ilga.gov/legislation/publicacts/fulltext.asp?Name=094-0676
Title: S.B. 575
Source: www.ilga.gov
| |
| MN | Signed into law 07/2005 | P-12 | Upon receiving a student's application signed by the student's parent or guardian, a school district, area learning center, or charter school must declare that a student meets or exceeds a specific academic standard required for graduation under this section if the local school board, the school board of the school district in which the area learning center is located, or the charter school board of directors determines that the student: (1) is participating in a course of study, including an advanced placement or international baccalaureate course or program; a learning opportunity outside the curriculum of the district, area learning center, or charter school; or an approved preparatory program for employment or postsecondary education that is equally or more rigorous than the corresponding state or local academic standard required by the district, area learning center, or charter school; (2) would be precluded from participating in the rigorous course of study, learning opportunity, or preparatory employment or postsecondary education program if the student were required to achieve the academic standard to be waived; and (3) satisfactorily completes the requirements for the rigorous course of study, learning opportunity, or preparatory employment or postsecondary education program. Consistent with the requirements of this section, the local school board, the school board of the school district in which the area learning center is located, or the charter school board of directors also may formally determine other circumstances in which to declare that a student meets or exceeds a specific academic standard that the site requires for graduation under this section. (b) A student who satisfactorily completes a postsecondary enrollment options course or program under section 124D.09 is not required to complete other requirements of the academic standards corresponding to that specific rigorous course of study.
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0141.1&session_year=2005&session_number=1
Title: H.F. 141 - Multiple Components
Source: http://www.revisor.leg.state.mn.us
| |
| NY | Emergency Rule Adoption 07/2005 | P-12 | Revises requirements for obtaining a Regents high school diploma, a Regents diploma with advanced designation, and a local high school diploma. This amendment phases in the 65 passing score on the five required Regents exams to meet graduation requirements: students who enter grade 9 in the 05-06 school year are required to achieve 65 or above on 2 required Regents exams and a score of 55 or above on the remaining 3 exams; students who enter grade 9 in the 06-07 school year are required to achieve 65 or above on 3 required Regents exams and a score of 55 or above on the remaining 2 exams; students who enter grade 9 in the 07-08 school year are required to achieve 65 or above on 4 required Regents exams and a score of 55 or above on the remaining 1 exam; and students who enter grade 9 in the 08-09 school year are required to achieve 65 or above on all 5 required Regents exams.
This amendment also provides a safety net for all students with disabilities entering grade 9 in the 05-06 school year, by providing that students with disabilities may achieve a passing score of 55-64 on the 5 required Regents examinations to meet local diploma requirements.
This amendment also establishes an appeal process for students who fail to attain a score of 65 or better on a required Regents exam for graduation.
http://www.dos.state.ny.us/info/register/2005/aug10/pdf/rules.pdf
Title: 100.5 Title 8 NYCRR
Source: StateNet
| |
| DE | Signed into law 05/2005 | P-12 | Eliminates multi-tiered diplomas in Delaware, establishing instead the "State of Delaware High School Diploma" to each student graduating from a Delaware public high school, beginning with the Class of 2008. Mandates that, beginning with the Class of 2008, diplomas be awarded to students who (1) pass their high school course requirements and (2) achieve proficient scores on the state high school assessments in conjunction with other academic indicators defined by the department.
For those students graduating in 2007, requires the department to award either a "State of Delaware High School Diploma" or a "State of Delaware Distinguished Achievement Diploma" utilizing the rules and regulations for issuing diplomas for the 2005-2006 school year.
Requires the department, by January 2008, to establish by regulation the proficiency levels of performance on the state high school assessments, and the use of other academic indicators and their proficiency levels to receive a high school diploma. States that "other academic indicators" must include assessments such as the Preliminary Scholastic Aptitude Test (PSAT), the Scholastic Aptitude Test (SAT), Advanced Placement test scores, American College Test (ACT), local district assessments and indicators used to determine student proficiency relative to the content standards, and other assessments approved at the state level in a content area.
Permits a student receiving a State of Delaware High School Diploma in 2004 or 2005 to seek a re-evaluation and upgrade to a Distinguished Achievement Diploma on the basis of the new standards, once adopted. States that if it is determined the student qualifies for a Distinguished Achievement Diploma under the standards in place at the time of his or her request, the department must retroactively award such diploma.
Expresses the general assembly's intent to continue and encourage the ongoing discussions relating to Delaware high school graduation requirements and to guide the progress of change to ensure the establishment of more effective and appropriate measures of student performance and standards for high school graduation. Also expresses the assembly's desire to offer a forum for that continued discussion to interested parties who have or will come forward with their concerns and contributions.
http://www.legis.state.de.us/LIS/LIS143.NSF/vwLegislation/HB+3?Opendocument
Title: H.B. 3
Source: www.legis.state.de.us
| |
| DE | Signed into law 05/2005 | P-12 | Provides that high school diplomas issued in 2005 will be the same as were awarded in 2004. States that in 2006, the department must award a "State of Delaware High School Diploma" to a student who completes the state course requirements, or the district requirements, if these are higher than the state's. Requires the department, with the state board's approval, to determine the proficiency levels of performance on the state high school assessments, and the use of other academic indicators and their corresponding proficiency levels for a student to receive a State of Delaware Distinguished Achievement Diploma. Other academic indicators may include but are not limited to assessments such as the Preliminary Scholastic Aptitude Test (PSAT), the Scholastic Aptitude Test (SAT), Advanced Placement test scores, American College Test (ACT), local district assessments and indicators used to determine student proficiency relative to the content standards, and other assessments approved at the state level in a content area.
States that in 2007, in addition to the requirements for the Class of 2006, the department must determine the proficiency levels on the state hgh school assessments and the use of other academic indicators and their corresponding proficiency levels, for receiving the State of Delaware High School Diploma and the State of Delaware Distinguished Achievement Diploma.
States that students who fail to achieve a proficient level of performance on the state high school assessments may retake the assessments each succeeding year they continue in high school. Students taking the alternative assessment are exempt from this requirement.
Requires the department to issue a certificate of performance to a student who has met the requirements of the student's Individualized Education Program but has not completed the high school graduation course requirements established by the state, or the district, if district credit requirements are higher than those of the state.
Permits a student receiving a State of Delaware High School Diploma in 2004 or 2005 to request that his or her district or charter school reevaluate the diploma determination based on any adjustment or addition of other academic indicators for the determination of the Distinguished Achievement Diploma. States that if it is determined the student earned the Distinguished Achievement Diploma, the department must retroactively award such diploma
http://www.legis.state.de.us/LIS/LIS143.NSF/vwLegislation/SB+72?Opendocument
14 Delaware Code, Section 1220(a) (14 Del.C. §1220(a)) 14 DE Admin. Code 101
http://www.state.de.us/research/register/february2006/final/9%20DE%20Reg%201175%2002-01-06.htm#P8_154
Title: S.B. 72
Source: www.legis.state.de.us
| |
| IN | Signed into law 05/2005 | P-12 | Districts are eligible for the academic honors diploma awards according to the number of students who successfully completed an academic honors diploma program in the school year ending in the previous calendar year. Reduces the amount for which districts are eligible for each student. Adds that an amount received by a school corporation as an honors diploma award may be used only for:
(1) any:
(A) staff training;
(B) program development;
(C) equipment and supply expenditures; or
(D) other expenses;
directly related to the school corporation's academic honors diploma program; and
(2) the school corporation's program for high ability students.
States that a governing body that does not comply with these provisions for a school year is not eligible to receive an award for the following school year.
http://www.in.gov/legislative/bills/2005/HE/HE1001.1.html
Title: H.B. 1001 (Section 201)
Source: www.in.gov
| |
| MS | Rule Adoption 05/2005 | P-12 | Approves the granting of academic and elective Carnegie unit credit for certain Vocational and Technical secondary course offerings to meet the requirements for high school graduation in response to the call for additional rigor in high school coursework and a proposed increase in high school graduation requirements. In granting credit to meet graduation requirements in science, mathematics, and arts to these courses, schools will have an opportunity to use existing courses and teachers to meet increased graduation requirements without adding additional staff. MISSISSIPPI REG 9842 (SN)
Title: Uncodified
Source: StateNet
| |
| OK | Signed into law 05/2005 | P-12 | Beginning with ninth-grade students enrolled in the 2008-2009 school year, three units or sets of competencies in mathematics must be completed in the ninth through twelfth grades; provided, if a student completes any required courses in mathematics prior to ninth grade, the student may take any other mathematics courses to fulfill the requirement to complete three units in grades nine through twelve after the student has satisfied other requirements. Adds a provision that allows courses offered by a supplemental education organization that is accredited by a national accrediting body and that are taught by a certified teacher and provide for the teaching and learning of the appropriate skills and knowledge in the PASS to, upon approval of the State Board of Education and the school district board of education, be counted for academic credit and toward meeting the graduation requirements. Adds Section 8, affecting students in ninth grade in 2006-2007: 1. Four units of English to include Grammar, Composition, Literature, or any English course approved for college admission requirements;
2. Three units of laboratory science, limited to Biology, Chemistry, Physics, or any laboratory science course with content and/or rigor equal to or above Biology and approved for college admission requirements;
3. Three units of mathematics, limited to Algebra I, Algebra II, Geometry, Trigonometry, Math Analysis, Calculus, Advanced Placement Statistics, or any mathematics course with content and/or rigor above Algebra I and approved for college admission requirements;
4. Three units of history and citizenship skills, including one unit of American History and two units from the subjects of History, Government, Geography, Economics, Civics, or Non-Western culture;
5. Two units of the same foreign or non-English language or two units of computer technology approved for college admission requirements, whether taught at a high school or a technology center school, including computer programming, hardware, and business computer applications such as word processing, databases, spreadsheets, and graphics, excluding keyboarding or typing courses;
6. One additional unit selected from paragraphs 1 through 5 of this subsection or career and technology education courses approved for college admission requirements; and
7. One unit or set of competencies of fine arts, such as music, art, or drama, or one unit of speech.
A student may enroll in a curriculum that does not meet the requirements upon approval of the parent or legal guardian. School districts may require a parent or legal guardian of the student to meet with a designee of the school prior to enrollment in such a curriculum. http://www2.lsb.state.ok.us/2005-06SB/sb982_enr.rtf
Title: S.B. 982, Section 7
Source: http://www2.lsb.state.ok.us
| |
| AR | Signed into law 04/2005 | P-12 | Beginning in the 2005-2006 school year, provides an elective credit towards high school graduation for serving as a student mentor. http://www.arkleg.state.ar.us/ftproot/bills/2005/public/sb1043.pdf
Title: S.B. 1043
Source: www.arkleg.state.ar.us
| |
| IN | Signed into law 04/2005 | P-12
Postsec. | Beginning with the 2010-2011 school year, requires, with certain exceptions, a student to complete the Core 40 curriculum in order to graduate from high school. Beginning with the 2011-2012 academic year, requires, with certain exceptions, a student to have completed the Core 40 curriculum or a curriculum that is the equivalent to be admitted to a four-year degree program in a state educational institution. Adds the following options for students who fail to pass the high school graduation exam: Completes i) the course and credit requirements for a general diploma, including the career academic sequence; ii) a workforce readiness assessment; and (iii) at least one (1) career exploration internship, cooperative education, or workforce credential recommended by the student's school; or obtains a written recommendation from a teacher of the student in each subject area in which the student has not achieved a passing score on the graduation examination. The written recommendation must be concurred in by the principal of the student's school and be supported by documentation that the student has attained the academic standard in the subject area based upon:(i) tests other than the graduation examination; or (ii) classroom work. Upon the request of a student's parent, the student may be exempted from the Core 40 curriculum requirement. Itemizes other provisions that apply to students not completing the Core 40. Requires the department of education to conduct a study to determine whether a shortage of math, science, and special education teachers exists, particularly in urban and rural areas. Makes transitional provisions maintaining the current standards until the new standards take effect. http://www.in.gov/legislative/bills/2005/SE/SE0200.1.html
Title: S.B. 200
Source: http://www.in.gov
| |
| MD | Rule Adoption 04/2005 | P-12 | Revises the Maryland Student Records System Manual (MSRSM) as a result of recent changes regarding health and graduation requirements. State assessments, prekindergarten requirements, kindergarten and prekindergarten phase-in dates, enrollment and transfers, and the No Child Left Behind Act of 2001. Updates references to the MSRSM. MARYLAND REG 10154 (SN)
Title: COMAR 13A.02.06.02, 13A.0801.01, .08.02.01
Source: StateNet
| |
| MS | Rule Adoption 04/2005 | P-12 | Amends rules concerning Public School Accountability Standards. Beginning school year 2008-2009 and thereafter, all entering ninth grade students (seniors of school year 2011-2012 and later) will be enrolled in a college preparatory curriculum and required to have a minimum of 24 Carnegie units, unless their parent/guardian requests to opt the student out of this curriculum. Any student who is taken out of these requirements will complete the current Appendix A requirements for a standard high school diploma.
Title: Uncodified
Source: StateNet
| |
| NM | Signed into law 04/2005 | P-12 | Requires one-half unit in New Mexico history for students entering the ninth grade beginning in the 2005-2006
school year as part of the units required for graduation.
http://legis.state.nm.us/Sessions/05%20Regular/final/HB0139.pdf
Title: H.B. 139
Source: StateNet
| |
| OK | Signed into law 04/2005 | P-12 | Beginning with the 2006-2007 school year, the state board of Education must require, as a condition of accreditation, that school districts provide to all students physical education programs which may include athletics. The state board must also require that public elementary schools provide instruction, for students in full-day kindergarten and grades one through five, in physical education or exercise programs for a minimum of an average of sixty (60) minutes each week. Requires the state board to disseminate information to each school district on the benefits of physical education programs and strongly encourage districts to provide physical education instruction to students in grades six through twelve. Instruction in physical education is required to be aligned with the Priority Academic Student Skills as adopted by the State Board of Education. Encourages local boards to require students to complete two units or sets of competencies of physical and health education for graduation. http://www.sos.state.ok.us/documents/Legislation/50th/2005/1R/SB/312.pdf
Title: S.B. 312
Source: http://www2.lsb.state.ok.us
| |
| AR | Signed into law 03/2005 | P-12 | Defines "organized physical activity course." Beginning in the 2005-2006 school year, allows a student in grades 9-12 successfully completing an organized physical activity course meeting certain specifications to earn .5 unit of physical education credit towards high school graduation. Specifies that a student is limited to only the .5 unit of physical education credit for graduation for the organized physical activity course, and that the student is not allowed any other credit toward graduation for that same course. http://www.arkleg.state.ar.us/ftproot/bills/2005/public/sb2.pdf
Title: S.B. 2
Source: www.arkleg.state.ar.us
| |
| SD | Rule Adoption 03/2005 | P-12 | Creates definitions for three proposed high school courses of study. "Advanced high school program," the required course of study every student must complete, unless a student is excused, to satisfy the requirements for the recommended high school program as established by SDCL 13-33-19. (4) "Approved career and technical education course," a course that has a program approval application on file in the office of career and technical education and is taught by a teacher with vocational certification or endorsement; "Distinguished high school program," the course of study a student may choose to take to meet the eligibility requirements of the South Dakota opportunity scholarship; "Standard high school program," the minimum graduation requirements a student must take to be eligible for a high school diploma under the basic high school program as provided in SDCL 13-33-19; "World languages," the study of languages other than English. The term includes Lakota and American sign language.(Effective July 1, 2004, through June 30, 2007) Specific units of credit required for high school graduation. The units of credit required for high school graduation must include the following 13 and one-half units:
(1) Four units of English/language arts, which include a minimum of the following:
(a) One and one-half units of writing;
(b) One and one-half units of literature, including one-half unit of American
literature; and
(c) One-half unit of speech;
(2) Three units of social studies, which include a minimum of the following:
(a) One unit of U.S. history;
(b) One-half unit of U.S. government; and
(c) One-half unit of geography;
(3) Five units of mathematics and laboratory science, which include a minimum of two
units each of mathematics and laboratory science;
(4) One-half unit of laboratory computer studies; and
(5) One unit of fine arts.
In lieu of taking the required course in computer studies, a maximum of one-half unit of
credit may be granted to a student who can demonstrate mastery of the basic course of studies for
computers. Credit for certain vocational education courses may be used to partially satisfy required
course credit in English, mathematics, social science, and science. Up to one unit of credit from
vocational education courses may be substituted for required course credit in each of these
academic areas. Required course credit earned in this manner shall be accounted for on the
student transcript, identifying the vocational education courses approved and applied toward the
credit. SOUTH DAKOTA REG 4078 (SN) http://www.state.sd.us/deca/gradrequirements/docs/DefofTerms.pdf
Title: 24:15:03:04, 24:15:06:22, 24:15:06:36, 24:15:06:37, 24:15:01:01, 24:16:08:16, 24:16:08:59, 24:03:01:01, 24:03:06:06.01, 24:03:06:31, 24:03:06:32
Source: http://www.state.sd.us
| |
| VA | Signed into law 03/2005 | P-12 | Directs the Board of Education to provide for the award of verified credits for passing scores on industry certifications, state licensure examinations, and national occupational competency assessments approved by the Board of Education. School boards shall report annually to the Board of Education the number of industry certifications obtained and state licensure examinations passed, and will include this number as a category on the school's achievement report card. Currently, the Standards of Accreditation (SOA) require the accumulation of a specific number of standard and verified units of credit for standard diplomas. The verified unit of credit is awarded upon passage of the relevant Standards of Learning (SOL) test (additional tests approved by the Board of Education), as well as the course. The Standard Diploma requires 22 credits, six of which must be verified units of credit, while the Advanced Studies Diploma requires 24 credits, with nine verified units. The SOA currently require verified units of credit in specific subjects, such as English, mathematics, science, history and social science. The Modified Standard Diploma is awarded to students with disabilities who are "unlikely to meet the credit requirements for a Standard Diploma."
School accreditation is based on pass rates for the SOL assessments. http://leg1.state.va.us/cgi-bin/legp504.exe?051+ful+CHAP0345
Title: S.B. 1045
Source: http://leg1.state.va.us
| |
| IN | Adopted 02/2005 | P-12 | Adds 511 IAC 6-7.1, effective with the graduating class of 2010, to adopt new minimum high school graduation requirements, adopt new Core 40 diploma requirements, and adopt Core 40 with academic honors and Core 40 with technical honors diplomas to replace the current academic honors diploma. Defines a career-academic sequence as a flexible sequence of career-technical and academic courses that:
(1) help a student explore and prepare for a specific career area or group of related occupations;
(2) are selected and defined by school corporations;
(3) include progressive exposure to the world of work, with some leading to a certificate recognized by business and industry. Encourages students earning the standard diploma and any Core 40 diploma to complete a career-academic sequence. http://www.doe.state.in.us/core40/pdf/SBEfinalrule_2-3-05.pdf
Title: 511 IAC 6-7.1
Source: www.doe.state.in.us
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| High School--International Baccalaureate |
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| Instructional Approaches--Grading Practices |
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| Instructional Approaches--Homeschooling |
| |
| Instructional Approaches--Single-Sex Education |
| |
| Integrated Services/Full-Service Schools |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--Principal/School Leadership |
| |
| 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--Tenure |
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| Middle School |
| |
| Minority/Diversity Issues |
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| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
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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--Reauthorization Issues/Waivers |
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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 Evaluation/Economic Benefits |
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| P-3 Family Involvement |
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| P-3 Finance |
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| P-3 Grades 1-3 |
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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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| Partnerships--University/School |
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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 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 Participation--Outreach |
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| Postsecondary Students--Disabled |
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| Postsecondary Students--Minority |
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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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| Reading/Literacy |
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| Religion |
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| Religion--Prayer/Meditation |
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| Rural |
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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--Year |
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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 Safety--Special Education |
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| School Safety--Uniforms/Dress Codes |
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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--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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| Standards |
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| State Longitudinal Data Systems |
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| State Policymaking |
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| State Policymaking--Task Forces/Commissions |
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| STEM |
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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--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--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--Reduction in Force |
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| Teaching Quality--Teacher Attitudes |
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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--Computer Skills |
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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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