 |
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 |
| |
| DE | Adopted 12/2005 | P-12 | All school districts and charter schools that offer state approved career technical education programs must: a) have the approval of the Department of Education before implementing new programs; b) have adequate funding to support and sustain the instructional program; c) employ teachers certified in Career Technical Education Program areas; d) make provisions for meeting the unique needs of all students; e) establish and maintain an active advisory committee which includes labor and management personnel to assist in the development and operation of the program; f) use present and projected labor market information to determine the need for new and continuing Career Technical Education Programs; g) survey local business and industry to determine their occupational needs and the availability of placement and employment opportunities for program completers; and h) survey the student population to determine their occupational interests and needs.
http://www.state.de.us/research/AdminCode/title14/500/525.shtml#TopOfPage
Title: 14 DAC 525
Source: Lexis-Nexis/StateNet
| |
| VA | Adopted 12/2005 | P-12 | Emergency regulation effective December 14, 2005, through December 13, 2006 that assists juveniles in acquiring necessary work habits, developing marketable skills, and identifying career goals through a range of career opportunities and mentoring apprenticeship programs. http://legis.state.va.us/codecomm/register/vol22/iss09/v22i9.pdf (pg.207)
Title: 6 VAC 35-190-10 thru -120
Source: http://legis.state.va.us/codecomm/register/issfiles.htm
| |
| IL | Adopted 11/2005 | P-12 | The goal of the High Technology School-to-Work Program is to improve education and to prepare Illinois' students to transition from school to high skilled, high paying jobs in the areas of science, mathematics, and advanced technology. Increasing the number of trained students entering technology occupations will help meet the workforce demand of Illinois' high technology businesses.
The School-to-Work Program also provides funding for Project Lead the Way which promotes pre-engineering courses for high school students. This initiative forms
partnerships with public schools, higher education institutions and the private sector to increase the quantity and quality of engineers and engineering technologist graduating from schools. The program exposes students to the rigor and content of a preengineering curriculum to interest more students in engineering careers and promote greater success in collegiate programs.
The change to the current rule is needed to administer the duties outlined in Section 40 of the High Technology School-to-Work Act.
Pages 34 and 35 of 352 http://www.cyberdriveillinois.com/departments/index/register/register_volume29_issue48.pdf
Title: 14 IAC 110.170
Source: www.cyberdriveillinois.com
| |
| NY | Signed into law 11/2005 | P-12 | Relates to establishing the Tech Valley High School in the Capital Region and Questar III BOCES districts to provide expanded learning
opportunities in the area of technology as well as core academics to students in those districts.,
Title: S.B. 5729
Source: Lexis-Nexis/StateNet
| |
| MI | Signed into law 10/2005 | P-12 | Amends the act establishing career and technical preparation enrollment options for certain students enrolled in Michigan schools. http://www.legislature.mi.gov/documents/2005-2006/billenrolled/house/pdf/2005-HNB-4144.pdf
Title: H.B. 4144
Source: StateNet
| |
| CA | Signed into law 09/2005 | P-12 | An act to amend Section 33126 of the Education Code, relating to vocational education. This bill would amend the act to also require the school accountability report card to include assessment of career-technical education data measures, such as the number of pupils participating in career technical education and the percentage of pupils that complete a career technical education program and earn a high school diploma.
http://www.leginfo.ca.gov/pub/bill/asm/ab_1601-1650/ab_1609_bill_20050927_chaptered.html
Title: H.B. 1609
Source: StateNet
| |
| CA | Vetoed 09/2005 | P-12 | This bill would create the Career Technical Education Vision Council to make recommendations regarding career technical education,
as specified, and to develop a workforce preparation and strategic plan on or before December 31, 2007. The bill also would create the Career
Technical Education Vision Fund.
Title: H.B. 917
Source: StateNet
| |
| IL | Signed into law 07/2005 | P-12
Community College | Creates the Vocational Academies Act to integrate workplace competencies and career and technical education with core academic subjects.
A school district, in partnership with community colleges, local employers, and community-based organizations, may establish a vocational academy that is eligible for a grant under this Act if the vocational academy meets certain requirements.
http://www.ilga.gov/legislation/BillStatus.asp?DocNum=3646&GAID=8&DocTypeID=HB&LegId=20082&SessionID=50&GA=94
Title: H.B. 3646
Source: http://www.ilga.gov
| |
| LA | Signed into law 07/2005 | Community College | Requires the commissioner of higher education, not later than August 16, 2005, to appoint or assign a person with appropriate expertise and background to research, prepare, and propose a plan for the organization of the technical division. Assigned person is to (a) Consider and account for population patterns, the enrollment patterns, commuting patterns, the level of accreditation of the various community colleges and other institutions, and the programs in place at the various institutions. (b) Consult with representatives of the students to be served, the faculty of the institutions involved, the businesses and industries in each region, and the members of the legislature in each region. the function of the state level office is to include: (a) Statewide leadership and coordination of rapid-response workforce development. (b) Statewide leadership on adult learning with an emphasis on developing the community and technical college capacity as providers of adult literacy and adult education services. (c) Professional development and other support services to the institutions providing for technical education and workforce development. (d) Curriculum development. (e) Advocacy for the technical education mission with the LCTCS board of
supervisors.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=320085
Title: H.B. 505
Source: http://www.legis.state.la.us
| |
| DE | Signed into law 06/2005 | P-12 | Establishes the Delaware Advisory Council on Career and Technical Education (DACCTE) to advise the Governor, General Assembly, Secretary of Education and the State Board of Education on all matters pertaining to career and technical education with emphasis on recommending policies and initiatives that should be pursued to strengthen and modernize the career and technical education delivery system.
DACCTE is to conduct evaluations, program reviews and serve as a clearinghouse for state and national information on career and technical education, so that citizens have access to the experience and judgment of lay and professional groups from the fields of employment and education in the formation of public policies. Sets membership. http://www.legis.state.de.us/LIS/LIS143.nsf/vwLegislation/
Title: H.B. 71
Source: http://www.legis.state.de.us/
| |
| HI | Signed into law 06/2005 | P-12
Postsec. | The purpose of this Act is for schools whose student population includes at least twenty per cent or one hundred students from military families as determined by the department of education to provide for the following:
(1) Additional staff;
(2) Child care services; and
(3) Vocational training and retraining. Makes an appropriation for these.
Requires the department of education to consult with the Joint Venture Education Forum to establish a priority listing of public schools that are impacted by a large population of military dependent students. In the development of the priority listing, requires the department to consider establishing priority schools with a twenty per cent or more or one hundred or more population of dependent military students.
Requires the University of Hawaii to establish a program to allow readmission to military members who have been deployed. http://www.capitol.hawaii.gov/sessioncurrent/bills/sb1394_sd1_.htm
Title: S.B. 1394
Source: www.capitol.hawaii.gov
| |
| HI | Vetoed 06/2005 | P-12 | Amends the standards for apprenticeship agreements to include assurances of qualified training personnel, adequate job supervision, and the requisite licenses. Requires the director of DLIR to establish an apprenticeship council whose purpose is to promote and approve apprenticeship programs. Provides that these changes are only effective upon approval by the OATELS. http://www.capitol.hawaii.gov/sessioncurrent/bills/sb1889_cd1_.htm
Title: S.B. 1889
Source: StateNet
| |
| LA | Signed into law 06/2005 | P-12
Postsec. | AN ACT To enact R.S. 17:3048.5. Establishes the TOPS-Tech Early Start Award as part of the Louisiana Tuition Opportunity Program for Students for eligible 11th- and 12th-grade students attending Louisiana public high schools. States that a TOPS-Tech Early Start Award may be used at a Louisiana public postsecondary education institution for the purpose of pursuing an industry-based occupational or vocational education credential that:
(a) Is identified by the Occupation Forecasting Conference as a credential for an occupation in top demand in Louisiana;
(b) Is recognized by the State Industry-Based Certification Council; and
(c) Is approved by the state board of education and by the board of supervisors of community and technical colleges. An eligible student may receive an award for up to 2 semesters each in grade 11 and 12. Provides for payment to the Louisiana postsecondary education institution
in which the student is enrolled.
Requires the administering agency to make available information necessary to fully inform Louisiana public high school students and their parents on the requirements of and procedures for applying for the award in the same manner as required by law for other awards provided by the Tuition Opportunity Program for Students.
To be eligible for an initial TOPS-Tech Early Start Award, requires a student to meet all the following requirements and administering agency rules:
(1) Be in the eleventh or twelfth grade in a Louisiana public school.
(2) Have prepared a five-year education and career plan, including a sequence of related courses with a career focus as provided in statute.
(3) Have a cumulative high school grade point average on all courses attempted of at least 2.0 on a 4.0 scale.
(4) Have at least the minimum scores required to pass the math and English portions of the graduation exit exam established by the state board.
(5) Score at least fifteen on the English subsection and fifteen on the mathematics subsection of the ACT PLAN assessment administered as part of Louisiana's Educational Planning and Assessment System.
Establishes requirements for continuing eligibility for an award.
Establishes Louisiana Student Financial Assistance Commission as administering agency for the program. Authorizes the administering agency to implement the program provisions initially on a pilot basis. Adds that, if implemented on a pilot basis, it is the intention of the legislature that full implementation be achieved at the earliest time possible.
Requires the the board of regents, in consultation with the Louisiana Student Financial Assistance Commission, to annually submit to the governor and the legislature, before the opening of each regular legislative session, a written review and analysis of TOPS-Tech Early Start awards relative to award use by students and the benefits therefrom as well as the impact on subsequent use by students of TOPS-Tech awards.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=319071
Title: S.B. 355
Source: www.legis.state.la.us
| |
| LA | Signed into law 06/2005 | Community College
Postsec. | AN ACT To amend and reenact R.S. 17:1871(A)(2), relative to membership of the Board of Supervisors of Community and Technical Colleges; to provide relative to terms and qualifications of appointees to the board; to provide with regard to experience as a condition of appointment; and to provide for related matters. http://www.legis.state.la.us/billdata/streamdocument.asp?did=318379
Title: S.B. 84
Source: StateNet
| |
| MS | Rule Adoption 06/2005 | Postsec.
Community College | Amends rules concerning 2005 Workforce Project Policies. Establishes policies to aid in the provision of workforce education. MISSISSIPPI REG 10005 (SN)
Title: Uncodified
Source: StateNet
| |
| NH | Signed into law 06/2005 | P-12 | This bill clarifies the capital appropriation requirements for funding regional vocational education projects, provides that the state shall fund a maximum of 75 percent of the cost of renovation or expansion of a regional vocational education center, and adds a definition of a qualified project. The department of education is responsible for maintaining a statewide system of regional vocational education centers to provide and allow for a variety of career and technical education programs funded within state budget appropriations and the state will fund not less than 50 percent nor more than 75 percent of the cost of a qualified project.
http://www.gencourt.state.nh.us/legislation/2005/HB0078.html
Title: H.B. 78
Source: StateNet
| |
| NV | Signed into law 06/2005 | P-12 | Calls for the establishment of "advisory technical skills committees" by superintendents of districts with career and technical education.
Establishes that a pupil who successfully completes a program of career and technical education and who otherwise satisfies the requirements for graduation from high school must be awarded a high school diploma with an endorsement indicating that the pupil has successfully completed the program of career and technical education. The provisions of this subsection do not preclude a pupil from receiving more than one endorsement on his diploma, if applicable. http://www.leg.state.nv.us/73rd/bills/AB/AB388_EN.pdf
Title: H.B. 388
Source: StateNet
| |
| AZ | Signed into law 05/2005 | P-12
Postsec.
Community College | States that a student in a K-8 program who enrolls in courses offered by the joint technological education district is not to be included in the joint district's average daily attendance or average daily membership. Also states that a student in a K-6 program who is enrolled in vocational education courses is not to be funded in whole or in part with monies provided by a joint technological education district. Clarifies how districts that are part of a joint district may acceptably use joint technological education district monies towards career and technical education and vocational education courses.
Establishes the task force on joint technological education districts. Mandates that the task force:
1. Evaluate and make specific recommendations concerning the state and local funding of joint technological education districts, including options for various funding schemes that are not currently provided by law.
2. Evaluate and make specific recommendations concerning governance issues of joint technological education districts.
3. Evaluate and make specific recommendations concerning governance issues between school districts and joint technological education districts for vocational education courses offered between school districts and joint technological education districts.
4. Evaluate and make specific recommendations concerning joint technological education districts that provide courses primarily at facilities located at centralized campuses owned and operated by the joint technological education district and concerning joint technological education districts that primarily provide satellite courses at facilities owned or operated by school districts.
5. Evaluate and make recommendations concerning which vocational education courses should be approved by the career and technical education division of the department of education.
6. Determine the appropriate funding level and funding mechanisms for students who are enrolled in high school courses that involve instructors, services and facilities furnished by a combination of a joint technological education district, a community college district and a school district.
7. Submit a report of its findings, recommendations and proposed legislation to the president of the senate, the speaker of the house of representatives and the governor on or before December 1, 2005. The task force shall provide a copy of the 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=2418
Title: H.B. 2418
Source: www.azleg.state.az.us
| |
| GA | Signed into law 05/2005 | P-12 | Creates the Joint Agricultural Education Study Committee for the purposes of promoting the importance and study of agriculture in the state. http://www.legis.state.ga.us/legis/2005_06/versions/hr50_HR_50_AP_6.htm
Title: H.R. 50
Source: http://www.legis.state.ga.us
| |
| MS | Rule Adoption 05/2005 | P-12 | Approves the granting of academic and elective Carnegie unit credit for certain Vocational and Technical secondary course offerings to meet the requirements for high school graduation in response to the call for additional rigor in high school coursework and a proposed increase in high school graduation requirements. In granting credit to meet graduation requirements in science, mathematics, and arts to these courses, schools will have an opportunity to use existing courses and teachers to meet increased graduation requirements without adding additional staff. MISSISSIPPI REG 9842 (SN)
Title: Uncodified
Source: StateNet
| |
| SC | Signed into law 05/2005 | P-12 | Act No. 49 changes references from "vocational" to "career and technology." http://www.scstatehouse.net/sess116_2005-2006/prever/3413_20050427.htm
Title: H.B. 3413
Source: http://www.scstatehouse.net
| |
| SC | Signed into law 05/2005 | P-12
Postsec.
Community College | Adds a new chapter (59) establishing the South Carolina Education and Economic Development Act. Provides for the development of a curriculum organized around a career cluster system that must provide students with both strong academics and real-world problem solving skills. During the 2005-06 school year, the department of education must develop a guidance and counseling model that provides standards and strategies for school districts to use and follow in developing and implementing a comprehensive guidance and counseling program for pre-kindergarten through 12th grade students in their districts. Before July 1, 2006, the department of education is required to develop state models and prototypes for individual graduation plans and the curriculum framework for career clusters of study. Beginning with the 2006-07 school year, counseling and career awareness programs on clusters of study must be provided to students in the sixth, seventh, and eighth grades, and they must receive career interest inventories and information to assist them in the career decision-making process. Before the end of the second semester of the eighth grade, eighth grade students in consultation with their parents, guardians, or individuals appointed by the parents or guardians to serve as their designee shall select a preferred cluster of study and develop an individual graduation plan. By the 2006-07 school year, middle schools and by 2007-08 high schools shall provide students with the services of a career specialist who has obtained a bachelor's degree and who has successfully completed the national Career Development Facilitator (CDF) certification training or certified guidance counselor having completed the Career Development Facilitator certification training.Provides for the traits that must be incorporated into school board policies addressing character education. Expands the report card to include dropout data. Establishes and sets membership for the Education and Economic Development Coordinating Council. Sets the functions as:
(1) advise the Department of Education on the implementation of this chapter;
(2) review accountability and performance measures for implementation of this chapter;
(3) designate and oversee the coordination and establishment of the regional centers;
(4) report annually by December first to the Governor, the General Assembly, the state board and other appropriate governing boards on the progress, results, and compliance with the provisions of this chapter and its ability to provide a better prepared workforce and student success in postsecondary education;
(5) make recommendations to the department of education for the development and implementation of a communication and marketing plan to promote statewide awareness of the provisions of this chapter; and
(6) provide input to the state board of education and others as appropriate.
http://www.scstatehouse.net/sess116_2005-2006/prever/3155_20050519.htm
Title: H.B. 3155
Source: http://www.scstatehouse.net
| |
| TN | Signed into law 05/2005 | P-12
Postsec.
Community College | Adds new subsection 49-7-202. Requires the commission, with the assistance of the University of Tennessee system and the state university and community college system, to develop information concerning the potential career opportunities in each curriculum or major field of study leading to a baccalaureate degree that is offered at a state institution of higher education. Such information shall include, but not be limited to, the potential job market in Tennessee in the major field or curriculum after graduation, the median income or an income range for jobs in the major field or curriculum in Tennessee, and whether an advanced degree in the major field or curriculum is required to obtain employment in such field. http://www.legislature.state.tn.us/bills/currentga/Chapter/PC0328.pdf
Title: S.B. 709
Source: http://www.legislature.state.tn.us
| |
| TX | Signed into law 05/2005 | P-12
Community College | From bill analysis:
The Texas Tech-Prep Program was enacted in 1999 to allow high school students to begin a college technical
major while still attending high school. Texas' Tech-Prep law emphasizes the important role played by Texas'
business community, in partnership with secondary and post-secondary educational leaders, and provides for
cost-effective statewide administration of the federally funded program through a statewide network of
regional consortia.
S.B. 1809 clarifies the original intent of current state law regarding operation of tech-prep in Texas and
provides for a statewide evaluation of tech-prep consortia. http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=79&SESS=R&CHAMBER=S&BILLTYPE=B&BILLSUFFIX=01809&VERSION=5&TYPE=B
Title: S.B. 1809
Source: http://www.capitol.state.tx.us
| |
| HI | Signed into law 04/2005 | P-12 | Repeals the school-to-work executive council. http://www.capitol.hawaii.gov/sessioncurrent/bills/sb1249_.htm
Title: S.B. 1249
Source: StateNet
| |
| ID | Signed into law 04/2005 | P-12 | Reaffirms that the Division of Professional-Technical Education and the Office of the State Board of Education each play unique and vital roles in the state's educational system. Authorizes these agencies to share administrative resources only to the extent necessary to achieve readily obtainable administrative efficiencies. Requires the shared resources to be narrowly defined as human resources, information technology, reception and the fiscal activities of accounts payable, payroll processing and financial statement preparation. Requires each division administrator to retain management decision-making autonomy over his/her respective divisions. Bars the Office of the State Board of Education from considering or using employees of the Division of Professional-Technical Education as adjunct staff. Provides that under no circumstances shall this arrangement impair the individual ability of these agencies to fulfill their individual missions. Provides this authorization is automatically withdrawn to the extent it is found to be inconsistent with laws or regulations pertaining to the use of federal or dedicated funds. Mandates that the Legislature review this authorization each year and reserve its prerogative to withdraw it at any time.
http://www3.state.id.us/oasis/S1234.html
Title: S.B. 1234
Source: www3.state.id.us
| |
| ND | Signed into law 04/2005 | Postsec.
Community College | Relates to fees provided to the state board for career and technical education for authorizations to operate private postsecondary institutions; relates to the authorizations to operate private postsecondary institutions and use of false academic degrees; provides a continuing appropriation.; authorizes a fee fund.
http://www.state.nd.us/lr/assembly/59-2005/bill-text/FQPN0400.pdf
Title: S.B. 2120
Source: StateNet
| |
| NM | Signed into law 04/2005 | P-12 | Makes the Public Education Commission the governing authority and sole state agency for supervision of the state plan relating to vocational education.
http://legis.state.nm.us/Sessions/05%20Regular/final/HB0176.pdf
Title: H.B. 176
Source: StateNet
| |
| NM | Pocket Veto by GOVERNOR. 04/2005 | P-12 | Relates to School District additions to other Districts.
http://legis.state.nm.us/lcs/_session.asp?chamber=S&type=++&number=308&year=05
Title: S.B. 308
Source: StateNet
| |
| NM | Signed into law 03/2005 | Postsec. | Relates to higher education; provides procedures for adding portions of school districts to existing technical and vocational institute districts.
http://legis.state.nm.us/Sessions/05%20Regular/final/HB0693.pdf
Title: H.B. 693
Source: StateNet
| |
| UT | Signed into law 03/2005 | Postsec.
Community College | This bill:
< allows Utah College of Applied Technology courses to fulfill high school graduation requirements, subject to State Board of Education approval;
< repeals the authority for the Utah College of Applied Technology to offer a high school diploma;
< establishes the Utah College of Applied Technology as a body politic and corporate;
< requires the president and board of trustees of the Utah College of Applied Technology to maintain a central administration office;
< modifies the campus president appointment process;
< authorizes campuses to enter into lease-purchase agreements, subject to certain approvals; and
< makes technical corrections.
http://www.le.state.ut.us/~2005/bills/hbillenr/hb0086.pdf
Title: H.B. 86
Source: StateNet
| |
| VA | Signed into law 03/2005 | P-12 | Creates the Entrepreneurship Education Program, consisting of grants administered by the state board to public secondary schools to support innovative educational programs designed to assist students in the development of their entrepreneurial, academic, and life skills. The programs are requried to, among other things, (i) incorporate experiential learning; (ii) include partnerships with business and higher education; and (iii) assist students in practicing and mastering business concepts, such as negotiation, pricing, and the development and implementation of plans for individual student businesses. This act will expire on July 1, 2007, if no gifts, donations, bequests, or other funds effectuating its purposes are received by that date. http://leg1.state.va.us/cgi-bin/legp504.exe?051+ful+CHAP0033
Title: S.B. 969
Source: http://leg1.state.va.us
| |
| AR | Signed into law 02/2005 | P-12 | Appropriates FY 2004-2005 emergency supplemental funds to department to disburse for grants and aid to state secondary vocational area centers. http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb1073.pdf
Title: H.B. 1073
Source: www.arkleg.state.ar.us
| |
| 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 |
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| 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 |
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| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
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| Curriculum--Health/Nutrition Education |
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| Curriculum--International Education |
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| Curriculum--Language Arts |
| |
| 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 |
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| Health--Nutrition |
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| Health--School Based Clinics or School Nurses |
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| Health--Suicide Prevention |
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| High School |
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| High School--Advanced Placement |
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| High School--College Readiness |
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| High School--Dropout Rates/Graduation Rates |
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| High School--Dual/Concurrent Enrollment |
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| High School--Early Colleges/Middle Colleges |
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| High School--Exit Exams |
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| High School--GED (General Education Development) |
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| High School--Graduation Requirements |
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| High School--International Baccalaureate |
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| Instructional Approaches--Grading Practices |
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| Instructional Approaches--Homeschooling |
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| Instructional Approaches--Single-Sex Education |
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| Integrated Services/Full-Service Schools |
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| Leadership |
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| Leadership--District Superintendent |
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| Leadership--Principal/School Leadership |
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| Leadership--Principal/School Leadership--Certification and Licensure |
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| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
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| Leadership--Principal/School Leadership--Preparation |
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| Leadership--Principal/School Leadership--Tenure |
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| Middle School |
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| Minority/Diversity Issues |
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| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
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| No Child Left Behind |
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| No Child Left Behind--Adequate Yearly Progress |
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| No Child Left Behind--Assessment |
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| No Child Left Behind--Choice/Transfer |
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| No Child Left Behind--Consequences for Schools |
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| No Child Left Behind--Finance |
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| No Child Left Behind--Parent Involvement |
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| No Child Left Behind--Reauthorization Issues/Waivers |
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| No Child Left Behind--Report Cards |
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| No Child Left Behind--School Support |
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| No Child Left Behind--Supplemental Services |
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| Online Learning--Digital/Blended Learning |
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| Online Learning--Virtual Schools/Courses |
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| P-16 or P-20 |
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| P-3 |
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| P-3 Child Care |
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| P-3 Early Intervention (0-3) |
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| P-3 Ensuring Quality |
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| P-3 Evaluation/Economic Benefits |
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| P-3 Family Involvement |
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| P-3 Finance |
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| P-3 Grades 1-3 |
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| P-3 Kindergarten--Full-Day Kindergarten |
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| P-3 Preschool |
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| P-3 Teaching Quality/Professional Development |
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| Parent/Family |
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| Parent/Family--Parent Rights |
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| Partnerships--University/School |
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| Postsecondary |
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| Postsecondary Accountability |
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| Postsecondary Accountability--Accreditation |
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| Postsecondary Accountability--Diploma Mills |
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| Postsecondary Affordability--Financial Aid |
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| Postsecondary Affordability--Tuition/Fees |
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| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
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| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
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| Postsecondary Faculty |
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| Postsecondary Faculty--Compensation |
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| Postsecondary Faculty--Intellectual Property |
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| Postsecondary Faculty--Teaching Assistants |
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| Postsecondary Finance |
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| Postsecondary Governance and Structures |
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| Postsecondary Institutions--Community/Technical Colleges |
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| Postsecondary Institutions--For-Profit/Proprietary |
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| Postsecondary Institutions--Private/Independent |
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| Postsecondary Online Instruction |
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| Postsecondary Participation--Access |
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| Postsecondary Participation--Admissions Requirements |
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| Postsecondary Participation--Affirmative Action |
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| Postsecondary Participation--Outreach |
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| Postsecondary Students--Disabled |
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| Postsecondary Students--Minority |
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| Postsecondary Success--Completion |
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| Postsecondary Success--Developmental/Remediation |
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| Postsecondary Success--Transfer/Articulation |
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| Private Schools |
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| Privatization |
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| Promotion/Retention |
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| Reading/Literacy |
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| Religion |
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| Religion--Prayer/Meditation |
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| Rural |
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| Scheduling/School Calendar |
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| Scheduling/School Calendar--Day/Class Length |
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| Scheduling/School Calendar--Extended Day Programs |
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| Scheduling/School Calendar--Summer School |
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| Scheduling/School Calendar--Year |
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| School Safety |
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| School Safety--Bullying Prevention/Conflict Resolution |
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| School Safety--Code of Conduct |
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| School Safety--Expulsion/Suspension |
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| School Safety--No Child Left Behind--Safe Schools |
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| School Safety--Sexual Harassment and Assault |
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| School Safety--Special Education |
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| School Safety--Uniforms/Dress Codes |
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| School/District Structure/Operations |
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| School/District Structure/Operations--District Consolidation/Deconsolidation |
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| School/District Structure/Operations--Facilities |
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| School/District Structure/Operations--Food Service |
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| School/District Structure/Operations--Libraries |
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| School/District Structure/Operations--Personnel (Non-Teaching) |
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| School/District Structure/Operations--School Size |
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| School/District Structure/Operations--Shared Services |
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| School/District Structure/Operations--Transportation |
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| Service-Learning |
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| Special Education |
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| Special Education--Federal Law/Regulations |
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| Special Education--Finance |
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| Special Education--Placement |
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| Special Education--Transition |
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| Special Populations--Corrections Education |
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| Special Populations--Gifted and Talented |
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| Special Populations--Homeless Education |
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| Standards |
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| State Longitudinal Data Systems |
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| State Policymaking |
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| State Policymaking--Task Forces/Commissions |
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| STEM |
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| Student Achievement |
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| Student Achievement--Closing the Achievement Gap |
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| Student Supports--Counseling/Guidance |
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| Student Supports--Mentoring/Tutoring |
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| Student Supports--Remediation |
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| Students |
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| Students--Athletics/Extracurricular Activities |
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| Students--Mobility |
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| Students--Records/Rights |
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| Teaching Quality |
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| Teaching Quality--Certification and Licensure |
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| Teaching Quality--Certification and Licensure--Alternative |
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| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
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| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
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| Teaching Quality--Certification and Licensure--Special Education |
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| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
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| Teaching Quality--Certification and Licensure--Substitute Teachers |
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| Teaching Quality--Compensation and Diversified Pay |
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| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
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| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
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| Teaching Quality--Evaluation and Effectiveness |
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| Teaching Quality--Induction Programs and Mentoring |
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| Teaching Quality--Paraprofessionals |
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| Teaching Quality--Preparation |
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| Teaching Quality--Professional Development |
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| Teaching Quality--Recruitment and Retention |
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| Teaching Quality--Recruitment and Retention--At-Risk Schools |
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| Teaching Quality--Reduction in Force |
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| Teaching Quality--Teacher Attitudes |
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| Teaching Quality--Teacher Rights |
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| Teaching Quality--Tenure or Continuing Contract |
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| Teaching Quality--Unions/Collective Bargaining |
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| Teaching Quality--Unions/Collective Bargaining--Strikes |
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| Technology |
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| Technology--Computer Skills |
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| Technology--Devices/Software/Hardware |
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| Technology--Equitable Access |
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| Technology--Funding Issues |
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| Technology--Internet Safety |
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| Textbooks and Open Source |
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