 |
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 |
| |
| AK | Adopted 12/2005 | P-12 | Requires the commissioner to select a standards-based science assessment and school districts to administer the assessment in selected grades.
AGENCY CONTACT: Dorothy Knuth, Commissioner's Office at the Department of Education & Early Development, 801 W 10th St., Ste. 200, Juneau, AK 99801- 1894, (907) 465-2802, Dorothy_Knuth@eed.state.ak.us
Title: 4 AAC 04.140 thru 06.825
Source: http://www.legis.state.ak.us/
| |
| CA | Signed into law 10/2005 | P-12 | This bill would require a pupil identified as limited English proficient who is enrolled in any of grades 2 to 11, and who either receives instruction in his or her primary language or has been enrolled in a school in the United States for less than 12 months, to take a test in his or
her primary language if a test is available. This bill also would require the Superintendent of Public Instruction, with the approval of the State Board of Education, to annually release to the public at least 25% of test items from the standards-based achievement test from the test administered in the previous year.
Title: S.B. 755
Source: StateNet
| |
| CA | Vetoed 10/2005 | P-12 | This bill would require a pupil to take achievement tests in his or her primary language, if the pupil is identified as limited English proficient, and is either literate in his or her primary language or receives instruction in his or her primary language. The bill would require a pupil who is LEP, but for whom an achievement test in his or her primary language is not available, to instead take an achievement test in English that is modified in order to eliminate unnecessary linguistic complexity. The bill would require a LEP pupil who has attended a school in the United States for at least 3 consecutive years to take an additional achievement test in English that is modified in order to eliminate unnecessary linguistic complexity. The bill would require the State Department of Education to develop a primary language assessment in the dominant primary language of limited-English-proficient pupils.
Title: S.B. 385
Source: StateNet
| |
| NC | Signed into law 08/2005 | P-12 | Streamline School Testing Program.
Title: H.B. 911
Source: StateNet
| |
| DE | Signed into law 07/2005 | P-12 | This Resolution creates a Task Force to examine best practice models of other state assessment programs for the purpose of providing recommendations for the improvement and/or changes to the Delaware Student Testing Program (DSTP). http://www.legis.state.de.us/LIS/LIS143.nsf/vwLegislation/
Title: H.J.R. 4
Source: http://www.legis.state.de.us/
| |
| CO | Vetoed 06/2005 | P-12 | Section 7: Encourages the state board to establish accreditation indicators based in part on the diagnostic academic growth calculation added by paragraph (d), section 22-7-604.3.
Section 8: Creates new paragraph (d) in section 22-7-604.3. States that a diagnostic academic growth calculation showing each student's improvement from year to year might more accurately reflect a school's performance. Encourages the department to extend the use of the diagnostic academic growth calculation to the school level, and to use this method to evaluate schools for the state and federal accountability systems.
http://www.leg.state.co.us/clics2005a/csl.nsf/fsbillcont3/489B14D223FBDD2087256F5D006BE665?open&file=214_enr.pdf
Title: S.B. 214 (Section 7-8)
Source: www.leg.state.co.us
| |
| OR | Signed into law 06/2005 | P-12 | Deleted requirement that an assessment shall be administered to students on or after March 1 of a school year if the
assessment is: (A) A mathematics assessment that tests problem solving skills; or (B) An English assessment that tests writing skills; and
is administered as part of the statewide assessment. http://www.leg.state.or.us/05reg/measpdf/sb0100.dir/sb0169.en.pdf
Title: S.B. 169
Source: http://www.leg.state.or.us
| |
| IN | Signed into law 05/2005 | P-12 | Defines "phonologic weakness." Requires the department of education to develop and implement a plan to
(1) train teachers, especially the teachers directly involved in reading and language arts, about phonologic weakness and its role in reading development;
(2) determine which reading instruments can be used to detect phonologic weakness before formal reading instruction begins;
(3) determine which reading instruments can be used to assess student reading and spelling development; and
(4) apply the results of the assessment using reading instruments to a child's instructional program.
Requires the department to develop a technical assistance manual related to the plan and adopt reading instruments to diagnose reading and writing development. Requires each instrument adopted to be based on scientific research concerning reading development and have adequate reliability and validity.
http://www.in.gov/legislative/bills/2005/HE/HE1488.1.html
Title: H.B. 1488
Source: www.in.gov
| |
| MI | Signed into law 05/2005 | P-12 | AN ACT to amend 1970 PA 38, entitled "An act to provide for assessment and remedial assistance programs of students in reading, mathematics and vocational education," by amending section 2 (MCL 388.1082)
http://www.legislature.mi.gov/documents/2005-2006/billenrolled/house/pdf/2005-HNB-4142.pdf
Title: H.B. 4142
Source: StateNet
| |
| MS | Rule Adoption 05/2005 | P-12 | Provides that the information contained within the Guidelines for Testing Students with Disabilities and the Guidelines for Educational Services and Assessement for English Language Learners and any subsequent updates shall apply to all public school personnel who are responsible for the implementation of the Statewide Assessment System. MISSISSIPPI REG 9605 (SN)
Title: IIB-3
Source: StateNet
| |
| OK | Signed into law 05/2005 | P-12 | New law establishing the Achieving Classroom Excellence Act of 2005. One new section establishes the Oklahoma Mathematics Improvement Program. The purpose is to improve student mastery of the Priority Academic Student Skills (PASS) for sixth-grade mathematics through Algebra I by enhancing sixth-, seventh- and eighth-grade public school teachers' mastery of the subject matter content and process skills. Offers $1,000 stipends to teachers who pass the mathematicssubject area test and participate in approved professional development programs. Mathematics academies, customized higher education courses, small learning community lesson studies facilitated by a mathematics coach and utilizing the Internet and video technology are programs the state board may approve. Phases in full-day kindergarten requirements; requires three years of high school math and a college bound curriculum unless parents sign a statement opting out of the curriculum; implements end-of-instruction testing in eighth grade and high school, ultimately requiring students to pass tests to graduate; provides remediation to students who fail tests; establishes special math labs for middle school students and math training programs for middle school teachers; encourages high school seniors to take concurrent college courses with state paying tuition for six credit hours per semester; and addresses access for professional teaching organizations. http://www2.lsb.state.ok.us/2005-06SB/sb982_enr.rtf
Title: S.B. 982
Source: http://www.lsb.state.ok.us/house/news7622.html
| |
| WA | Signed into law 05/2005 | P-12 | Directs the superintendent of public instruction to review the course requirements and assessments in one or more representative career and technical programs that lead to industry certification to determine the alignment of the courses and assessments with the essential academic learning requirements measured in the high school Washington assessment of student learning. The purpose of the review is to determine if the certifications can be used as evidence that a student has met the standards measured by the Washington assessment of student learning. The review also shall evaluate the statewide availability and use of the certifications. As part of the review, the superintendent is to make a determination of the extent to which the certifications are comparable in rigor to the reading, writing, mathematics, or science Washington assessments of student learning, and whether they should be used as alternative assessments. The superintendent also shall develop a process for reviewing additional industry certification programs after the initial review. http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Session%20Law%202005/1987-S.SL.pdf
Title: H.B. 1987
Source: http://www.leg.wa.gov/
| |
| AR | Signed into law 04/2005 | P-12
Postsec. | Requires each district's student services plan to include a district-level tracking system for students who fail to reach proficiency on state-mandated assessments. Specifies that guidance and counseling services in each district's "student services program" include academic advisement for class selection by establishing academic goals in elementary, middle, and high school; interpretation of criterion-referenced and norm-referenced testing and dissemination of results to the school, students, parents, and community; academic assessment counseling and career counseling, including advising students on the national college assessments, workforce opportunities, and and alternative programs that could provide postsecondary opportunities for students; and guidance in understanding the relationship between classroom performance and success in school.
Specifies that the psychological services offered through a district's student services program include consultation and counseling with parents, students, and school personnel to ensure that all students are ready to succeed and that all students are preparing for college and work.
Specifies that the career services offered through a district's student services program include the dissemination of appropriate course-taking patterns and the effect of taking more rigorous courses so that students are better prepared for college and work success.
Requires every school counselor to provide a career planning process for each student to include career awareness, employment readiness, career information, and the knowledge and skill necessary to achieve career goals. Requires school counselors to also encourage parents, during regular parent conferences, to support partnerships in their children's learning and career planning process.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb2868.pdf
Title: H.B. 2868
Source: www.arkleg.state.ar.us
| |
| AR | Signed into law 04/2005 | P-12 | Establishes system for districts to report all students' scores on end-of-course assessments. Requires the division of public school accountability to:
(i) Match each student's end-of-course test score with the letter grade received in the corresponding course;
(ii) Report each student's end-of-course test score matched with the letter grade the student received in the corresponding course to the school district;
(iii) Create a report of the percentage of students who received a letter grade of "B" or above in the corresponding course and passed the end-of-course assessment on his or her first attempt; and
(iv) Create a report of the percentage of students who received a letter grade of "B" or above in the corresponding course and did not pass the end-of-course assessment on his or her first attempt.
Requires the division of public school accountability to annually report to the state board and the General Assembly the name, address, and superintendent of any high school in which more than 20% of the students received a letter grade of "B" or above but did not pass the end-of-course assessment on his or her first attempt. The report must also indicate by high school the number of students receiving a letter grade of "B" or above in the corresponding course who did not pass the end-of-course assessment on his or her first attempt.
Requires the department to investigate the classroom practices of any district in which more than 20% of the students received a letter grade of "B" or above but did not pass the end-of-course assessment on his or her first attempt; and provide the superintendent and local board with written recommendations or changes that would improve classroom instruction and student performance on end-of-course assessments.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb1983.pdf
Title: H.B. 1983 (multiple provisions)
Source: www.arkleg.state.ar.us
| |
| AR | Signed into law 04/2005 | P-12 | Requires a student not passing an immediately previous grades 3-8 benchmark assessment or in a secondary level end-of-course assessment to participate in remediation activities as required in the student's individualized academic improvement plan beginning in the school year the
assessment results are reported. If a student with disabilities has an individualized education program that addresses any academic area or areas in which the student is not proficient on state-mandated criterion-referenced assessments, the individualized education program meets the requirements of the aforementioned academic improvement plan. Requires districts to notify the student's parent of the parent's role and responsibilities as well as the consequences for the student's failure to participate in the plan.
Beginning with the 2005-2006 school year, requires students in grades 3-8 identified as not passing a benchmark assessment and who fail to participate in the subsequent academic improvement plan to be retained and not promoted to the next grade until the student is deemed to have participated in an academic improvement plan or the student passes the benchmark assessment for the current grade level in which the student is retained.
Beginning with the 2005-2006 school year, mandates that any student required to take an end-of-course assessment who does not pass a particular assessment must participate in remediation activities as required in the student's individualized academic improvement plan in the school year the assessment results are reported in order to receive credit on his or her transcript for the course related to the end-of-course assessment.
Beginning with the 2009-2010 school year, requires all initial end-of-course assessments to be administered by grade 10 for each student. Beginning with the 2009-2010 school year, a student who does not pass an initial end-of-course assessment may receive credit for the course until the student passes a subsequent end-of-course assessment; or the student, by the end of grade twelve 12, passes an Alternative assessment directly related to the Alternative exit course. If a student does not meet the satisfactory pass levels on an initial end-of-course assessment or does not satisfy the remedial requirements, that student will not graduate with a high school diploma from an Arkansas high school or charter school.
To the extent any school district is determined to have knowingly failed to administer these provisions of law or rules, the superintendent's license shall be subject to probation, suspension or revocation.
Requires tthe department of education to annually make public at least 50% of the test questions on the most recent initial benchmark and end-of-course assessments.
Creates Alternative Exit Course and Alternative Course Exam for students who have failed an end-of-course assessment three times. Requires such a student to take and pass an Alternative exit course and meet a satisfactory Alternative level score on a subsequent Alternative assessment to graduate from high school. Allows the Alternative exit course to be offered through a distance learning class and to be offered by the district outside the course of the normal school day.
Repeals Arkansas Code § 6-15-203 on remediation and student promotion/retention.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb2824.pdf
Title: H.B. 2824
Source: www.arkleg.state.ar.us
| |
| AR | Signed into law 04/2005 | P-12 | Creates the End-of-Course Success Incentive Program under the department of education. Awards schools $50.00 for each student passing the end-of-course assessment on his or her first attempt. These funds must be utilized in the schools to improve student academic performance. Allows a teacher teaching a course that has a state-required end-of-course assessment to be awarded subsidized teacher training for that particular course at a cost not to exceed $650 per teacher.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb1983.pdf
Title: H.B. 1983 (multiple provisions)
Source: www.arkleg.state.ar.us
| |
| AR | Signed into law 04/2005 | P-12
Postsec. | Modifies eligibility requirements for the Arkansas Academic Challenge Scholarship Program, effective for applicants graduating from an Arkansas high school after December 31, 2009. Requires an applicant to have completed the Smart Core curriculum and have met the existing requirement of passing the end-of-course examinations in reading and writing literacy and mathematics. Adds that a sub-score of 19 or higher on the ACT may equate meeting the requirements for passing end-of-course examinations for applicants to the Arkansas Academic Challenge Scholarship Program and the Arkansas Governor's Scholars Program for a student who has not had an opportunity to take an end-of-course exam, has not passed the end-of-course exam, or attends a private school or home school.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb1983.pdf
Title: H.B. 1983 (multiple provisions)
Source: www.arkleg.state.ar.us
| |
| AZ | Vetoed 04/2005 | P-12 | Requires the department to report to specified members of the legislature on its budget status every two months for the first half of each fiscal year and every month thereafter. Requires every report to include the department's current funding surplus or shortfall projections for basic state aid and other major formula-based programs. Requires every report to be submitted 30 days after the end of the applicable reporting period.
Requires the department to report annually to the joint legislative budget committee on: (a) the raw and adjusted scores on the Arizona Instrument to Measure Standards (AIMS) test for high school students who have not received AIMS test tutoring services from the department, and the raw and adjusted AIMS scores of high school students who have received AIMS test tutoring from the department, both before and after receiving tutoring services. The report must also include contractual and policy changes made to the tests that would impact student achievement, and a description of any scoring errors or reporting delays and any actions taken to address the errors or delays.
Text of bill as vetoed: http://www.azleg.state.az.us/legtext/47leg/1r/bills/hb2033s%2Epdf
Title: H.B. 2033
Source: www.azleg.state.az.us
| |
| UT | Rule Adoption 04/2005 | P-12 | Amends rule to provide for makeup days in administration of required Utah Basic Skills Competency Test (UBSCT). Changes add language for schools to provide a makeup window not to exceed five school days following administration of UBSCT. Amendments also add parent notification requirements. UTAH REG 27710 (SN)
Title: R277-705-6
Source: StateNet
| |
| WA | Signed into law 04/2005 | P-12 | From the fiscal note: The bill eliminates the mandatory requirement for norm referenced testing in the third, sixth, and ninth grade classes.
School districts are permitted to offer norm referenced assessments at the districts' own expense and make diagnostic tools available that provide information that is at least as valuable as the information eliminated under this act. By September 1, 2005, subject to funding availability, the office of superintendant of public instruction is to post on its website, for voluntary use by school districts, a guide of diagnostic assessments. By September 1, 2006, subject to amounts appropriated for this purpose, the office of the superintendent of public
instruction is to make available to school districts diagnostic assessments that help improve student learning. http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Session%20Law%202005/1068.SL.pdf
Title: H.B. 1068
Source: StateNet
| |
| KY | Signed into law 03/2005 | P-12
Postsec.
Community College | Sets forth legislative intent related to early diagnosis of and intervention for elementary students struggling in reading and mathematics, state student achievement goals, provision and quality of diagnostic and intervention services to students below proficient on state math and reading assessments, and collaboration among state and local stakeholders to achieve state goals. Establishes the respective roles of the general assembly, state board of education, department of education, council on postsecondary education, education professional standards board, colleges and universities, school councils, and local boards and superintendents in achieving the state's student achievement goals. Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB301.htm
Title: H.B. 93 (Section 1, multiple provisions)
Source: lrc.ky.gov
| |
| KY | Signed into law 03/2005 | P-12
Postsec.
Community College | Defines terms, including "mathematics coach," "mathematics diagnostic assessment," "mathematics intervention program," "mathematics leader," "mathematics mentor," and "numeracy." Establishes the Committee for Mathematics Achievement to develop a multi-faceted strategic plan to improve student achievement in mathematics at all levels of schooling, prekindergarten through postsecondary and adult. Specifies that at a minimum, the plan must address:
(a) Challenging curriculum that is aligned prekindergarten through postsecondary, including consensus among high school teachers and postsecondary education faculty about expectations, curriculum, and assessment;
(b) Attitudes and beliefs of teachers about mathematics;
(c) Teachers' knowledge of mathematics;
(d) Diagnostic assessment, intervention services, and instructional strategies;
(e) Shortages of teachers of mathematics, including incentives to attract strong candidates to mathematics teaching;
(f) Statewide institutes that prepare cadres of mathematics leaders in local school districts, which may include highly skilled retired mathematics teachers, to serve as coaches and mentors in districts and schools;
(g) Cohesive continuing education options for experienced mathematics classroom teachers;
(h) Closing the student achievement gap among various student subpopulations;
(i) Curriculum expectations and assessments of students among the various school levels, prekindergarten, primary, elementary, middle, and high school;
(j) Content standards for adult education centers providing mathematics curricula;
(k) Introductory postsecondary education mathematics courses that are appropriate to the wide array of academic programs and majors;
(l) Research to analyze further the issues of transition from high school or GED programs to postsecondary education mathematics; and
(m) The early mathematics testing program under KRS 158.803.
Other factors may be included in the strategic plan as deemed appropriate by the committee to improve mathematics achievement of Kentucky students.
Requires the committee to (a) Design a statewide professional development program that includes summer mathematics institutes at colleges and universities, follow-up, and school-based support services, beginning no later than June 1, 2006, to prepare teams of teachers as coaches and mentors of mathematics at all school levels to improve student achievement. Specifies areas the design must address. (b) Require schools and districts approved to have participants in the mathematics leader institutes to provide specified assurances to support institute participants and students who need modified instructional and intervention services in math.
Establishes committee membership, terms, chairmanship, attachmetn to Kentucky Department of Education, and responsibilities. Specifies that the committee must:
(a) Present a draft strategic plan addressing the requirements in subsection (1) of this section and other issues that arose during the work of the committee to the Education Assessment and Accountability Review Subcommittee no later than August 2005;
(b) Present the strategic plan for improving mathematics achievement to the Interim Joint Committee on Education by July 15, 2006, which shall include any recommendations that require legislative action; and
(c) Provide a final written report of committee activities to the Interim Joint Committee on Education and the Legislative Research Commission by December 1, 2006.
Also specifies that the committee will have ongoing responsibility for providing advice and guidance to policymakers in the development of statewide policies and in the identification and allocation of resources to improve mathematics achievement. In carrying out this responsibility, the committee must periodically review the strategic plan and make modifications as deemed appropriate and report those to the Interim Joint Committee on Education.
Mandates that the committee collaborate with the Center for Mathematics to ensure that there is ongoing identification of research-based intervention programs for K-12 students who have fallen behind in mathematics, rigorous mathematics curricula that prepare students for the next level of schooling, research-based professional development models that prepare teachers in mathematics and pedagogy, and strategies for closing the gap between high school or GED and postsecondary mathematics preparation.
Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB93.htm
Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc
Title: H.B. 93 (Section 2)
Source: lrc.ky.gov
| |
| KY | Signed into law 03/2005 | P-12 | Creates the mathematics achievement fund to provide developmentally appropriate diagnostic assessment and intervention services to students, primary through grade 12, to help them reach proficiency in mathematics on the state assessments and in compliance with the No Child Left Behind Act of 2001. Specifies activities for which fund monies may be used. Specifies that the fund is to provide funding for the Center for Mathematics created in this bill, provide renewable, two-year local grants to school districts for specified purposes, and provide operational funding for the Mathematics Achievement Committee created in Section 2 of this bill. Specifies that if matching funds are required, the school council or, if none exists, the principal or the superintendent of schools, must allocate matching funds. Allows funding for professional development allocated to the school council under KRS 160.345 and for continuing education under KRS 158.070 to be used to provide a portion or all of a school's required match. Specifies responsibilities of the department of education relative to the fund program, including technical assistance to potential applicants and grant recipients.
Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB93.htm
Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc
Title: H.B. 93 (Section 3)
Source: lrc.ky.gov
| |
| TX | Adopted 03/2005 | P-12 | The adopted amendments update and revise the rules to align with current statute (3-10 testing rather than 3-8). http://www.tea.state.tx.us/rules/board/adopted/0305/101-005-two.pdf
Title: §101.5
Source: http://www.tea.state.tx.us
| |
| NM | Rule Adoption 02/2005 | P-12 | Proposes rules regarding examination opportunities, exam results, verification of exam results, and examination of record purposes. NEW MEXICO REG 4231 (SN)
Title: 11.12, 11.13, 11.15, 11.16
Source: StateNet
| |
| UT | Rule Adoption 02/2005 | P-12 | Removes 'Constructed response portions' from definitions and language. Updates Criterion Reference Test (CRT) assessment window and adds new language regarding Utah State Office of Education responsibilities and school responsibilities for crisis indicators in state assessments. UTAH REG 27547 (SN)
Title: R277-473
Source: StateNet
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| Assessment--Accommodations |
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| Assessment--Computer Based |
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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--Value Added |
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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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| Career/Technical Education |
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| Career/Technical Education--Career Academies/Apprenticeship |
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| Cheating |
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| Choice of Schools--Charter Schools |
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| Choice of Schools--Charter Schools--Charter Districts |
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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--Tax Credits |
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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--Arts Education |
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| Curriculum--Censorship |
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| Curriculum--Core Curriculum |
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| Curriculum--Drivers Education |
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| Curriculum--Environmental Education |
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| Curriculum--Family Living 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 |
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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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| Curriculum--Speech Education |
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| Data-Driven Improvement |
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| Demographics--Enrollments |
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| Desegregation |
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| Economic/Workforce Development |
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| Education Research |
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| Equity |
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| Finance |
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| Finance--Adequacy/Core Cost |
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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--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--Nutrition |
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| Health--School Based Clinics or School Nurses |
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| Health--Suicide Prevention |
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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--Dropout Rates/Graduation Rates |
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| High School--Dual/Concurrent Enrollment |
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| High School--Early Colleges/Middle Colleges |
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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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| High School--International Baccalaureate |
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| Instructional Approaches--Grading Practices |
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| Instructional Approaches--Homeschooling |
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| Instructional Approaches--Single-Sex Education |
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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--Principal/School Leadership |
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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--Tenure |
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| Middle School |
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| 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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