 |
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 |
| |
| 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 |
| |
| HI | Signed into law 07/2005 | P-12 | Adds new subpart. Transfers the administration of the teachers' housing program from the housing and community development corporation of Hawaii to the department of education. Also establishes a revolving fund (teachers' housing revolving fund ) for the accounting and control of receipts and disbursements in connection with the department of education's functions of planning, constructing, repairing, maintaining, and operating housing programs for teachers employed and assigned by the department of education.
http://www.capitol.hawaii.gov/sessioncurrent/bills/sb639_sd2_.htm
Title: S.B. 639
Source: http://www.capitol.hawaii.gov
| |
| IL | Signed into law 07/2005 | P-12 | Makes changes concerning Minority Teachers of Illinois scholarships with respect to exceptions to the teaching obligation requirement. Makes changes concerning the Illinois Future Teacher Corps Program with respect to the teaching obligation requirement. Makes changes concerning special education teacher scholarships with respect to eligibility, certification of applicants, and the teaching obligation requirement. Repeals the Child Development Teacher Scholarship Act. Effective July 1, 2005, except that the special education teacher scholarship changes take effect on July 1, 2006.
http://www.ilga.gov/legislation/publicacts/fulltext.asp?Name=094-0133
Title: H.B. 1051
Source: http://www.ilga.gov/legislation/publicacts/
| |
| IL | Signed into law 07/2005 | P-12 | Amends the Higher Education Student Assistance Act. Requires the Illinois Student Assistance Commission to implement and administer a teacher scholarship program, to be known as the Teach Illinois Scholarship Program. Defines "area of identified staff shortage" as a school district in which the number of teachers is insufficient to meet student or school district demand or a subject area for which the number of teachers who are qualified to teach that subject area is insufficient to meet student or school district demand, as determined by the State Board of Education. Requires the Commission to annually award scholarships to persons preparing to teach in areas of identified staff shortages. Requires the recipient to accept employment to teach in an elementary or secondary school in Illinois in an area of identified staff shortage for a period of at least 5 years.
http://www.ilga.gov/legislation/publicacts/94/PDF/094-0205.pdf
Title: H.B. 60
Source: http://www.ilga.gov/
| |
| AK | Signed into law 06/2005 | P-12 | The reemployment of certain retired members of the teachers' and public employees' retirement systems provide a valuable tool for school districts and public employers to manage workforce shortages, especially in teaching positions and job classes that require specialized knowledge and skills. The legislature also finds that school districts and public employers must plan to meet their future workforce needs without reliance on retired workers. In extending the termination date of the reemployment provisions, it is the intent of the legislature to allow school districts and public employers to continue to use this management tool, while developing plans that address the knowledge, skills, and abilities that need to be transferred or developed to assure the work can be accomplished when the reemployment provisions terminate. It is the intent of the legislature that all participation in the retiree reemployment provisions by employers and reemployed retirees will end on July 1, 2009, unless that date is extended by law. The legislature also finds that there have been unintended consequences resulting from iplementation of the retiree reemployment provisions, including an increase in the unfunded liability of the retirement systems and the failure to realize savings in the health expenses of the retirement systems as a result of the practice of some employers of withdrawing health and medical coverage for reemployed retirees. It is the intent of the legislature that employers that benefit from the provisions of the retiree reemployment provisions pay any increase in unfunded liability that results to the retirement systems and that employers provide reemployed retirees with the same health and medical benefits provided to other active employees. A teacher hired to work as a full-time teacher who makes the election to continue to receive benefit payments may not receive retirement medical benefits during reemployment but, instead, is to be covered under the medical coverage provided by the employer to active teachers. A teacher hired to work as a less than full-time teacher who makes the election to continue to receive benefit payments may continue to receive retirement medical benefits. http://www.legis.state.ak.us/PDF/24/Bills/HB0161Z.PDF
Title: H.B. 161
Source: http://www.legis.state.ak.us
| |
| AZ | Issued 06/2005 | P-12 | Creates and defines membership of the Governor's Committee for Teacher Quality and Support, the purpose of which is to: (1) develop teacher training delivery system to addresss the lack of uniform access to quality induction, mentoring and ongoing professional development; (2) identify opportunities and obstacles in teacher preparation programs to recruit highly qualified students; (3) identify pay gaps and systems concerns that lead to pay disparities across counties and districts for the same performance and experience; (4) identify possible governance issues and solutions related to teacher quality and support; and (5) facilitate a survey of the state's certified teachers and identify working condition impediments. Committee is to report preliminary recommendations for action or additional study by December 1, 2005, and every September 1st thereafter.
http://www.governor.state.az.us/press/June05/060805~2005-11~EO.pdf
Title: Executive Order 2005-11
Source: http://www.governor.state.az.us
| |
| HI | Signed into law 06/2005 | P-12
Postsec. | Section 1: Establishes need for improvement in teacher recruitment, compensation, support and peer mentoring.
Section 2: Creates a new section establishing the Hawaii teacher cadet program fund, originally a department initiative, as a separate fund of the Hawaii Alliance for Future Teachers, a nonprofit organization. Authorizes the alliance to expend funds to establish partnerships with organizations or private vendors to encourage high school students with teaching potential to consider teaching as a career. Establishes and sets responsibilities for the Hawaii teacher cadet program advisory board.
Section 3: Requires the University of Hawaii to review its admission policies for the college of education.
Section 4: Requires the University of Hawaii to review its college of education's admission standards and consider allowing
incoming freshman to declare education as their major and enable them to graduate within four years.
Section 5: Requires the University of Hawaii to increase the full time equivalent teacher education faculty positions by 5 additional full-time equivalent positions each year until fiscal year 2014-2015, to allow the number of participants who complete the program to increase by one hundred per cent over the year 2004 total.
Section 6: Establishes need to eliminate specified barriers to interest in and entry of the teaching profession.
Section 7-8: Mandates that the department establish policies, procedures, technology, and accountability measures to ensure that newly hired employees receive timely and accurate wages. Establishes an alternate option if the department is unable to pay the total wages due a newly hired employee. Requires the department to establish rules by December 31, 2005 to implement these changes.
Section 9: Requires the department to provide each newly hired teacher with the new teacher orientation handbook to serve as a reference guide and provide the new employees with information on:
(1) Professional development and incentive programs;
(2) License requirements; and
(3) Other useful information to assist new teachers with their familiarity of the department's organization and educational system.
Section 10: Requires the department to establish a standardized statewide teacher induction program for every newly hired teacher. Requires the program to ensure that the new teacher to mentor ratio does not exceed 15:1 and that all mentors are specially skilled and trained to work effectively with newly hired teachers as determined by the department.
Section 11: Establishes legislative intent to improve student achievement by adopting policies that promote teacher quality.
Section 12: Requires the state board to adopt policies to:
(1) Develop a plan for licensing more individuals with practical experience for teaching in vocational/technical programs;
(2) Develop a plan to accept teachers from any state as long as they have completed state-approved teacher education programs and pass relevant Hawaii teacher examinations or their equivalent;
(3) Clarify the requirements, on a state-by-state basis, for out-of-state licensed teachers to obtain a license in Hawaii;
(4) Develop a plan to facilitate licensing for those who intend to teach in Hawaii immersion programs, the island of Niihau, or any other extraordinory situation as defined by the superindent or the superintendent's designee; and
(5) Pursue full teacher license reciprocity with the mid-Atlantic states, California, Colorado, Illinois, Michigan, New York, Oregon, and Washington.
Section 13: Requires the Hawaii Teacher Standards Board to submit to the legislature a report of its progress and recommendations regarding its licensing standards and development of its policies before the 2006 regular session.
Section 14: Requires the Hawaii Teacher Standards Board to review alternative licensing requirements to replace the PRAXIS examination requirement. Requires the review of alternative requirements to include to the consideration of requiring a minimum amount of years of teaching experience to replace the PRAXIS examination requirement.
Section 15: Authorizes the conversion of Hawaii teacher standards board's nine temporary positions to nine permanent full-time equivalent positions.
http://www.capitol.hawaii.gov/sessioncurrent/bills/hb844_cd1_.htm
Title: H.B. 844
Source: www.capitol.hawaii.gov
| |
| LA | Signed into law 06/2005 | P-12 | Amends reenacts R.S. 17:427.3(A), (B), (C), (H) and (I)(1), relative to the Teach Louisiana First Program. Revises the program by deleting the distinction between failing schools and rural schools with academic deficiencies and providing instead incentives to reduce the shortage of teachers certified to teach certain core subjects in low-performing public schools. Directs the board of elementary and secondary education (BESE) to define "core subject." The incentive provided to teachers participating in this program must be in addition to the salary adjustment provided to teachers who hold a valid certificate issued by the National Board for Professional Teaching Standards. Deletes the requirement that BESE designate specific teaching positions and provides that BESE will establish criteria identify and notify low-performing schools and their governing boards in which eligible teachers may be employed and designate the core subjects they may be hired to teach. Deletes the requirement that BESE rank teachers in terms of who is most highly qualified. Directs BESE to establish and consider criteria to prioritize the allocation of hiring authority of eligible teachers, which is to include school and district performance scores, percentage of uncertified teachers, and poverty level. Provides that a participating teacher may be already employed in the participating school system, but must be newly assigned to the lowperforming school or re-hired to teach in a school that has been reconstituted. http://www.legis.state.la.us/billdata/streamdocument.asp?did=314804
Title: S.B. 144
Source: http://www.legis.state.la.us
| |
| LA | Signed into law 06/2005 | P-12 | AN ACT To amend and reenact R.S. 17:427.4 and to enact R.S. 17:427.5. Establishes legislative intent to make teacher quality a priority, and to do so by create an incentive and initiative program to entice teachers to earn certification and qualification, including certification by the National Board for Professional Teaching Standards. Establishes legislative recognition of teacher shortage in certain parts of the state. Expands Louisiana Teachers' Homebuyer Program. Defines "disadvantaged geographical area." Defines "eligible teacher" as an individual who (1) holds valid Louisiana teaching certification; (2) Meets all state requirements for certification and employment as a public school teacher; and (3) Is employed as a classroom teacher in a public school designated as a low-performing school located in a disadvantaged geographical area. Extends program assistance to include teacher home loan closing assistance. Transfers primary responsibility for identifying low-performing schools from department to state board. Redesignates panel as part of program as The Advisory Panel on the Louisiana Teachers' Homebuyers Program and establishes panel within the state department of the treasury. Clarifies panel membership. Establishes that the powers, functions, and duties of the advisory panel include but are not limited to the following:
(1) Identifying disadvantaged geographical areas in the state.
(2) Advising the state treasurer on the implementation of the panel's recommendations.
(3) Evaluating and assessing annually the effectiveness of the program.
(4) Developing recommendations to disseminate information regarding the program to eligible teachers.
(5) Developing recommendations to promote the program.
(6) Recommending rules and regulations for program implementation and administration.
(7) Meeting at least quarterly.
(8) Submitting an annual report, including proposed legislation if necessary, to the state treasurer, governor, and the legislature at least 30
days prior to each regular legislative session.
States that each appointment to the advisory panel by the governor and the state superintendent of education are subject to senate approval and that such members shall serve terms concurrent with the governor's.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=319064
Title: S.B. 264 (multiple provisions)
Source: www.legis.state.la.us
| |
| LA | Signed into law 06/2005 | P-12 | Establishes the Louisiana Qualified Teachers' Incentive Program as a special program for any eligible classroom teacher who agrees
to teach in a low-performing public school located in a disadvantaged and underserved geographical area of the state, all as identified by the state board. Defines an eligible teacher under the program as one with valid Louisiana teaching certification; who has not had a certification or licensure requirement waived by the state on an emergency, temporary, or provisional basis; Has the equivalent of an academic major, or has passed the Louisiana licensing content-specific Praxis exam, or has earned a master's degree in the content area taught; and who under the provisions of the No Child Left Behind Act meets the definition of a highly qualified teacher. Requires the state board to formulate, develop, and approve components of the Louisiana Qualified Teachers' Incentive Program, to be administered by the state superintendent of education.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=319064
Title: S.B. 264 (multiple provisions)
Source: www.legis.state.la.us
| |
| CO | Signed into law 05/2005 | P-12 | Defines "high-poverty school" and "rural school district." Expands teacher loan forgiveness pilot program to include teachers who (1) contract to teach in a high-poverty public elementary school in a rural school district or in a facility school in a rural school district; (2) work at least half-time in a qualified position in a rural district or, beginning in the 2005-2006 school year, full-time in a qualified position if employed in a district other than a rural district; and (3) will be liable for an outstanding balance on a CollegeInvest loan or a loan through a lender with an agreement with CollegeInvest to offer loans.
Specifies that if a teacher qualifies for the teacher loan forgiveness pilot program by working in a high-poverty elementary school in a rural district and in a subsequent academic year the school is no longer classified as a high-poverty elementary school in a rural district, the teacher may continue to participate in the teacher loan forgiveness pilot program if he/she continues to teach in the same school. Adds, however, that a participating teacher who transfers to a nonqualifying school forfeits participant status.
Requires the department to annually identify high-poverty elementary schools in rural districts.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/77BA02C2AD41CBA087256F90007DF598?Open&file=191_enr.pdf
Title: S.B. 191
Source: www.leg.state.co.us
| |
| AR | Signed into law 04/2005 | P-12 | Renames the Teacher and Administrator Enhancement and Retraining Grant Program the Teacher Opportunity Program. Eliminates requirement that program applicant be a citizen of the United States or permanent resident alien. Establishes the Dual Certification Incentive Program to encourage classroom teachers currently employed in the state to return to college to obtain certification in one or more additional subject areas. Specifies conditions for a teacher to be eligible to receive program funding. Allows each district to fund up to four scholarships for teachers with at least three years of experience as a licensed classroom teacher in a public school in the state. States that any classroom teacher awarded a scholarship under the Dual Certification Incentive Program may be allowed administrative leave with pay as provided under the district's certified personnel policies as is necessary for the classroom teacher to attend college classes, travel to or from the college, and take state-mandated tests as may be necessary to obtain the additional certification. Sets forth circumstances under which a teacher having participated in the program must repay the amount of the scholarships received under the Dual Certification Incentive Program. Authorizes the state board of education to suspend the Arkansas classroom teacher's license of any individual who fails, when required to do so, to repay moneys contributed for participation in the Dual Certification Incentive Program.
States that upon earning dual certification under the Dual Certification Incentive Program, the dually certified classroom teacher must be paid a bonus of $3,000 each school year that the teacher: (A) Is employed full-time as a classroom teacher in an Arkansas public school district; and (B) Is teaching no fewer than two class periods in each of the different subject matter areas for which he or she received certification. Specifies circumstances under which an individual must lose eligibility for the annual incentive bonus.
States that the first priority for the award of funds under the Teacher Opportunity Program is the award of scholarships under the Dual Certification Incentive Program, and that any funds remaining after all awards are made under the Dual Certification Incentive Program may be made for specified other needs. Requires the department of higher education to determine priorities, based on the needs of the state, for awarding grants in the event there are more applicants than funds available.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb1982.pdf
Title: H.B. 1982
Source: www.arkleg.state.ar.us
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| AR | Signed into law 04/2005 | P-12 | Includes guidance counselors and librarians in definition of "teacher" or "teachers" in provisions relating to incentives for teacher recruitment and retention in high-priority districts. Clarifies that all teachers not newly signed to work in a high-priority district must be paid a retention bonus of $2,000 for the 2004-2005 school year as well as at the beginning of each of the next 2 subsequent years if the teacher continues to work in a high-priority district. Clarifies that a teacher not newly signed to work in a high-priority district who voluntarily leaves the district before the end of the 3-year period must pay back the bonus amount on a pro rata basis. Adds that a teacher not newly signed to work in a high-priority district is involuntarily reassigned to a position that is not eligible for bonus pay as part of the program or is dismissed involuntarily by a school district, the teacher is not required to repay the applicable bonus pay. Adds that if a teacher qualified to receive bonus pay as part of this program leaves the district due to a serious medical emergency, the teacher is not obligated to repay the bonus if the teacher provides a written statement from a licensed physician stating that the teacher is unable to work and must terminate his or her employment.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/sb1044.pdf
Title: S.B. 1044 (section 31)
Source: www.arkleg.state.ar.us
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| AZ | Signed into law 04/2005 | P-12 | Relates to the State Retirement System. Authorizes use of public monies in the purchase of any annuity or deferred compensation payments for:
1. the recruitment and retention of selected employees;
2. as a benefit to encourage selected teachers to teach in an underperforming school;
3. for the reduction of the unfunded liabilities of unused leave pay accruals with in-service non-elective employer contributions;
4. for the replacement of unused leave pay or other types of severance pay at time of severance of employment;
5. to buy out the individually negotiated contracts of key employees; and
6. to provide incentives for the early retirement of selected employees.
http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=2472
Title: H.B. 2472
Source: www.azleg.state.az.us
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| KS | Signed into law 04/2005 | P-12 | HB 2331 amends statutes governing the National Board Certification program. Under current law, teachers attaining National
Board Certification receive an annual salary bonus from the state of $1,000 for the ten years of the certification period. The bill removes the ten-year limit to allow the salary bonus to be provided for those teachers who are re-certified for an additional ten years. In addition, teachers participating in the standards program prior to initial certification currently receive a scholarship to assist with the costs of the program. The bill codifies this scholarship at $1,100 and also provides for a $500 scholarship to assist with the costs of the re-certification program. The bill amends the statutes governing the Teacher Service Scholarship. This scholarship is awarded to students who are planning to teach in a hard-to-fill discipline or underserved geographic area. Under current law, a hard-to fill discipline is defined as one in which there is a critical shortage of teachers as determined by the Board of Education. HB 2331 specifically adds math and science instruction for grades five through 12 to the definition. Notes: http://www.kslegislature.org/legsrv-bills/showBill.do?id=38253 Full text: http://www.kslegislature.org/legsrv-bills/showBill.do?id=38808
Title: H.B. 2331 (multiple provisions)
Source: http://www.kslegislature.org
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| KS | Signed into law 04/2005 | P-12 | Eliminates 10-year cap on number of years a national board-certified teacher may receive the $1,000 annual incentive bonus. Authorizes the state board of education to provide scholarships of $1,100 each to teachers who are accepted to participate in the national board for professional teaching standards program for initial certification, and to provide scholarships of $500 each to teachers who are accepted to participate in the national board for professional teaching standards program for renewal of certification.
For purposes of the teacher service scholarship program, amends definition of ''hard-to-fill teaching discipline'' to include grades 5-12 math and science, makes other minor changes.
Bill as enacted: http://www.kslegislature.org/bills/2006/48.pdf
Fiscal note: http://www.kslegislature.org/legsrv-bills/showBill.do?id=35050
Supplemental note: http://www.kslegislature.org/legsrv-bills/showBill.do?id=37380
Title: S.B. 48 (section 10-12)
Source: www.kslegislature.org
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| KS | Signed into law 04/2005 | P-12
Postsec. | Allows the board of education of any school district, any teacher of mathematics, science, physics, chemistry or biology, and a business firm to enter a partnership agreement under which such business firm agrees to employ such teacher in a position that requires mathematics or science skills commensurate with the classes that the teacher regularly teaches when school is not regularly in session. Provides the business with a state income tax credit of 25%, or 30% for a teacher teaching in a school district in a rural community, underserved area, or underperforming urban area. Limits the total amount of credits for the program per fiscal year to $500,000. Limits the total amount of credits per congressional district to $125,000.
Establishes the mathematics and science teacher service scholarship program, which grants up to 50 new scholarships each year to qualified students who are Kansas residents working toward certification to teach math or science in grades 6-12 and who agree to teach in an accredited public or private school in Kansas for at least four years. Creates in the state treasury the mathematics and science teacher service scholarship program fund and the mathematics and science teacher service scholarship repayment fund.
Full text: http://www.kslegislature.org/bills/2006/138.pdf
Fiscal note: http://www.kslegislature.org/legsrv-bills/showBill.do?id=36145
Supplemental note: http://www.kslegislature.org/legsrv-bills/showBill.do?id=38088
Title: S.B. 138
Source: www.kslegislature.org
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| WA | Signed into law 04/2005 | P-12 | Permits members of the teachers' retirement system plan 2 and plan 3 who qualify for early retirement or alternate early retirement to make a one time purchase of additional service credit.
Title: H.B. 1327
Source: StateNet
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| ID | Signed into law 03/2005 | P-12
Postsec.
Community College | Modifies provisions related to the loan forgiveness contracts for postsecondary students pursuing a teaching career. Eliminates requirements that eligible students (1) have graduated from an Idaho high school within the past two years and (2) be among the top 15% of the student's graduating high school class or have at least a 3.0 cumulative GPA at the end of high school. Authorizes the state board to reassign unused contracts to other participating institutions. For purposes of reassignment of unused contracts, allows Eastern Idaho Technical College to be considered as a participating institution and to be awarded student education incentive loan forgiveness contracts for potential registered nurses. http://www3.state.id.us/oasis/H0018.html
Title: H.B. 18
Source:
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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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| UT | Signed into law 03/2005 | P-12 | This bill: modifies applicant eligibility requirements and committee membership for the Public Education Job Enhancement Program;
appropriates money for the Public Education Job Enhancement Program; and provides that the money shall be used for: signing bonuses to attract new teachers with certain expertise; or scholarships for teachers to cover tuition costs for a master's degree, endorsement, or graduate education in certain areas. http://www.le.state.ut.us/~2005/bills/hbillenr/hb0188.pdf
Title: H.B. 188
Source: http://www.le.state.ut.us
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| UT | Signed into law 03/2005 | P-12 | Modifies the Terrel H. Bell Teaching Incentive Loans program to include students studying to become public school special education personnel. Each incentive loan is valid for up to four years of full-time equivalent enrollment, or until requirements for licensing or advanced licensing have been met, whichever is less. Includes part-time students; students who already hold a bachelor's degree; and other nontraditional students. http://www.le.state.ut.us/~2005/bills/hbillenr/hb0074.pdf
Title: H.B. 74
Source: http://www.le.state.ut.us
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| VA | Signed into law 03/2005 | P-12 | Extends from July 1, 2005 to July 1, 2010, the sunset date for provisions allowing retirees to be hired as teachers or administrative personnel without interruption of their retirement benefits. http://leg1.state.va.us/cgi-bin/legp504.exe?051+ful+CHAP0605
Title: H.B. 1787
Source: http://leg1.state.va.us
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| VA | Signed into law 03/2005 | P-12 | Extends to 2010 the current sunset on the requirements that division superintendents identify and report critical shortages to the school board and local school boards identify and report critical shortages to the Superintendent of Public Instruction and the Virginia Retirement System. http://leg1.state.va.us/cgi-bin/legp504.exe?051+ful+CHAP0608
Title: H.B. 1781
Source: http://leg1.state.va.us
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| WY | Signed into law 03/2005 | P-12 | Establishes the Wyoming teacher shortage loan repayment program; specifies that applicants must have a Wyoming residence or have graduated from a Wyoming high school. Provides for program administration by the Wyoming higher education assistance authority; sunsets the program; provides an appropriation. To qualify for a loan under this section, the applicant must be enrolled in good standing in a teacher education program at the University of Wyoming leading to certification as a special education, math or science teacher;be at least a junior; and apply for federal financial assistance. Recipients may repay the loan by teaching at least 50% of the time in special education, math or sicience in a Wyoming public school. http://legisweb.state.wy.us/2005/enroll/hb0085.pdf
Title: H.B. 85
Source: http://legisweb.state.wy.us
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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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