 |
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 |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches--Grading Practices |
| |
| 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 |
| |
| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| No Child Left Behind |
| |
| No Child Left Behind--Adequate Yearly Progress |
| |
| No Child Left Behind--Assessment |
| |
| No Child Left Behind--Choice/Transfer |
| |
 | No Child Left Behind--Consequences for Schools |
| |
| GA | Signed into law 12/2005 | P-12 | Makes the department responsible for the implementation of a single statewide system of accountability. Adds school systems to the system of review and accountability. Strikes subparagraph (D) of paragraph (6) of subsection (a) of Code Section 20-14-41, relating to appropriate levels of intervention for failing schools, and inserts in lieu thereof the following: (D) Mandate that the parents have the option to relocate the student to other public schools in the local school system to be chosen by the parents of the student with transportation costs borne by the system from a list of available options provided by the local school system. The local school system is to provide transportation for students in Title I schools in accordance with the requirements of federal law. The local school system may provide transportation for students in non-Title I schools. In any year in which the General Assembly does not appropriate funds for the provision of transportation to non-Title I students, the parents assume responsibility for the transportation.
http://www.legis.state.ga.us/legis/2005_06/pdf/sb35.pdf
Title: S.B. 35
Source: http://www.legis.state.ga.us
| |
| IL | Adopted 11/2005 | P-12 | Makes changes in the accountability system for public schools. Changes the requirement for adequate yearly progress and the indicators that will be considered; the targets for each aspect of performance; the subgroups of students, their participation in state level assessments, and the treatment of their scores; and the academic early warning and watch status and the requirements for school and district improvement plans and restructuring plans.
Section 1.10 Public School Accountability Framework
Section 1.20 Operational Requirements
Section 1.30 State Assessment
Section 1.40 Adequate Yearly Progress
Section 1.50 Calculation of Participation Rate
Section 1.60 Subgroups of Students; Inclusion of Relevant Scores
Section 1.70 Additional Indicators for Adequate Yearly Progress (high school dropout rates/graduation rates)
Section 1.75: Student Information System
Section 1.80: Academic Early Warning and Watch Status
Section 1.85: School and District Improvement Plans; Restructuring Plans
Section 1.90: Systems of Rewards and Recognition - The Illinois Honor Role
Section 1.95 Appeals Procedure
http://www.isbe.state.il.us/rules/archive/pdfs/oneark.pdf
AGENCY CONTACT: Sally Vogl, Agency Rules Coordinator, State Board of Education, 100 N First St (W-475), Springfield, IL 62777, 217-782-5270
Title: 23 IAC 1.10, thru .70, .75, .80,
.85, .90, .95,
Source: www.isbe.state.il.us
| |
| KY | Adopted 11/2005 | P-12 | Amends rules which establish a system for identifying and rewarding successful schools and appropriate consequences for schools failing to meet or exceed their assistance line.
AGENCY CONTACT: Kevin Noland, Deputy Commissioner and General Counsel, Bureau of Operations and Support Services, Department of Education, 500 Mero St, 1st, Capitol Plaza Tower, Frankfort, KY 40601, 502-564-4474, fax 502-564-9321
http://www.lrc.ky.gov/kar/703/005/020.htm
Title: 703 KAR 5:020
Source: Lexis-Nexis, www.lrc.ky.gov
| |
| LA | Adopted 11/2005 | P-12 | Defines growth label changes for three-star schools. Defines the movement of three-star schools into Academic Assistance if performance significantly declines. Addresses the requirement of districts to address the learning needs of mobile students, the writing and implementation of reconstitution plans, and the accountability status of reconfigured schools. These changes take advantage of new flexibility in guidance for No Child Left Behind and address situations
that were not considered when the accountability policy was initially written.
AGENCY CONTACT: Nina A Ford, Board of Elementary and Secondary Education, Box 94064, Capitol Station, Baton Rouge, LA 70804-9064
http://www.doa.state.la.us/osr/reg/0511/0511RUL.pdf
Title: LAC 28:LXXXIII.517, 1101, 1501, 1705, 2301, 3301, and 3303
Source: Lexis-Nexis/StateNet and www.doa.state.la.us/osr/reg/
| |
| LA | Signed into law 11/2005 | P-12 | Establishes procedures for identifying underperforming schools to be transferred to the Recovery School District. Requires the Recovery School District to provide all educational services to students in transferred schools. Requires the recovery district to develop and present to the state board a plan for the operation of all schools transferred, within six months after the transfer of a school to the recovery district. Sets forth mandatory components of a plan. Mandates that the recovery district retain jurisdiction over any school transferred to it for at least five school years. Requires the recovery district to report to the state board on specified indicators no later than nine months prior to the expiration of the five-year period, and to recommend whether the school should be (aa) Continued in the recovery district pursuant to its reported operational status; continued in the recovery district with a change in its operational status and the nature of the recommended change; closed; or returned to the administration and management of the transferring system with proposed stipulations and conditions for the return.
Authorizes the district to manage and retain specified funding; relates to Type 5 charter schools; prohibits members of certain school boards from also being
members of the governing board of certain Type 5 charter schools.
States that on and after November 15, 2008, no additional schools shall be transferred to the jurisdiction of the recovery district.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=329650
Title: H.B. 121A
Source: www.legis.state.la.us, Lexis-Nexis/StateNet
| |
| IL | Signed into law 08/2005 | P-12 | Makes changes to the state's accountability provisions under the No Child Left Behind Act of 2001, effective with the 2005-2006 school year. States that the indicators to determine adequate yearly progress (AYP) for children with disabilities shall be based on students' individualized education plans (IEPs). States that only schools that do not meet AYP for 2 consecutive annual calculations in the same subgroup and in the same subject or in their participation rate, attendance rate, or graduation rate will be placed on academic early warning status for the next school year. Not meeting AYP in the same subgroup and in the same subject or in their participation rate, attendance rate, or graduation rate for a third school year shall remain on academic early warning status. Schools not meeting AYP in the same subgroup and in the same subject or in their participation rate, attendance rate, or graduation rate for a fourth school year shall be placed on initial academic watch status. Schools not meeting AYP in the same subgroup and in the same subject or in their participation rate, attendance rate, or graduation rate for a fifth school year shall remain on initial academic watch status. Eliminates provision that schools on academic early warning or academic watch status that meet AYP for one annual calculation shall maintain their current statuses for the next school year. Replaces with provision that schools on academic early warning or academic watch status that meet AYP for one annual calculation shall be considered as having met expectations and shall be removed from any status designation.
Specifies that such changes will take place only with the federal government's formal approval of such policy through the submission and review process for the Illinois Accountability Workbook. Effective immediately.
http://www.ilga.gov/legislation/publicacts/fulltext.asp?Name=094-0666
Title: H.B. 3678
Source: www.ilga.gov
| |
| OK | Emergency Rule Adoption 08/2005 | P-12 | Establishes the submission date for the Plan to the Board of Education for school districts with one or more school sites which are identified for school improvement. No later than three months after being identified as a school in need of school improvement districts shall submit to the State Board of Education the following plans.
(1) Comprehensive Local Education Plan required by 70 O.S. § 3-104.2.
(2) School Improvement Plan required by 70 O.S. § 5-117.4.
(3) Professional Development Plan required by 70 O.S. § 6-194.
(4) Capital Improvement Plan as required in 70 O.S. § 18-153.
(5) Reading Sufficiency Plan required by 70 O.S. § 1210.508C.
Title: OAC 210:15-8-1, -2
Source: Oklahoma Secretary of State
| |
| OK | Adopted 08/2005 | P-12 | Sets Forth the Six Year Comprehensive Local Education Plan.No later than three months after being identified as a school in need of school improvement districts is required to submit to the State Board of Education the following plans.
(1) Comprehensive Local Education Plan required by 70 O.S. § 3-104.2.
(2) School Improvement Plan required by 70 O.S. § 5-117.4.
(3) Professional Development Plan required by 70 O.S. § 6-194.
(4) Capital Improvement Plan as required in 70 O.S. § 18-153.
(5) Reading Sufficiency Plan required by 70 O.S. § 1210.508C.
OKLAHOMA 13815
http://www.oar.state.ok.us/register/Volume-23_Issue-03.htm#a34087
Title: OAC 210:15-8-1, -2
Source: http://www.oar.state.ok.us
| |
| OK | Adopted 08/2005 | P-12 | Implements the Academic Achievement Award Program. OKLAHOMA 13819
Title: OAC 210:20-26-1, -2, -3
Source: Lexis-Nexis/StateNet
| |
| GA | Adopted 07/2005 | P-12 | Clarifies rules regarding the statewide accountability system, including definitions, profiles and awards and school- and district-level consequences. Also sets forth state audit and record retention requirements for schools and districts. http://www.doe.k12.ga.us/_documents/doe/legalservices/160-7-1-.04.pdf
Title: GAC 160-7-1-.01 thru -.04
Source: www.doe.k12.ga.us
| |
| CO | Vetoed 06/2005 | P-12 | Repeals and reenacts the corrective action provisions for underperforming public schools. Requires the state board to annually notify each district and the state charter school institute as to which, if any, of its schools received a "low" or "unsatisfactory" rating in the state accountability system. Requires the department to adopt a school performance review process for schools rated "unsatisfactory." Requires the school performance review process to include creation of one or more school support teams to review each school rated "unsatisfactory" and make recommendations for an improvement plan with corrective actions. Permits the department, provided funds are available, to provide reviews and training for school support teams for schools rated "low." Allows each district and the institute to establish its own school performance review process, subject to department approval and to request comprehensive training for school support teams thereby established, which training the department must provide.
Requires the department to provide comprehensive training to school support teams that must ensure each team member has a thorough knowledge of the department's standards and indicators for continuous school improvement and understands how to apply the standards and indicators in evaluating a school's performance.
Beginning with the academic performance ratings for the 2004-2005 school year, requires a school receiving an "unsatisfactory" rating to undergo a review by a school support team and for the team to develop recommendations for an improvement plan with corrective actions. Mandates that the school begin implementing the improvement plan by the fall semester of the academic year following that in which the school received notice of inadequate performance. Establishes circumstances under which a school with an "unsatisfactory" rating is subject to restructuring or may cease to be subject to the school improvement action cycle.
Beginning with the academic performance ratings for the 2004-2005 school year, requires a district or the state charter school institute containing a school receiving a "low" rating that meets other additional criteria to review the school's operations and develop an improvement plan with corrective actions for the school. Mandates that the school begin implementing the improvement plan by the fall semester of the academic year following that in which the school received notice of inadequate performance. Establishes circumstances under which a school with a school improvement plan thus created may cease to be subject to the school improvement plan.
Establishes procedures for a school support team to conduct a performance review of a school and requires the team to prepare a comprehensive performance review report for the school. Requires a school that has received a performance review report to develop an improvement plan with corrective actions based on the findings and recommendations in the report. Requires the improvement plan to identify one or more from a list of specified corrective actions.
Requires a school support team member to provide an implementation review for a school that has implemented an improvement plan for one full school year, and to prepare an implementation review report. Specifies content of report.
Requires a school subject to restructuring to alter its governance structure. Sets forth procedures and options for such. Allows a district or the state charter school institute to voluntarily restructure a public school at any point in the school improvement action cycle at least 60 days before the determination that a school is required to restructure. Such a restructuring plan is not subject to the aforementioned altered governance structure provisions. States that if the state board determines that the school's restructuring plan is a major restructuring of the school's governance, the school will cease to be subject to the school improvement action cycle until such time as the school may again be subject to the school improvement action cycle by receiving an "unsatisfactory" or qualified "low" rating.
Sets forth procedures for a local board to convert a school subject to restructuring to a charter school.
Specifies that low-performing alternative education campuses are subject to the improvement plan and corrective action subsequent to a performance review report in the same manner as regular public schools.
Modifies closing the achievement gap program; deletes language that the program is to provide extensive assistance to an eligible school at risk of being converted into a charter school. Replaces with language that the program must provide extensive assistance to an eligible school at risk of governance restructuring as set forth in statute 22-7-909 (above).
Creates new paragraph allowing a charter to be revoked subsequent if it is determined that a charter school failed to show adequate improvement in its overall academic performance rating and is therefore subject to governance restructuring.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/7FFA7A4A0AF5D39087256F4E0000C637?Open&file=1216_enr.pdf
Title: H.B. 1216
Source: www.leg.state.co.us
| |
| AR | Signed into law 04/2005 | P-12 | Creates the Arkansas Online Professional Development Initiative. Requires the director of the department of education to prioritize identified teacher professional development needs and develop a statewide online professional development program. Requires online professional development courses to be aligned with (1) the required focus areas identified in the state board rules governing professional development and the Arkansas Comprehensive, Testing, Assessment, and Accountability Program, (2) clear, specific and challenging academic content areas; (3) the state curriculum frameworks. Additionally requires the courses to be (1) researched-based and available from sources with
expertise in technology-delivered professional development courses; (2) consistent with the Southern Regional Education Board
Multi-State Online Professional Development Standards in existence on January 1, 2005; (3) focused on improving student academic achievement by improving a teacher's academic and teaching knowledge and skills. Requires courses to include an assessment at the end of the program to measure each certified person's level of understanding and ability to implement or apply the information presented in the program.
Requires any provider of technology-delivered professional development under the Arkansas Online Professional Development Initiative to demonstrate an ability to successfully deliver technology-delivered products and services.
Requires the initiative to include a method for the department of education, the Arkansas Educational Television Network, school districts, schools and certified personnel to annually evaluate the effectiveness of the Arkansas Online Professional Development Initiative and its on-line professional development course and programs.
Authorizes the department, beginning with the 2006-2007 school year, to include as part of a school improvement plan guidelines for the professional development programs to be delivered to the certified personnel employed by a school in school improvement status or a school district in school improvement status or academic distress. Authorizes the department to require the participation and completion of professional development courses or programs by certified personnel in the school or district as part of the school improvement plan. States that certified personnel employed by any school in school improvement or school district in school improvement or academic distress must participate in, complete, and pass the assessment for the professional development requirements included in the school's or district's school improvement plan.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb2489.pdf
Title: H.B. 2489
Source: www.arkleg.state.ar.us
| |
| AR | Signed into law 03/2005 | P-12 | Creates the Arkansas Leadership Academy School Support Program to train principals and teachers in schools and districts designated as being in school improvement. Specifies that any school district in school improvement may be invited, strongly encouraged, or required to participate in the program as provided in the rules of the state board of education. Requires participating schools to remain in the program for at least three consecutive school years.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/HB2434.pdf
Title: H.B. 2434
Source: www.arkleg.state.ar.us
| |
| LA | Adopted 03/2005 | P-12 | Modifies provisions related to district subgroup component adequate yearly progress (AYP) indicators, district performance labels and district corrective actions. Each district shall be evaluated on the subgroup component at three different levels (grade-clusters); elementary (K-5), middle (6-8), and high school (9-12). A district shall pass the subgroup component provided that each subgroup of students within each grade-cluster meets the passes the subgroup component, and each grade-cluster the district, as a whole, meets the criteria for status or
improvement on the additional academic indicator.
See pages 14-17 of 109: http://www.doa.state.la.us/osr/reg/0503/0503Rul.pdf
Title: LAC 28:LXXXIII:4310 through 4313
Source: www.doa.state.la.us
| |
| OH | Signed into law 02/2005 | P-12 | Specifies that adequate yearly progress for school districts and buildings must be calculated in accordance with the No Child Left Behind Act (NCLB). Requires the state department to submit to each member of the Senate and House Education Committees: (1) a written description of changes in federal NCLB rules and policies each time such changes are made and (2) if the Department proposes to change Ohio's NCLB policies and procedures, a written outline of existing Ohio policy and description of the changes the Department proposes to make. Beginning July 1, 2005, prohibits the Ohio Department of Education from making changes in Ohio's NCLB policies and procedures based on changes in federal policies or rules unless the General Assembly adopts a concurrent resolution approving those changes. Under former Ohio law, school districts were subject to sanctions when they failed to make AYP for two or more consecutive school years. On August 5, 2004, however, the U.S. Department of Education approved a change requested by the Ohio Department of Education regarding how Ohio applies sanctions to school districts for poor academic performance. Specifically, the approved policy recognizes three grade spans (grades 3-5, 6-8, and 10-12) for which AYP must be determined at the district level. A district fails to make AYP when it misses AYP in reading or math for any grade span. However, if the district misses AYP in the same subject area for all three grade spans for two consecutive school years, the district must be "identified for improvement" by the Ohio Department of Education. Identification for improvement, rather than missing AYP, triggers the imposition of sanctions on the district. To conform with this approved policy change, the act subjects a school district to sanctions based on the number of years the district has been identified for improvement instead of the number of years it has failed to make AYP. It also requires the sanctions to start the first year after the district has been identified for improvement. Therefore, under the act, sanctions are directed at the districts with the most serious academic problems. The act does not change the nature of the sanctions.
http://www.lsc.state.oh.us/analyses125/04-hb493-revised-125.pdf
http://lsc.state.oh.us/analyses/analysis125.nsf/6407a071d8587c3c85256da200703bb6/
Title: H.B. 493
Source: http://lsc.state.oh.us
| |
| VA | Emergency Rule Adoption 02/2005 | P-12 | Outlines the process and procedures for conducting the division-level academic review and submitting the corrective action plan to the Board of Education. Addresses the criteria for selection for the division- level academic review and improvement plans.. VIRGINIA REG 5136 (SN)
Title: 8 VAC 20-700-10 thru -50
Source: StateNet
| |
| No Child Left Behind--Finance |
| |
| No Child Left Behind--Parent Involvement |
| |
| No Child Left Behind--Reauthorization Issues/Waivers |
| |
| No Child Left Behind--Report Cards |
| |
| No Child Left Behind--School Support |
| |
| No Child Left Behind--Supplemental Services |
| |
| Online Learning--Digital/Blended Learning |
| |
| Online Learning--Virtual Schools/Courses |
| |
| P-16 or P-20 |
| |
| P-3 |
| |
| P-3 Child Care |
| |
| P-3 Early Intervention (0-3) |
| |
| P-3 Ensuring Quality |
| |
| P-3 Evaluation/Economic Benefits |
| |
| P-3 Family Involvement |
| |
| P-3 Finance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Kindergarten--Full-Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Partnerships--University/School |
| |
| Postsecondary |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
| |
| Postsecondary Accountability--Diploma Mills |
| |
| Postsecondary Affordability--Financial Aid |
| |
| Postsecondary Affordability--Tuition/Fees |
| |
| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
| |
| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
| |
| Postsecondary Faculty |
| |
| Postsecondary Faculty--Compensation |
| |
| Postsecondary Faculty--Intellectual Property |
| |
| Postsecondary Faculty--Teaching Assistants |
| |
| Postsecondary Finance |
| |
| Postsecondary Governance and Structures |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Institutions--Private/Independent |
| |
| Postsecondary Online Instruction |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Admissions Requirements |
| |
| Postsecondary Participation--Affirmative Action |
| |
| Postsecondary Participation--Outreach |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Students--Minority |
| |
| Postsecondary Success--Completion |
| |
| Postsecondary Success--Developmental/Remediation |
| |
| Postsecondary Success--Transfer/Articulation |
| |
| Private Schools |
| |
| Privatization |
| |
| Promotion/Retention |
| |
| Reading/Literacy |
| |
| Religion |
| |
| Religion--Prayer/Meditation |
| |
| Rural |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Year |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Code of Conduct |
| |
| School Safety--Expulsion/Suspension |
| |
| School Safety--No Child Left Behind--Safe Schools |
| |
| School Safety--Sexual Harassment and Assault |
| |
| School Safety--Special Education |
| |
| School Safety--Uniforms/Dress Codes |
| |
| School/District Structure/Operations |
| |
| School/District Structure/Operations--District Consolidation/Deconsolidation |
| |
| School/District Structure/Operations--Facilities |
| |
| School/District Structure/Operations--Food Service |
| |
| School/District Structure/Operations--Libraries |
| |
| School/District Structure/Operations--Personnel (Non-Teaching) |
| |
| School/District Structure/Operations--School Size |
| |
| School/District Structure/Operations--Shared Services |
| |
| School/District Structure/Operations--Transportation |
| |
| Service-Learning |
| |
| Special Education |
| |
| Special Education--Federal Law/Regulations |
| |
| Special Education--Finance |
| |
| Special Education--Placement |
| |
| 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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