 |
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 |
| |
| 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 |
| |
| Special Populations--Corrections Education |
| |
| Special Populations--Gifted and Talented |
| |
| Special Populations--Homeless Education |
| |
| Standards |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
 | State Policymaking--Task Forces/Commissions |
| |
| AK | Passed 06/2005 | P-12 | Establishes a seven-member task force on school district cost factors and foundation formula to evaluate proposals that are based on available facts and conclusions pertaining to school district cost differentials. Requires the task force to provide a written report with recommendations to the House of Representatives and the Senate by January 20, 2006.
http://www.legis.state.ak.us/basis/get_bill_text.asp?hsid=HR0010Z&session=24
Title: H.R. 10
Source: www.legis.state.ak.us
| |
| HI | Signed into law 06/2005 | P-12 | Clarifies definitions of "new century charter schools" and "public schools". Requires charter school plans to include a plan for identifying, recruiting, and retaining highly-qualified instructional faculty. Requires a charter school's governance structure to incorporate a conflict of interest policy and a plan for periodic board training. Requires a charter school's plans to include a financial plan based on the most recent fiscal year's per-pupil charter school allocation that demonstrates the ability to meet the financial obligations of one-time start-up costs and ongoing costs such as monthly payrolls, faculty recruitment, professional development, and facilities costs. Amends new century charter school review panel membership to decrease board of education members and add two new members. Allows board of education to deny charter to school recommended by panel and establishes requirements if the board does not approve the charter.
Allows charter school employees full participation in the state systems for retirement, workers' compensation, unemployment insurance, temporary disability insurance, and health benefits. Requires the department to provide its position listings to the charter school administrative office and any interested local school board of any new century charter school, and to facilitate and encourage the movement of instructional personnel between the department and new century charter schools, including limiting probationary status to one year, within specified parameters.
Allows the new century charter schools to propose to the board of education an alternative weighted student formula.
Repeals existing language on evaluating charter schools. Enacts new language requiring the board to adopt guidelines for multi-year evaluations of charter schools that have been chartered for four or more years, or for special evaluations at any time. Provides parameters and procedures for the board to place a charter school on probation and revoke a charter. Expands definition of "organizational viability" for a charter school.
Adds that if, at any time, the board of directors of the nonprofit organization governing a new century conversion charter school votes to discontinue its relationship with the charter school, the charter school may submit an application to the board to continue as a conversion school without the participation of the nonprofit organization.
Creates the Task Force on Charter School Governance to identify and recommend to the legislature revisions to the existing charter school law and to help create an effective framework for overseeing and supporting new and existing charter schools. Sets forth the areas on which the task force must make recommendations and establishes membership. Requires the charter school administrative office to submit a report to the legislature on the task force's progress, findings, and recommendations no later than twenty days prior to the convening of the regular session of 2006.
Ensures more equitable and stable funding for the basic operations of new century charter schools, including: (1) establishing and providing funding for a per pupil allocation funding mechanism; (2) requiring that funds be requested for fringe benefit costs and collective bargaining increases for charter school employee members of collective bargaining units; (3) allowing additional appropriations for workers' compensation benefits; and (4) providing charter schools with access to all federal education funds received by the state. Ensures charter schools' compliance with federal regulations under the Individuals with Disabilities Education Act. Clarifies administrative hearing procedures relating to the education of handicapped children. Appropriates funds for these various purposes. (CD1)
http://www.capitol.hawaii.gov/sessioncurrent/bills/sb1643_cd1_.htm
Title: S.B. 1643
Source: www.capitol.hawaii.gov
| |
| HI | Signed into law 06/2005 | P-12 | Establishes and appropriates funds for an early learning educational task force to be attached to the department of education. Directs the task force to develop a 5-year plan for birth-5 education in the state. Requires the plan to include:
(1) An implementation and financing schedule that begins with services to four-year-old children and proceeds to younger age groups;
(2) Mechanisms to ensure cross-sector and interdepartmental collaboration;
(3) Measures to ensure the continuing professional development of teachers and administrators; and
(4) Provisions for the promotion of the importance of early learning to families, policymakers, and the general public.
Requires the task force to include an interdepartmental resources working group to address the program and workforce development portions of the plan. Directs the working group to develop plans to maximize public and private resources to provide early learning opportunities for all young children in the state. Requires plans to strive to optimize existing government resources. Also identifies mandatory components of the program and workforce development portions of the plan
Establishes membership of the working group and other members of the task force.
Directs the early learning educational task force to submit reports to the governor and legislature as follows:
(1) An interim report of its progress in planning early learning programs for four-year-old children with optimal use of public resources, including any proposed legislation to be submitted no later than twenty days prior to the convening of the 2007 regular session; and
(2) A final report of its progress, findings, and recommendations, including any additional proposed legislation, no later than twenty days prior to the convening of the 2008 regular session.
Makes appropriations.
http://www.capitol.hawaii.gov/sessioncurrent/bills/sb3101_cd1_.htm
Title: S.B. 3101
Source: www.capitol.hawaii.gov
| |
| AZ | Signed into law 05/2005 | P-12 | Establishes the Arizona Performance Based Compensation System Task Force within the state board of education. By Februrary 2006 and annually thereafter, requires the superintendent of public instruction to submit specified school district data to the task force, which must conduct annual evaluation of one quarter of districts' performance based compensation systems based on the submitted data. Requires the annual evaluation to (1) Assess the relationship between components of individual district performance based compensation systems and the improvement in:
(a) Individual student progress and achievement;
(b) Achievement of school district and school site goals;
(c) Teacher professional development;
(d) Teacher job satisfaction;
(e) Parent rating of the quality of education at the school and district levels
and (2) Provide a report to the districts evaluated each year assessing the effectiveness of each district's performance based compensation system, including any recommendations for improvement. Requires the task force to annually submit its findings to the speaker of the house and president of the senate.
On or before June 30, 2010, requires the task force to (1) provide recommendations to the state board on the implementation, operation and monitoring of performance based compensation systems and career ladder programs in the state, and (2) develop written recommendations based on elements of districts' performance based compensation systems.
Requires all local boards in the state to adopt a performance based compensation system, and to vote on a performance based compensation system that includes the following elements:
(1) School district and school performance;
(2) Measures of academic progress toward the state board-adopted academic standards;
(3) Other measures of academic progress;
(4) Dropout or graduation rates;
(5) Attendance rates;
(6) Ratings of school quality by parents;
(7) Ratings of school quality by students;
(8) Imput of teachers and administrators;
(9) Approval of the performance based compensation system by an affirmative vote of at least 70% of the teachers eligible to participate in the performance based compensation system.
(10) An appeals process for teachers who have been denied performance based compensation.
(11) Regular evaluation for effectiveness.
Requires a performance based compensation system to include teacher professional development programs aligned with the elements of the performance based compensation system. Permits a local board to modify the aforementioned 11 elements and consider additional elements when adopting a performance based compensation system. Until December 31, 2009, requires each district to develop an assessment plan for its performance based compensation system and annually submit the plan to the department of education, along with a copy of the district-adopted performance based compensation system.
http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=1074
Title: S.B. 1074
Source: www.azleg.state.az.us
| |
| AZ | Signed into law 05/2005 | Postsec. | Establishes the joint study committee on medical school education. Requires the committee to:
1. Evaluate the medical education and training needs for health professions and careers throughout the state, including the medical and nursing fields.
2. Review and evaluate public and privately provided education programs in health professions and careers.
3. Review plans submitted by the Arizona commission on medical education and research.
4. Review and evaluate the funding necessary to address the medical education needs of the state.
5. Review the implications of family practice on graduate medical education in the state.
6. Study methods to retain medical practitioners trained in the state.
7. Review locations for medical training facilities that are the most economical and that provide the most benefit to the state.
8. Study the medical needs of the communities of the state as they relate to special health care districts and their coordination with existing medical training facilities.
9. Study the funding for any phase of a newly established state medical campus and identify additional funding and capital commitments from other public and private entities.
10. Study any other market or environmental factors that create barriers to the practice of medicine in Arizona.
11. Submit a report by December 1, 2005 that summarizes the joint study committee's findings and conclusions to the governor, the president of the senate and the speaker of the house of representatives. Requires the Committee to provide a copy of this report to the secretary of state and the director of the Arizona state library, archives and public records.
http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=1517
Title: S.B. 1517 (Section 14)
Source: www.azleg.state.az.us
| |
| FL | Signed into law 05/2005 | P-12 | Establishes the Paper Reduction Task Force for the purpose of recommending strategies to reduce the paperwork required of school districts and school district personnel, with special emphasis given to the reduction of paperwork required of teachers. Provides membership. Requires the task force to develop recommendations to minimize the paperwork burden placed on school districts and school district personnel. Requires the task force to report its findings and recommendations to the legislature by February 1, 2006. States that task force will be abolished upon transmittal of the report to the legislature. http://www.myfloridahouse.gov/loadDoc.aspx?FileName=_h0281er.doc&DocumentType=Bill&BillNumber=0281&Session=2005
Title: H.B. 281
Source: www.myfloridahouse.gov
| |
| GA | Signed into law 05/2005 | P-12
Postsec.
Community College | Creates the state accounting office, to be overseen by the state accounting officer. Creates the position of state accounting officer, to be appointed by and serve at the pleasure of the governor. Requires the state accounting officer to:
(1) Prescribe state-wide accounting policies, procedures, and practices;
(2) Prescribe, develop, operate, and maintain uniform state accounting systems for all state organizations which facilitate financial accounting and reporting in accordance with generally accepted accounting principles and also meet state and federal accounting and financial reporting requirements;
(3) Prescribe the manner in which disbursements shall be made by state organizations;
(4) Prescribe and supervise the installation of any changes in the state accounting information systems necessary to secure and maintain internal control and facilitate the recording of accounting data for the purpose of preparing reliable, timely, and meaningful statements and reports;
(5) Manage the state's accounting, payroll, and human capital systems;
(6) Using generally accepted accounting principles, prepare the state's financial statements and other reports in accordance with legal requirements;
(7) Provide annual financial statements and other reports to the state auditor and other auditors, as appropriate, for review and certification when required by statute or federal regulation;
(8) Develop interim reports on the financial condition and budgetary compliance of the state and various state organizations;
(9) Determine the proper classification for accounting and reporting purposes of all assets, liabilities, revenues, expenditures, fund balances, funds, and accounts in compliance with legal requirements and generally accepted accounting principles and prescribe a uniform classification of accounts and other accounting identifiers which shall be used by all state organizations;
(10) Develop processes and systems to improve accountability and enhanced collection of accounts receivable due to the state. In developing these processes, the state accounting officer may prescribe procedures to allow for the recognition of uncollectible accounts for financial reporting purposes. He or she may also develop guidelines to allow uncollectible debts to be removed from active collection processes. This recognition shall not remove or diminish the state's claim on accounts or debt owed to the state; and
(11) Develop processes and systems to improve accountability and enhance efficiency for disbursement of funds and management of accounts payable.
Clarifies that term "organizations of state government" refers to state boards, departments, commissions, committees, offices, etc. but not to local boards of education or local authorities.
Strikes certain statutory references to the "state auditor" and the Department of Audits and Accounts; inserts references to and transfers some powers to the "state accounting office" and "state accounting officer."
http://www.legis.state.ga.us/legis/2005_06/sum/hb293.htm
Title: H.B. 293
Source: www.legis.state.ga.us
| |
| IN | Signed into law 05/2005 | P-12 | Establishes legislative intent that the state budget be reviewed comprehensively before the budgetary process for the next biennium begins in 2007. Asks the governor to direct the office of management and budget to thoroughly review the budget of each executive department agency and instrumentality and overall functions of the executive department of state government to find efficiencies that might yield significant cost savings. Requests that both the size and the scope of these agencies and functions be thoroughly reviewed.
Establishes the government efficiency commission. Mandates the commission to:
(1) Make recommendations to improve efficiency and reduce unnecessary costs associated with any board or commission.
(2) Review and make recommendations to the governor concerning each board or commission about the following:
(A) Whether the board or commission should be continued, reorganized, or combined with another board, commission, or state agency.
(B) Whether the board or commission should terminated or allowed to expire.
(3) Make recommendations to reform K-12 education funding and budgeting as it relates to non-classroom expenditures so that adequate dollars are available for teacher training and classroom instruction.
Requires the governor to review the recommendations made by the government efficiency commission and, by December 1, 2006, submit a report in an electronic format with recommendations for reform to the speaker of the house of representatives and the president pro tempore of the senate.
http://www.in.gov/legislative/bills/2005/HE/HE1001.1.html
Title: H.B. 1001 (Section 255-256)
Source: www.in.gov
| |
| SC | Issued 05/2005 | P-12 | Creates the South Carolina Education Reform Council, which will examine ways to improve educational outcomes, examine problems facing the K-12 education system and identify reforms and policy recommendations in a final report to the governor no later than December 31, 2005.
http://www.scgovernor.com/uploads/executiveorders/2005-08_CreatingSouthCarolinaEducationReformCouncil.pdf
Title: Executive Order No. 2005-08
Source: http://www.scgovernor.com/
| |
| WA | Signed into law 04/2005 | P-12 | Revises the powers, duties, and membership of the state board and the Washington professional educator standards board and eliminates the Academic Achievement and Accountability Commission. The governor will appoint seven of the 16 board members, with another five elected by school directors and one by private school board members. The state superintendent and two students also serve. The board will address student learning and education program accountability. The Professional Educator Standards Board will set policy for teacher preparation and certification programs, formerly a task of the state board. http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Senate%20Passed%20Legislature/5732-S.PL.pdf
Title: S.B. 5732
Source: http://www.leg.wa.gov
| |
| NM | Signed into law 03/2005 | P-12 | The "funding formula study task force" is
created. The task force shall function from the date of its
appointment until December 15, 2006.
F. The task force shall:
(1) develop a work plan and budget for
approval by the New Mexico legislative council;
(2) approve the request for proposals for a
contractor to conduct the study of the public school funding
formula and select the contractor; and
(3) make recommendations to the legislature
and the governor by December 15, 2006.
http://legis.state.nm.us/Sessions/05%20Regular/final/SB0125.pdf
Title: S.B. 125
Source: StateNet
| |
| STEM |
| |
| Student Achievement |
| |
| Student Achievement--Closing the Achievement Gap |
| |
| Student Supports--Counseling/Guidance |
| |
| Student Supports--Mentoring/Tutoring |
| |
| Student Supports--Remediation |
| |
| Students |
| |
| Students--Athletics/Extracurricular Activities |
| |
| Students--Mobility |
| |
| Students--Records/Rights |
| |
| Teaching Quality |
| |
| Teaching Quality--Certification and Licensure |
| |
| Teaching Quality--Certification and Licensure--Alternative |
| |
| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
| |
| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
| |
| Teaching Quality--Certification and Licensure--Special Education |
| |
| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
| |
| Teaching Quality--Certification and Licensure--Substitute Teachers |
| |
| Teaching Quality--Compensation and Diversified Pay |
| |
| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
| |
| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
| |
| Teaching Quality--Evaluation and Effectiveness |
| |
| Teaching Quality--Induction Programs and Mentoring |
| |
| Teaching Quality--Paraprofessionals |
| |
| Teaching Quality--Preparation |
| |
| Teaching Quality--Professional Development |
| |
| Teaching Quality--Recruitment and Retention |
| |
| Teaching Quality--Recruitment and Retention--At-Risk Schools |
| |
| Teaching Quality--Reduction in Force |
| |
| Teaching Quality--Teacher Attitudes |
| |
| Teaching Quality--Teacher Rights |
| |
| Teaching Quality--Tenure or Continuing Contract |
| |
| Teaching Quality--Unions/Collective Bargaining |
| |
| Teaching Quality--Unions/Collective Bargaining--Strikes |
| |
| Technology |
| |
| Technology--Computer Skills |
| |
| Technology--Devices/Software/Hardware |
| |
| Technology--Equitable Access |
| |
| Technology--Funding Issues |
| |
| Technology--Internet Safety |
| |
| Textbooks and Open Source |
| |