 |
State |
Status/Date |
Level |
Summary |
|
 | Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
 | Accountability--Reporting Results |
| |
| WI | Signed into law 12/2005 | P-12 | From Legislative Council Memo: Prior law required each school board to annually distribute, by January 1, to the parent or guardian of each pupil enrolled in the school district a copy of the school district performance report (SPR) or give it to each pupil to take home. The SPR contains information, by school and by school district, on items such as: academic achievement, including scores on statewide pupil assessment examinations; various indicators of school and school district performance, including attendance data and suspension and expulsion data; certain staffing and financial data; information about use of the open enrollment program; and the method of reading instruction. The SPR also includes a comparison of the school district's performance on academic achievement and certain other indicators of performance with the performance of other school districts in the same athletic conference. 2005 Wisconsin Act 62 does the following:
• Requires that each school board distribute or send home the SPR only upon request; provides that annually, by January 1, each school board must notify the parent or guardian of each pupil enrolled of the right to request the SPR.
• Requires that, if requested, the SPR be distributed or sent home annually by May 1.
• Provides that if the school district maintains an Internet site, the SPR must be made available to the public on that site.
http://www.legis.state.wi.us/2005/data/lc_act/act062-ab425.pdf
Title: A.B. 425
Source: http://www.legis.state.wi.us
| |
| CA | Signed into law 09/2005 | P-12 | The Classroom Instructional Improvement and Accountability Act requires each school district to develop and implement a school
accountability report card. This bill would add new sections and impose a state-mandated local program by specifying reporting requirements for the assessment of estimated expenditures per pupil, and would require that assessment of estimated expenditures per pupil include salaries of personnel at the schoolsite.
Title: S.B. 687
Source: StateNet
| |
| TX | Adopted 09/2005 | P-12 | From background information: Proposed amendment to 19 TAC §97.1001 would describe the state accountability rating system and adopt excerpts of the 2005 Accountability Manual, dated June 2005, into rule. The excerpts, Chapters 2-6, 9, 11-13, 16, and 17 of the 2005 Accountability Manual, specify the indicators, standards, and procedures used by the commissioner of education to determine accountability ratings, both standard and alternative education accountability (AEA), for districts, campuses, and charter schools. These chapters also specify indicators, standards, and procedures used to determine Gold Performance Acknowledgment (GPA) on additional indicators for Texas public school districts and campuses. Also specified in Chapters 2-6, 9, 11-13, 16, and 17 of the 2005 Accountability Manual are procedures for submitting an appeal. The TEA will issue accountability ratings under the procedures specified in the 2005 Accountability Manual in August 2005. Ratings may be revised as a result of investigative activities by the commissioner as authorized under TEC, §39.074 and §39.075. The title of §97.1001 would also change from "Annual Accountability Standards" to "Accountability Rating System."
In 2005, campuses and districts will be evaluated using four base indicators: Texas Assessment of Knowledge and Skills (TAKS) results, completion rates, annual dropout rates, and student performance on the State Developed Alternative Assessment (SDAA) II. In 2005, the GPA system will award acknowledgment on 13 separate indicators to districts and campuses rated Academically Acceptable or higher: Attendance Rate for Grades 1-12; Advanced Academic Course Completion; Advanced Placement/ International Baccalaureate Examination Results; College Admissions Test Results; Commended Performance on Reading/English Language Arts (ELA), Mathematics, Writing, Science and/or Social Studies; TAAS/TASP Equivalency; Recommended High School Program Participation; and Comparable Improvement on Reading/ELA and Mathematics.Amends rules concerning institutional reports. Accommodates the accountability system reports that will be presented to the Board at its January meeting. Changes the submission date to November 15.
http://www.tea.state.tx.us/rules/commissioner/proposed/0805/97-1001a-ltrprop.html
Title: 19 TAC 1.17.K.17.101
Source: http://www.tea.state.tx.us
| |
| CA | Signed into law 07/2005 | P-12 | Legislative intent: (a) Promote good data management practices with respect to education data.
(b) Support the efforts of the State Department of Education to minimize data redundancy, maximize data value, and reduce the reporting
burden on local educational agencies by: (1) Referring to the department's Data Resource Guide prior to collecting data in order to determine if the data sought is already collected. (2) Utilizing the preferred variation for data elements referenced in the department's common data architecture. (3) Allowing data collection to occur within windows specified by the state superintendent. (c) Providing sufficient lead time for local educational agencies and the department to collect new data elements within existing collection procedures.
http://www.leginfo.ca.gov/pub/bill/asm/ab_0101-0150/ab_110_bill_20050718_chaptered.pdf
Title: A.B. 110 -- Reporting Section
Source: http://www.leginfo.ca.gov
| |
| KS | Signed into law 07/2005 | P-12 | Makes changes to the School District Finance and Quality Performance Act, other school funding legislation, and enact policies relating to the state department, the Courts, and the Legislature. The bill provides for increases in Base State Aid Per Pupil (BSAPP), reimposes correlation weighting, and establishes a Local Activities Budget of 2 percent of the school district general fund budget. The bill appropriates
funding totaling $119,000,000 in FY 2006 and $20,000,000 in FY 2007 for various state aid programs. The bill funds the Skills for Success
Program in FY 2007, and makes other policy changes, including, for example: School District Budget Deadline – For the 2005-06 school year
only, the school district budget deadline for filing the budget with county clerks would be delayed from August 25 to September 7. For the 2005-06 school year only, the cap on the school district contingency fund would be increased from 4 percent to 6 percent of the school district's general fund budget. Requires that at least 65 percent of the moneys appropriated, distributed, or otherwise provided by the state to school districts would be expended in the classroom or used for instructional purposes as defined by the National Center for Education Statistics. School District Administrative Reorganization Plan – Requires the state board to design an administrative reorganization plan for all
school districts. Provides that no money from a school district's general fund can be spent for attorney fees or other costs in support of litigation against the State of Kansas or any state officer, official, agent, or agency. No money from a school district's general fund can be used by a district for lobbying. Computer Reporting System – Adds a provision that the Kansas Department of Education is to have the new computer reporting system required by 2005 HB 2247 in use by December 31, 2005. Teacher Bonuses – Allows the preschool at-risk, atrisk,
bilingual, and vocational education funds to carry forward balances or be used for teacher bonuses when the teachers' efforts resulted in achievement of mastery of basic reading skills based on State Board guidelines (preschool at-risk and at-risk funds); in achievement of English for ESL students.
http://www.kslegislature.org/supplemental/2005special/SN0003.pdf
Title: S.B. 3
Source: http://www.kslegislature.org
| |
| CO | Signed into law 06/2005 | P-12 | Requires the state board to identify volunteer districts, boards of cooperative services and a charter school to send representatives to form the "educational data advisory committee" to work with the department to review school data reporting requirements. Requires the committee, on its own or by written request of a district, board of cooperative services or the state charter school institute, to review these entities' reporting requirements to determine whether the costs of such requirements outweigh the benefits. Authorizes the committee to make recommendations to the state board on repealing or amending statutory and regulatory reporting requirements and requires the state board to forward all recommendations on alterations to statutory reporting requirements to the general assembly. Requires the committee to review each data reporting request not required by statute or rule and notify districts, boards of cooperative services and the state charter school institute whether compliance with the request is mandatory or voluntary.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/DC1884F5438814D187256F6B0076EE38?Open&file=019_enr.pdf
Title: S.B. 19
Source: www.leg.state.co.us
| |
| CO | Signed into law 06/2005 | P-12 | Modifies definition of "sufficient academic growth" for purposes of diagnostic assessment. Makes related changes to governor's distinguished improvement awards. Repeals provision requiring the state board to contract with a nationally recognized, independent auditing firm to annually audit the process of preparing the accountability reports. Makes appropriation.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/E3E46C5DD449721587256F8D0053612C?Open&file=1217_enr.pdf
Title: H.B. 1217
Source: www.leg.state.co.us
| |
| CO | Vetoed 06/2005 | P-12 | Section 4: Repeals and reenacts 22-7-605 pertaining to the content and format of state-mandated school accountability reports.
Section 5: Adds new subsection requiring the department to print selected school accountability reports in Spanish. Requires the department to work with each district and the state charter school institute to determine whether a school's report will be printed in Spanish and the number of reports to be printed in Spanish for each selected public school.
Section 6: Requires state acceditation process to be based on individual student improvement (in addition to student achievement), both in the subjects tested in the state assessment system (reading, writing, math and science) and in subjects for which there are state model content standards but no statewide assessment.
http://www.leg.state.co.us/clics2005a/csl.nsf/fsbillcont3/489B14D223FBDD2087256F5D006BE665?open&file=214_enr.pdf
Title: S.B. 214 (Section 4-6)
Source: www.leg.state.co.us
| |
| NV | Signed into law 06/2005 | P-12 | The board of trustees of each school district and the principal of each public school must prepare an annual summary of accountability information for public dissemination. This bill changes the requirements for the annual report of accountability and expands the school designations that may be appealed. This bill also makes changes to the proficiency exam requirements, including the grade levels for administering the writing and science proficiency exams. Under existing law, fees collected pursuant to the Private Elementary and Secondary Education Authorization Act are deposited in the State General Fund. This bill requires those fees to be deposited in the appropriate account of the Department of Education.
http://leg.state.nv.us/73rd/bills/AB/AB154_EN.pdf
Title: H.B. 154
Source: StateNet
| |
| TX | Signed into law 06/2005 | P-12 | From bill analysis: Under current law, public schools and school districts are given annual performance ratings by the Texas Education Agency. The four levels of performance are "exemplary", "recognized", "academically acceptable" or "academically unacceptable." Although these ratings are meant to provide information about the quality and performance of public schools, many people are unaware they exist. This information is important to Texas families seeking a superior education for their children. House Bill 3297 requires a school district to distribute the latest performance rating of each school campus with a student's first grade report. It also requires a school district that maintains an Internet website, to make available to the public information contained in the most recent campus report cards and district performance report with a definition and explanation of that information. http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=79&SESS=R&CHAMBER=H&BILLTYPE=B&BILLSUFFIX=03297&VERSION=5&TYPE=B
Title: H.B. 3297
Source: http://www.capitol.state.tx.us
| |
| OK | Signed into law 05/2005 | P-12 | A new section requires the state board to study and assess ways to eliminate, reduce, consolidate, and simplify the number, type, and length of reports, data, statistics, and other information required of any school district or school district personnel by the board or state department of education. Subject to the availability of funding, authorizes the state board to retain a consultant or expert to complete the study. The study is to include the feasibility of coordinating reporting dates and must identify all requirements for maintaining, completing and filing records and reports mandated by law or rule and make recommendations for any amendments that may be necessary to implement the recommendations. Research for the study must provide for the input and participation of school districts and school district personnel. Requires (by December 31, 2005) the state board to issue a preliminary report of any findings and recommendations collected prior to that date. Upon the availability of funding, the board is to complete the findings and recommendations of the study and file a final report with the Governor, Speaker of the House of Representatives, and the President Pro Tempore of the Senate. http://www2.lsb.state.ok.us/2005-06HB/hb1444_enr.rtf
Title: H.B. 1444
Source: http://www2.lsb.state.ok.us
| |
| OK | Signed into law 05/2005 | P-12 | One section of this bill creates the Student Tracking and Reporting (STAR) Pilot Program. Requires interoperability with other state student data management and reporting systems; directs exploration of delivery systems for certain purposes; requires utilization of certain system model; requires model to include certain capabilities; creates the Student Tracking and Reporting (STAR) Coordinating Committee.The purpose of the Pilot Program is to provide for the development and implementation of a horizontal school district and school site level student data management and reporting system based on the Schools Interoperability Framework (SIF) industry open-standard. The developed student data management and reporting system is required to provide horizontal articulation of student academic data, student demographic data and other relevant student information. Horizontal articulation must assimilate the data from the classroom level, to the school site level, and to the district level, with the capability to analyze and disseminate the data back to the school site and classroom level when required by teachers and administrators to support informed and improved classroom instruction. The Pilot Program must incorporate the following objectives:
1. Provide for academic performance reporting at the district level for all students in grade levels five, eight, ten and twelve. Academic performance reporting shall include report card grades, student performance results from multiple standardized assessments, including at least one norm-referenced assessment, state testing program results for grade levels five, eight, and End-of-Instruction assessments, and ACT college entrance examination scores when applicable;
2. Provide for a horizontal data aggregation system at the school district and site level that facilitates storage, retrieval and distribution of data both horizontally, at the school district and site levels, and vertically to the Wave Program, including all necessary student data elements to support academic performance reporting;
3. Provide for a reporting structure at the district level that shall address all state and federal reporting requirements, including those specified in the federal act known as the No Child Left Behind Act (NCLB), and data elements used in determining district and site performance levels for the Academic Performance Index. The district level reporting structure shall also provide for the transfer of aggregated school district and site level data in Extensible Markup Language (XML), an industry open-standard data format, to both state and federal agencies if required by the agencies in an aggregated format;
4. Develop, define and implement necessary data elements and codes to meet reporting requirements to support horizontal articulation of data at the district and site level and to provide effective transfer of data for state and federal reporting. Provided, that if SIF or the State Board of Education has not defined data elements and codes necessary for the development of the student data management and reporting system, the participating pilot program school districts may create the necessary data elements and codes to support horizontal articulation of data at district and site levels and to provide effective transfer of data for state and federal reporting requirements. Nothing in this paragraph shall prohibit the State Board of Education from defining data elements and codes not defined in the SIF specifications for the Wave Program and from requiring all school districts, including the pilot program school districts, to use the data elements for the vertical transfer of data. These data elements and codes may include, but are not limited to, expanded student entry, gain and loss codes and unique course identification codes;
5. Provide for a historical data warehousing system at the school district and site levels to archive and retrieve comprehensive student data in order to provide all Pilot Program teachers and administrators with the necessary student academic performance indicators, including report card grades and multiple assessment data, to inform and improve instructional programs at the classroom level;
6. Provide for the aggregation of student performance credentialing at both school district and site levels. The Pilot Program schools shall develop credentialing criteria that shall include, but is not limited to, all areas of academic performance as outlined in paragraph 1 of this subsection, plus additional performance indicators pertaining to life skills, citizenship, and when applicable, employability skills and career awareness/exploration. Pilot Program schools shall develop a summary or condensed portfolio of student credentialing results within the transcript of all graduating students, to include cumulative credentialing data for students from grades six through twelve. The student credentialing portfolio shall be developed so that it can be electronically distributed via secure vertical transmission. Any transmission of a student portfolio to institutions of higher education and to other entities such as potential employers shall comply with the provisions of the Family Education Rights & Privacy Act (FERPA);
7. Provide for a continuous school and student improvement framework through the measurement of comprehensive, cumulative student growth by analyzing multiple academic performance measurements. Such measurements shall document relative growth over time so as to determine continuous improvement at the individual student, grade and school-wide levels; and
8. Provide for professional development in the use of techniques and tools to improve student achievement to teachers in the Pilot Program. Provide training to administrators and support personnel in the implementation of the student data management and reporting system.
Title: H.B. 1021 (multiple provisions)
Source: http://www2.lsb.state.ok.us/2005-06HB/hb1900_engr.rtf
| |
| AR | Signed into law 04/2005 | P-12 | Increases from six to nine the number of hours of training that a newly elected member of a school board of directors is required to obtain following election. Specifies that every local board member who has served for at least 12 consecutive months must complete six hours of training annually. Requires training for both new and experienced board members to include topics relevant to school laws, school operations, and the powers, duties, and responsibilities of the local board members, including legal requirements, role differentiation, financial management and improving student achievement. Allows hours of training and instruction obtained in excess of the minimum requirements each year to accumulate and be carried forward from year to year.
Requires a statement of each board member's hours of training and instruction in the preceding year be: (A) Part of the comprehensive school plan and goals; (B) Published in the same way that other components of the comprehensive school plan and goals are required to be published; and (C) Made a part of the annual school performance report.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/HB2517.pdf
Title: H.B. 2517
Source: www.arkleg.state.ar.us
| |
| AR | Signed into law 04/2005 | P-12 | Concerns assessments scores for students attending the Arkansas school for mathematics, sciences and the arts of the University of Arkansas. Requires assessment scores under the Arkansas Comprehensive, Testing, Assessment and Accountability Program for
assessments taken by students attending the Arkansas School for Mathematics, Sciences, and the Arts to be sent to the public school district the student attended immediately prior to transferring to the Arkansas School for Mathematics, Sciences, and the Arts. Requires these scores to be included on the school district's reports.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb2881.pdf
Title: H.B. 2881
Source: www.arkleg.state.ar.us
| |
| AZ | Signed into law 04/2005 | P-12 | Authorizes local boards to adopt guidelines for the standardization of the format of school accountability report cards required by section 15-746 http://www.azleg.state.az.us/FormatDocument.asp?inDoc=/ars/15/00746.htm&Title=15&DocType=ARS
Authorizes local boards to adopt policies that require parental notification when a law enforcement officer interviews a student on school grounds. Provides both optional and mandatory parameters for such policies, including under what circumstances a parent may be present when a law enforcement officer interviews the student.
Expands school crime reporting requirements to mandate that school report cards report the total number of incidents that occurred not only on school grounds but also at school bus stops, on school buses and at school sponsored events that required a law enforcement officer, including a certified peace officer who serves as a school resource officer, to be contacted. Specifies that the total number of incidents reported must only include reports that law enforcement officers report to the school are supported by probable cause.
http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=1044
Title: S.B. 1044
Source: www.azleg.state.az.us
| |
| KS | Became law without GOVERNOR'S signature. 04/2005 | P-12 | Requires districts to report expenditures by categories as directed by the department of education and requires the department to verify costs incurred by school districts providing programs required by law and the number of pupils enrolled in such programs. Requires the state board to implement a uniform, Web-based data reporting system for districts to allow any person to analyze and compare district financial and performance data.
Bill as enacted: http://www.kslegislature.org/legsrv-bills/showBill.do?id=38800
Fiscal note: http://www.kslegislature.org/legsrv-bills/showBill.do?id=35742
Supplemental note: http://www.kslegislature.org/legsrv-bills/showBill.do?id=37465
Title: H.B. 2247 (section 1-2)
Source: www.kslegislature.org
| |
| 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 |
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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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