 |
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 |
| |
| 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 |
| |
| RI | Issued 12/2005 | P-12
Postsec.
Community College | Establishes the Statewide PK-16 Council, to be chaired by the governor. Details membership and purpose of council.
http://www.governor.state.ri.us/executiveorders/2005/08_PK16.pdf
Title: Executive Order 05-08
Source: http://www.governor.state.ri.us
| |
| TX | Issued 12/2005 | P-12
Postsec.
Community College | (Executive Order RP53) Orders the Education Agency and Higher Education Coordinating Board to cooperate in
enhancing college-readiness standards and programs for public schools; requires each agency to ensure all students are afforded information and opportunities for post-secondary education and training.
http://www.governor.state.tx.us/divisions/press/exorders/rp53
Title: Executive Order 2
Source: http://www.governor.state.tx.us/
| |
| CO | Issued 10/2005 | P-12
Postsec.
Community College | Creates Colorado Education Alignment Council, sets membership rules and power and duties of council. Council is to study Colordo's secondary and postsecondary education systems, compare nationally and issue recommendations concerning alignment, assessments and standards.
http://www.colorado.gov/governor/eos/b00905.pdf
Title: Executive Order B 009 05
Source: http://www.colorado.gov/
| |
| VA | Issued 10/2005 | P-12
Postsec.
Community College | Creates the P-16 education council, describes funding, membership and duties. Council's duties include: (1) Identifying opportunities to better coordinate the state's education reform efforts from preschool to graduate school; (2) Serving as a steering committee for oversight of the state's education reform activities as part of the NGA Honor States Grant; (3) Developing approaches to improve transitions among levels of education, promote student success, and encourage students to continue their education; (4) Considering strategies for data systems that provide information about students at all educational levels; and (5) Making any other recommendations as may seem appropriate.
The Council shall make a report of its activities by October 1, 2006. The Council shall meet at the call of the chairman.
http://www.governor.virginia.gov/Press_Policy/Executive_Orders/html/EO_100.html
Title: Executive Order 100
Source: http://www.governor.virginia.gov
| |
| IL | Signed into law 08/2005 | P-12 | Creates the College and Career Success for All Students Act. Requires a teacher of an Advanced Placement course to obtain appropriate training, subject to appropriation. Requires the State Board of Education to establish training guidelines that require teachers of Advanced Placement courses to obtain recognized Advanced Placement training endorsed by the College Board, subject to appropriation. Provides that Advanced Placement and pre-Advanced Placement training to teachers in Illinois high schools must meet certain requirements. Requires the state board to encourage school districts to offer rigorous courses in grades 6 through 11 that prepare students for the demands of Advanced Placement course work. Requires the state board to encourage school districts to make it a goal that all 10th graders take the Preliminary SAT/National Merit Scholars Qualifying Test so that test results will provide each high school with a database of student assessment data to identify students who are prepared or who need additional work to be prepared to enroll and be successful in Advanced Placement courses. Also requires the state board to:
(1) Seek federal funding through the Advanced Placement Incentive Program and the Math-Science Partnership Program to support Advanced Placement and Pre-Advanced Placement professional development;
(2) Focus state and federal funding with the intent to carry out activities that target school districts serving high concentrations of low-income students;
(3) Subject to appropriation, develop a communications plan that includes disseminating to parents materials that emphasize the importance of Advanced Placement or other advanced courses to a student's ability to gain access to and to succeed in postsecondary education and materials that emphasize the
importance of the PSAT/NMSQT.
(4) Subject to appropriation, annually evaluate the impact of this Act on rates of student enrollment and success in Advanced Placement courses, on high school graduation rates, and on college enrollment rates.
http://www.ilga.gov/legislation/publicacts/fulltext.asp?Name=094-0534
Title: S.B. 574
Source: www.ilga.gov
| |
| NC | Signed into law 08/2005 | P-12 | Streamline School Testing Program.
Title: H.B. 911
Source: StateNet
| |
| PA | Issued 08/2005 | P-12
Postsec.
Community College | Creates Commission on College and Career Success. The Commission will: (1) undertake a comprehensive review of the Commonwealth's laws, regulations and policies to ascertain whether they set clear and consistent expectations for high school success to ensure that all students graduate ready for college and careers; (2) conduct qualitative and quantitative research, which includes Pennsylvania, national and international studies; (3) encourage and endorse strategies for school districts to increase academic achievement and graduation rates in high school; (4) encourage and endorse strategies for higher education to increase retention through the first two years of post-secondary education; (5) produce a final report that includes recommendations for any necessary changes to legislation, regulations and policies. Defines committee responsibilities, membership, compensation and termination.
http://www.oa.state.pa.us/oac/lib/oac/exec_orders/2005-06.pdf
Title: Executive Order 2005-06
Source: http://www.oa.state.pa.us/
| |
| WV | Adopted 08/2005 | Postsec. | Establishes new rules regarding freshman assessment and placement standards.
http://www.wvsos.com/csrdocs/pdfdocs/135-21.pdf
Title: Title 135, Series 21
Source: http://www.wvsos.com/csrdocs/pdfdocs/135-21.pdf
| |
| AZ | Issued 07/2005 | P-12
Postsec.
Community College | Establishes the Governor's P-20 Council of Arizona and defines membership. Council is directed to explore ways Arizona can achieve a more effective, efficient and equitable education pipeline through some or all of listed strategies. Council status will be reviewed no later than December 31, 2006 to determine appropriate action for its continuance, modification or termination.
http://www.governor.state.az.us/press/2005/0510/EO%7E100605%7E2005-26.pdf
Title: Executive Order 2005-19
Source: http://www.governor.state.az.us/
| |
| CO | Vetoed 06/2005 | P-12 | Recognizes the importance of supplemental online education courses, especially to smaller districts and rural schools. States that such courses are eligible to receive funding from the state education fund created in article IX of the state constitution. Requires the department, on or before October 1, 2005, to contract with a supplemental on-line course provider to provide high-quality supplemental on-line education courses statewide for purchase by districts, boards of cooperative services, charter schools and the state charter school institute. Requires the contracting provider to work with these entities to allow schools to (1) offer courses for all students in all performance ranges, including gifted and talented students and students in need of remediation; (2) resolve class scheduling conflicts; (3) provide make-up credits for students and summer school options to help students graduate earlier; (4) offer courses for expelled and home-bound students; (5) offer courses for which local teachers are not available; (6) offer courses allowing students to meet higher education admission requirements; (7) meet federal requirements for highly qualified teachers; and (8) provide teacher professional development. Requires the supplemental online course provider to be a nonprofit or not-for-profit organization or school district, have documented evidence of program evaluation, and to meet other requirements. Specifies minimum provisions of a contract for supplemental online education courses, including that the contractor must provide at least 50 online courses in specified subject areas, the teachers meet the federal requirements for a highly qualified teacher, and that, where applicable, the courses are based on the state model content standards. Requires the contractors to annually report to the department and the legislature on specified details about the program during the preceding year. Makes an allocation.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/4723DE9EE54766D487256F810074794F?Open&file=139_enr.pdf
Title: S.B. 139
Source: www.leg.state.co.us
| |
| DE | Signed into law 06/2005 | P-12
Postsec.
Community College | This Bill puts into Code the P-20 Council established by Governor Minner's Executive Order 47 (adds new section, new § 107). The P-20 Council is to make recommendations designed to ensure a more integrated, seamless education system that enables children to enter school ready to learn, receive challenging instruction throughout their school careers, graduate from high school ready for college or work, and continue their education in a way that makes them productive and successful citizens. Sets membership. http://www.legis.state.de.us/LIS/LIS143.nsf/vwLegislation/
Title: H.B. 175
Source: http://www.legis.state.de.us
| |
| FL | Signed into law 06/2005 | P-12
Postsec.
Community College | Adds International General Certificate of Secondary Education (pre-AICE) and Advanced International Certificate of Education (AICE) to public school choice options and to rigorous academic programs parents must have the opportunity to learn about. Adds Advanced International Certificate of Education to list of articulation policies in statute. Identifies pre-AICE and AICE to advanced level fine arts courses for purposes of college admissions. Adds pre-AICE to 1007.27 on articulated acceleration mechanisms for community college and university entrance. Adds pre-AICE and AICE to courses in which grades must be given additional weights for purposes of determining initial eligibility for a Florida Bright Futures Scholarship. Adds that a student is eligible for a Florida Academic Scholars award if the student completed the Advanced International Certificate of Education curriculum but failed to earn the Advanced International Certificate of Education Diploma, or has been awarded an Advanced International Certificate of Education Diploma from the University of Cambridge International Examinations Office. Extends Florida Medallion Scholars award eligibility to a student who has completed the Advanced International Certificate of Education curriculum but failed to earn the Advanced International Certificate of Education Diploma.
Specifies that dual enrollment courses are creditable toward high school completion. Requires each semester of instruction that is eligible for
high school and postsecondary credit through a dual enrollment program to be reported by school districts as 75 membership hours for purposes of FTE calculation.
Requires career centers and community colleges to provide a comprehensive academic and career dual enrollment program. Clarifies that an independent postsecondary institution eligible for inclusion in a dual enrollment or early admission program pursuant to s. 1011.62 must participate in the statewide course numbering system developed pursuant to s. 1007.24 to participate in a dual enrollment program.
Amends minimum student scores in 1011.62 that trigger a bonus for Advanced International Certificate of Education teachers.
http://www.myfloridahouse.gov/bills_detail.aspx?Id=16027&iSessionSelectedIndex=1&sBillSubjectText=&sBillNumberText=579&iSponsorSelectedIndex=0&iBillListSelectedIndex=0&sStatueAmendedText=&iBillTypeSelectedIndex=0&iReferredToSelectedIndex=0&iChamberSelectedIndex=0&iBillSearchListPageIndex=0
Title: H.B. 579
Source: www.myfloridahouse.gov
| |
| IA | Signed into law 06/2005 | P-12 | Requires the state board to develop a model core curriculum, taking into consideration the recommendations of the American college testing program, inc. Requires the state board to set a goal of increasing the number of students graduating from secondary school who have successfully completed a core curriculum, by July 1, 2009, to eighty percent of all students graduating from secondary schools in this state except that the goal shall be exclusive of students who have special or alternative means for satisfying graduation requirements under individualized educational plans developed for the students. "Core curriculum" means the minimum number of specific high school courses that a student needs to take in preparation for advanced career and vocational purposes. Adds the requirement that public and accredited nonpublic schools report the percentage of students who graduated during the prior school year and who completed a core curriculum. Requires school boards to assist eighth-graders with planning to develop a core curriculum plan, and requires boards to report each year to students in grades 9-12 and to parents regarding student progress in meeting the goals of successfully completing a core curriculum. Requires the state department to coordinate a working group to develop clear, accurate, meaningful, and unambiguous definitions for key data areas relating to, but not limited to, attrition, completion, and attendance rates. http://coolice.legis.state.ia.us/legislation/enrolled/SF245.html
Title: S.F. 245
Source: http://coolice.legis.state.ia.us
| |
| LA | Signed into law 06/2005 | P-12
Postsec. | AN ACT To amend and reenact R.S. 17:3048.1(A)(1)(e)(xiii) and to enact R.S. 17:3048.1(A)(1)(e)(xiv), relative to the Louisiana Tuition Opportunity Program for Students curriculum (Tuition Opportunity Program for Students (TOPS) high school core curriculum requirements for Opportunity, Performance, and Honors awards for students who graduate from high school during the 2007-2008 school year and thereafter, requires that a student must have successfully completed at least 17½ units of high school course work which constitutes a core curriculum). New law retains same core curriculum list except that it requires the math or science elective unit must be selected from among the following courses: Geometry, Calculus or approved advanced math substitute, Biology II, Chemistry II, Physics or Physics II. Provides that Trigonometry will no longer be included in the core curriculum for students graduating after 2004-2005. http://www.legis.state.la.us/billdata/streamdocument.asp?did=317491
Title: S.B. 19
Source: http://www.legis.state.la.us
| |
| ME | Issued 06/2005 | P-12
Postsec.
Community College | Creates the PK-20 Telecommunications and Technology Infrastructure Board, the Broadband Access Infrastructure Board and the Telecommunciations Infrastructure Steering Committee. Defines purpose, objectives, duties and membership of each. Implementation costs are to be absorbed by the participating agencies, members serve without compensation.
http://www.maine.gov/governor/baldacci/news/executive-orders/E.O.%27s%20since%20E.R.%27s%20arrival/EO%2041%20FY%200405%20-%20Broadband.doc
Title: Executive Order
Source: http://www.maine.gov/governor/
| |
| TX | Signed into law 06/2005 | P-12
Postsec. | Adds requirement that the P-16 council examine and make recommendations regarding the alignment of secondary and postsecondary education curricula and testing and assessment. Council also is to advise the board and the state board of education on the coordination of postsecondary career and technology activities, career and technology teacher education programs offered or proposed to be offered. Council is to review existing school district programs that provide high school students with the opportunity to enroll in advanced academic courses offered through dual credit and concurrent enrollment programs, including reviewing courses currently approved by districts and offered by institutions of higher education for dual and concurrent enrollment credit. It is also to review the high school curriculum required for the recommended high school program and study the feasibility of offering a revised curriculum that would provide graduating high school students with at least 12 hours of advanced academic courses or college-level coursework offered through dual credit and concurrent enrollment programs provided under agreements between high schools and institutions of higher education; and to report.
http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=79&SESS=R&CHAMBER=H&BILLTYPE=B&BILLSUFFIX=02806&VERSION=5&TYPE=B
Title: H.B. 2808
Source: http://www.capitol.state.tx.us
| |
| TX | Signed into law 06/2005 | P-12
Postsec. | From bill analysis: S.B. 1452 establishes the Texas Academy for Mathematics and Science Studies (academy) at The University of Texas at Brownville (UT-Brownsville) to provide high school students with the opportunity to pursue mathematics education. Students who enroll at the academy will have the benefit of completing high school and their core college requirements while enrolled at UT-Brownsville. They also will be able to take a variety of courses in mathematics, science, and technology studies, become involved in community service, and take advantage of the many cultural opportunities in Brownsville. http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=79&SESS=R&CHAMBER=S&BILLTYPE=B&BILLSUFFIX=01452&VERSION=5&TYPE=B
Title: S.B. 1452
Source: http://www.capitol.state.tx.us
| |
| TX | Signed into law 06/2005 | P-12 | Expands the early college education program to allow participants in grades 9 and 10 to participate in an early college education program and to provide at-risk and other students accelerated high school graduation and college credit. From analysis: The 78th Texas Legislature created a Middle College Education Pilot Program, which was designed to test the effectiveness of a combined high school/college program in Texas as part of the Texas High School Project. Based on the success of this program and other similar programs around the country, S.B. 1146 permanently establishes this type of program in Texas. The Early College Education Program will allow at-risk students from grades 9 through 12 to simultaneously complete high school, and either an associate's degree or 60 hours of college credit. The program will provide students with the services they need to overcome educational obstacles and succeed after graduation. The program will also use the lessons learned through the pilot program to improve the articulation agreements between school districts and institutions of higher education, and to involve the P-16 Council throughout the project.
http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=79&SESS=R&CHAMBER=S&BILLTYPE=B&BILLSUFFIX=01146&VERSION=5&TYPE=B
Title: S.B. 1146
Source: http://www.capitol.state.tx.us
| |
| CO | Signed into law 05/2005 | P-12
Postsec. | Beginning with the spring of 2006, requires the Colorado Commission on Higher Education to annually send the parents of all eighth-graders in public schools, prior to enrollment in ninth-grade courses, a list of courses the district offers that satisfy the state's higher education admission guidelines. Requires the notice to specify: (1) that completion of such courses is necessary for but not a guarantee of admission to a state-supported postsecondary institution; (2) a student's potential need for remediation and any related financial obligations if the student wishes to apply to a 4-year state-supported institution but does not meet the higher education admission guidelines; (3) a student who fails a course in the higher education admission guidelines may complete a remedial course to satisfy the higher education admission requirements; (4) the availability of and instructions for obtaining information on financial aid to attend a postsecondary institution; (5) the annual state stipend amount set forth in statute 23-18-202; (6) the annual cost of in-state tuition at a state public postsecondary institution; (7) the amount of the student's share of tuition as determined by statute 23-18-207; and (8) notification that the tuition and the stipend amounts are subject to annual change.
Requires the charter school institute board and any local board contracting with a college preparation program to include a provision in the contract that the program must annually provide the Colorado Commission on Higher Education with the name of each student who was enrolled in and completed the program during the previous school year and enrolled in an institution of higher education within six months of completing the program.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/903E5395695CB80287256F4D0069B230?Open&file=1057_enr.pdf
Title: H.B. 1057
Source: www.leg.state.co.us
| |
| CO | Signed into law 05/2005 | P-12
Postsec. | Beginning in spring 2006, requires the commission on higher education to send an annual notice concerning college preparatory courses to the parent of every 11th-grade student prior to the start of grade 12 if the student took the ACT or prior to the start of grade 11 if the student took the precollegiate exam. Requires the notice to include (1) a detailed description of what constitutes an inadequate school in math, reading or writing based on the commission's higher education admission guidelines; (2) information on a student's ability to take basic, precollegiate skills courses while enrolled in a public high school; and (3) notice that the parent may contact the student's school to develop a plan for the student to address the coursework needed to meet the commission's higher education admission guidelines.
Requires local boards and the state charter school institute to provide the opportunity for a student enrolled in a public school of the district or an institute charter school, respectively, to develop a plan for academic remediation upon the student's parent's request.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/1D93D263DE99C9D187256F470064073C?Open&file=1027_enr.pdf
Title: H.B. 1027
Source: www.leg.state.co.us
| |
| OH | Signed into law 05/2005 | P-12
Postsec.
Community College | Establishes the "Partnership for Continued Learning" to promote systemic approaches to education. The Partnership must (1) support regional efforts to foster collaboration among providers of preschool through postsecondary education, (2) identify the workforce needs of private sector employers in the state, and (3) make recommendations to facilitate collaboration among education providers and to maintain a high-quality workforce. The recommendations must address at least the following issues:
(1) Expansion of access to preschool and other education for children under five years of age;
(2) Increasing opportunities for high school students to earn college credit;
(3) Expansion of access to workforce development programs administered by school districts, institutions of higher education, and other providers of career-technical education;
(4) Alignment of statewide academic content standards for grades 9 through 12, the Ohio Graduation Tests, and the curriculum requirements for a high school diploma with the expectations of prospective employers and postsecondary institutions regarding the knowledge and skills high school graduates should attain;[1]
(5) Improvement of science and mathematics skills among students and employees to meet the needs of a knowledge-intensive economy;
(6) Reduction of remediation needs for postsecondary students;
(7) Expansion of access to postsecondary education, including strategies for overcoming financial, cultural, and organizational barriers;
(8) Alignment of teacher preparation programs approved by the State Board of Education with the instructional needs and expectations of school districts;[2]
(9) Strategies for the retention of Ohio graduates in the state workforce and for the attraction of talented graduates from outside the state;
(10) Strategies for promoting adult continuing education to maintain a strong workforce and economy;
(11) Appropriate means of measuring the impact of statewide efforts to promote collaboration among education providers and to develop a high-quality workforce and strategies for collecting and sharing data relevant to this evaluation; and
(12) Strategies for developing and improving opportunities and for removing barriers to achievement for children who are identified as gifted.
http://lsc.state.oh.us/analyses/analysis126.nsf/e77dc78db8ad9b2b85256598004e3f1a/
Title: S.B. 6
Source: http://lsc.state.oh.us/analyses
| |
| AR | Signed into law 04/2005 | P-12
Postsec. | Adds the President of the Arkansas Science and Technology Authority and the Executive Chief Information Officer to the membership of the Arkansas Commission for Coordination of Educational Efforts." Adds to the commission's duties, requiring the commission to make recommendations to improve science, technology, engineering and mathematics education from kindergarten through the bachelor's level in higher education, and make recommendations to improve the use of educational technology. Repeals provisions related to the Public Education Technology Advisory Board.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/HB2540.pdf
Title: H.B. 2540
Source: www.arkleg.state.ar.us
| |
| 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
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| AR | Signed into law 04/2005 | P-12
Postsec. | As a part of the school improvement plan pursuant to § 6-15-2201, requires the state board to ensure that every district and high school develops strategies to improve student readiness for the postsecondary level based on annual analysis of the feedback report data. Requires the department of education to biennially recommend to the General Assembly statutory changes to reduce the incidence of postsecondary remediation in mathematics, reading, and writing for recent high school graduates who enroll in an institution of higher education.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb1983.pdf
Title: H.B. 1983 (multiple provisions)
Source: www.arkleg.state.ar.us
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| IA | Signed into law 04/2005 | P-12
Postsec.
Community College | Requires that certain meetings held by the Iowa Coordinating Council for Post High School Education be open to the public. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=HF276
Title: H.F. 276
Source: coolice.legis.state.ia.us
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| KY | Signed into law 03/2005 | P-12
Postsec. | Requires colleges and universities to:
(a) Utilize institution-wide resources to work with elementary and secondary educators and other entities to align curriculum content to ensure that students who achieve proficiency on standards established at the prekindergarten through secondary levels will require no remediation to successfully enter a postsecondary education program;
(b) Provide quality undergraduate teacher preparation programs to ensure that those preparing to teach reading or mathematics at all grade levels have the necessary content knowledge, assessment and diagnostic skills, and teaching methodologies;
(c) Deliver appropriate continuing education for teachers in reading and mathematics through institutes, graduate level courses, and other professional development activities that support a statewide agenda for improving student achievement in reading and mathematics;
(d) Conduct or assist with research on best practices in assessment, intervention strategies, teaching methodologies, costs and effectiveness of instructional models, and other factors as appropriate to reading and mathematics;
(e) Provide staff to consult and provide technical assistance to teachers, staff, and administrators at elementary, middle, and secondary school sites;
(f) Assume active roles in the statewide initiatives referenced in Sections 2 and 5 of this Act; and
(g) Develop written procedures for measuring the effectiveness of activities outlined in paragraphs (a) to (e) of this subsection.
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 1, paragraph 7)
Source: lrc.ky.gov
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| 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
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| FL | Adopted12 02/2005 | P-12
Postsec.
Community College | Each state university board of trustees, community college board of trustees and district school board must plan and adopt policies and procedures to provide articulated programs so that students can proceed toward their educational objectives as rapidly as their circumstances permit. They also must establish joint programs and agreements to facilitate articulation, acceleration, and efficient use of faculty, equipment, and facilities. The Commissioner must establish an Articulation Coordinating Committee which shall report to the Commissioner and consist of eighteen (18) members. Among other duties, the committee will do the following: function as the statewide pre-kindergarten through university advisory committee and accept continuous responsibility for community college-university-school district relationships; and examine statewide data regarding articulation, recommend resolutions of issues, and propose policies and procedures to improve articulation systemwide.
http://www.firn.edu/doe/rules/6a-102.htm#6A-10.024
Title: FAC 6A-10.024
Source: Lexis-Nexis/StateNet
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