 |
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 |
| |
| CA | Signed into law 09/2005 | P-12 | Repeals the California Occupational Information Coordination Committee and instead establishes the California Career Resource Network for the purpose of providing career development information and resources. Specifies that the primary duty of the California Career Resource Network is to distribute career information, resources, and training materials to middle and high school counselors, educators, and administrators so as to provide students with guidance and instruction on education and job requirements necessary for career development.
Requires information and resources distributed by the California Career Resource Network to provide all of the following:
(1) Encouragement to completing a secondary education.
(2) Career exploration tools, provided in written and multimedia format, that offer an introduction to the nature of career planning, self-assessment, methods of investigating the work world, methods of identifying and meeting education and training needs, and methods of
creating a career action plan.
(3) Relevant information on the labor market and career opportunities.
(4) Assistance to a pupil in the acquisition and development of career competencies including the appropriate skills, attitudes, and knowledge to
allow a pupil to successfully manage his or her career.
http://www.leginfo.ca.gov/pub/bill/sen/sb_0651-0700/sb_665_bill_20050906_chaptered.pdf
Title: S.B. 665
Source: www.leginfo.ca.gov
| |
| CA | Vetoed 09/2005 | P-12 | Defines the competencies and personal skills identified in the Secretary of Labor's Commission on Achieving Necessary Skills (SCANS) report. Establishes legislative intent to investigate how and to what degree SCANS competencies can be incorporated into teacher preparation programs to ensure that pupils are well-rounded and prepared to enter the workforce by the time they complete high school. Requires the Commission on Teacher Credentialing to conduct a study about how any or all components of skills identified by the SCANS report can be integrated into existing teacher training programs to better prepare pupils for the workforce. Requires the commission to report the results of this study to the legislature on or before January 1, 2007.
http://www.leginfo.ca.gov/pub/bill/asm/ab_0651-0700/ab_693_bill_20050901_enrolled.pdf
Title: A.B. 693
Source: www.leginfo.ca.gov
| |
| OR | Signed into law 08/2005 | Postsec.
Community College | Creates the Oregon Innovation Council to provide advice to the Governor, the Legislative Assembly, public and private post-secondary educational institutions, public agencies that provide economic development and the private sector on issues related to:
(a) Promoting agreements between public and private post-secondary educational institutions and private industry that increase technology transfer and the commercialization of research;
(b) Promoting investment in specialized research facilities and signature research centers where Oregon has a distinct or emerging advantage for creating new products and businesses;
(c) Stimulating seed and start-up capital investment and entrepreneurial capacity that will promote economic growth in Oregon traded sector industries;
(d) Developing the entrepreneurial and management capacity critical to the competitiveness of Oregon traded sector industries and rapidly growing global markets;
(e) Enhancing the international competitiveness of Oregon traded sector industries; and (f) Identifying workforce issues for occupations critical to the competitiveness of Oregon traded sector industries, including but not limited to scientific, engineering, information technology and business management occupations.
(2) The Oregon Innovation Council shall advise the Engineering and Technology Industry Council on how to coordinate the Engineering and Technology Industry Council¢s goals and policies with the state plan developed under section 5 of this 2005 Act.
(3) The council, the Oregon Economic and Community Development Commission, the State Board of Higher Education and the office of the State Treasurer shall coordinate policies and programs related to the duties of the council.
(4) Based on the state plan developed under section 5 of this 2005 Act, the council may distribute moneys in the Oregon Innovation Fund by grant or pursuant to contracts with public and private post-secondary institutions, state agencies and private sector entities.
SECTION 5. (1) The Oregon Innovation Council shall develop a state plan for innovation and economic competitiveness.
Title: S.B. 838
Source: http://www.leg.state.or.us/05reg/measpdf/sb0800.dir/sb0838.en.pdf
| |
| AK | Issued 07/2005 | P-12
Postsec.
Community College | Directs the commissioner of the Department of Transportation and Public Facilities to strive to require that no less than 15% of the labor hours on certain highway and heavy construction projects reported to the Department of Labor and Workforce Development be performed by apprentices. "Apprentice" means an apprentice enrolled in a federally registered approved apprenticeship training program.
http://gov.state.ak.us/admin-orders/226.html
Title: Administrative Order NO. 226
Source: http://gov.state.ak.us/
| |
| CT | Signed into law 07/2005 | Postsec. | Allows the Commissioner of Higher Education to create degree programs and pathways in the field of nanoscale science and engineering.
Requires the Board for State Academic Awards and the Commissioner of Higher Education, in consultation with the Office of Workforce Competitiveness, to review how the state can accelerate the inclusion of discussion and segments of learning about nanotechnology, molecular manufacturing and advanced and developing technologies at institutions of higher education. Not later than January 1, 2006, the board and the commissioner are to report their findings to the joint standing committee of the General Assembly having cognizance of matters relating to higher education and employment advancement. ftp://159.247.160.79/textofbill/s/2005SB-01167-R03-SB.htm
Title: S.B. 1167
Source: Connecticut Legislative Web Site
| |
| LA | Vetoed 07/2005 | Postsec.
Community College | Authorizes the creation of one or more film institutes by public institutions of higher education. Such institutes shall be nonprofit corporations under state law and under the Internal Revenue Code. Provides that the institute will be governed by the administration of the respective
public institution of higher education subject to the oversight of a board of directors of five members. http://www.legis.state.la.us/billdata/streamdocument.asp?did=317008
Veto message: http://www.legis.state.la.us/archive/05RS/veto/HB797v.pdf
Title: H.B. 797
Source: http://www.legis.state.la.us
| |
| HI | Signed into law 06/2005 | P-12
Community College | Appropriates funds to subsidize state department information systems projects, provide for additional support personnel and training and additional data processing systems analysts, and to continue the implementation of Act 51, Session Laws of Hawaii 2004. Improves the composition of the workforce development council. http://www.capitol.hawaii.gov/sessioncurrent/bills/hb841_cd1_.htm
Title: H.B. 841
Source: http://www.capitol.hawaii.gov
| |
| NC | Signed into law 06/2005 | Community College
Postsec. | The Community Colleges System Office is designated as the primary lead agency for delivering workforce development training, adult literacy training, and adult education programs in the State.
http://www.ncleg.net/Sessions/2005/Bills/House/HTML/H583v5.html
Title: H.B. 583
Source: StateNet
| |
| OR | (S) GOVERNOR SIGNED. 06/2005 | Postsec.
Community College | Requires the Employment Department, in consultation with health care industry employers, shall perform a statewide and regional needs assessment for health care occupations to identify emerging occupations and occupations for which there is high demand or a shortage of workers. http://www.leg.state.or.us/05reg/measpdf/sb0800.dir/sb0882.en.pdf
Title: S.B. 882
Source: http://www.leg.state.or.us
| |
| OR | Signed into law 06/2005 | Postsec.
Community College | Aligns the membership of the State Workforce Investment Board to the requirements of the Federal Act. http://www.leg.state.or.us/05reg/measpdf/sb0100.dir/sb0187.en.pdf
Title: S.B. 187
Source: http://www.leg.state.or.us
| |
| TX | Signed into law 06/2005 | Postsec.
Community College | From bill analysis: Gives nursing schools the tools to address the nursing shortage. This bills sets statewide goals for increasing the number of initial RN graduates, developing strategies for increasing graduation rates from nursing programs, and promoting innovation in nursing education through the regionalization of common administrative and instructional functions, interdisciplinary instruction, pooled or shared faculty, and new clinical instruction models to maximize use of existing resources and faculty. http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=79&SESS=R&CHAMBER=S&BILLTYPE=B&BILLSUFFIX=00132&VERSION=5&TYPE=B
Title: S.B. 132
Source: http://www.capitol.state.tx.us
| |
| TX | SENT TO THE GOVERNOR 06/2005 | P-12
Community College | From bill analysis: This bill amends the Development Corporation Act of 1979 (the Act) to allow industrial development corporations to undertake projects required or suitable for career centers. Under current law, an industrial development corporation (corporation) can lease authorized projects to a nonexempt entity and that project is exempt from ad valorem, sales and use taxes or any other taxes levied or imposed by this state or any political subdivision of the state. Since the bill would expand the types of authorized projects to include certain educational facilities at a higher education institution, it could impact the amount of taxable property values and the related ad valorem taxes as well as other taxes.
Section 403.302 of the Government Code requires the Comptroller to conduct a property value study to determine the total taxable value for each school district. Total taxable value is an element in the state's school funding formula. Passage of this bill could cause a change in the school district taxable values reported to the Commissioner of Education by the Comptroller and a change in state costs to the Foundation School Fund.
http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=79&SESS=R&CHAMBER=H&BILLTYPE=B&BILLSUFFIX=01253&VERSION=5&TYPE=B
Title: H.B. 1253
Source: http://www.capitol.state.tx.us
| |
| TX | SENT TO THE GOVERNOR 06/2005 | P-12
Postsec. | From fiscal note: The bill creates the Texas Emerging Technology Fund as a dedicated account in the general revenue fund. Requires that 50 percent of the money appropriated to the Texas Emerging Technology Fund be used for incentives for private or nonprofit entities to collaborate with public or private institutions of higher education on emerging technology projects.
The bill requires that 25 percent of the money appropriated to the Texas Emerging Technology Fund be used to match funding from research sponsors. The bill requires that 25 percent of the money appropriated to the Texas Emerging Technology Fund be used to acquire new or enhance existing research superiority at public institutions of higher education. The bill provides that the governor may reallocate money from one component of the fund to another component with prior approval of the lieutenant governor and speaker of the house of representatives.
http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=79&SESS=R&CHAMBER=H&BILLTYPE=B&BILLSUFFIX=01765&VERSION=5&TYPE=B
Title: H.B. 1765
Source: http://www.capitol.state.tx.us
| |
| AZ | Signed into law 05/2005 | Postsec.
Community College | Establishes the Arizona partnership for nursing education demonstration project to increase the capacity of nursing education programs in the state by fostering collaboration among the state's education and health care communities and the state and federal governments. Requires the demonstration project to address the state's nursing shortage by increasing the number of nurses graduating from the state's nursing education programs with the goal of doubling the number of nursing graduates by the end of fiscal year 2009-2010 from the number graduating in fiscal year 2004-2005.
Establishes the nursing education demonstration project fund and appropriates monies to this fund. States that the fund consists of monies appropriated to the fund and monies provided by any federal agency, entity or program for nursing education and workforce expansion, and that monies in the fund are exempt from the provisions of section 35-190, Arizona Revised Statutes, relating to lapsing of appropriations. Requires monies in the nursing education demonstration project fund to be used:
1. To pay for salaries, benefits, training and related expenses and operational costs necessary to increase the number of qualified nursing
education faculty members teaching in nursing degree programs operated or overseen by the Arizona board of regents or by community college districts.
2. To pay for certain expenses only for additional nursing education faculty members based on the number of faculty members who provide this education on June 30, 2005.
3. To supplement and not supplant monies that are appropriated by the legislature for the fiscal years 2005-2006 through 2009-2010 by funding the number of nursing education faculty members who provide this education in fiscal year 2004-2005.
Requires fund monies to be distributed in a manner designed to increase the number of nurses graduating from universities and community colleges by increasing available faculty and teaching resources in a manner that provides for the efficient use of available monies and shared
resources, geographic distribution of nurses in this state and increased diversity in the nursing workforce. Allows the distribution systems to include grant programs that provide monies to universities and community colleges after submission of grant proposals.
http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=1517
Title: S.B. 1517 (Section 15-16)
Source: www.azleg.state.az.us
| |
| AZ | Signed into law 05/2005 | Postsec. | Establishes the joint study committee on medical school education. Requires the committee to:
1. Evaluate the medical education and training needs for health professions and careers throughout the state, including the medical and nursing fields.
2. Review and evaluate public and privately provided education programs in health professions and careers.
3. Review plans submitted by the Arizona commission on medical education and research.
4. Review and evaluate the funding necessary to address the medical education needs of the state.
5. Review the implications of family practice on graduate medical education in the state.
6. Study methods to retain medical practitioners trained in the state.
7. Review locations for medical training facilities that are the most economical and that provide the most benefit to the state.
8. Study the medical needs of the communities of the state as they relate to special health care districts and their coordination with existing medical training facilities.
9. Study the funding for any phase of a newly established state medical campus and identify additional funding and capital commitments from other public and private entities.
10. Study any other market or environmental factors that create barriers to the practice of medicine in Arizona.
11. Submit a report by December 1, 2005 that summarizes the joint study committee's findings and conclusions to the governor, the president of the senate and the speaker of the house of representatives. Requires the Committee to provide a copy of this report to the secretary of state and the director of the Arizona state library, archives and public records.
http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=1517
Title: S.B. 1517 (Section 14)
Source: www.azleg.state.az.us
| |
| OH | Signed into law 05/2005 | P-12
Postsec.
Community College | Establishes the "Partnership for Continued Learning" to promote systemic approaches to education. The Partnership must (1) support regional efforts to foster collaboration among providers of preschool through postsecondary education, (2) identify the workforce needs of private sector employers in the state, and (3) make recommendations to facilitate collaboration among education providers and to maintain a high-quality workforce. The recommendations must address at least the following issues:
(1) Expansion of access to preschool and other education for children under five years of age;
(2) Increasing opportunities for high school students to earn college credit;
(3) Expansion of access to workforce development programs administered by school districts, institutions of higher education, and other providers of career-technical education;
(4) Alignment of statewide academic content standards for grades 9 through 12, the Ohio Graduation Tests, and the curriculum requirements for a high school diploma with the expectations of prospective employers and postsecondary institutions regarding the knowledge and skills high school graduates should attain;[1]
(5) Improvement of science and mathematics skills among students and employees to meet the needs of a knowledge-intensive economy;
(6) Reduction of remediation needs for postsecondary students;
(7) Expansion of access to postsecondary education, including strategies for overcoming financial, cultural, and organizational barriers;
(8) Alignment of teacher preparation programs approved by the State Board of Education with the instructional needs and expectations of school districts;[2]
(9) Strategies for the retention of Ohio graduates in the state workforce and for the attraction of talented graduates from outside the state;
(10) Strategies for promoting adult continuing education to maintain a strong workforce and economy;
(11) Appropriate means of measuring the impact of statewide efforts to promote collaboration among education providers and to develop a high-quality workforce and strategies for collecting and sharing data relevant to this evaluation; and
(12) Strategies for developing and improving opportunities and for removing barriers to achievement for children who are identified as gifted.
http://lsc.state.oh.us/analyses/analysis126.nsf/e77dc78db8ad9b2b85256598004e3f1a/
Title: S.B. 6
Source: http://lsc.state.oh.us/analyses
| |
| 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
| |
| AR | Signed into law 04/2005 | Postsec. | Expands the opportunities for nurses to receive graduate education through the student loan and scholarship program. Defines "advanced nursing practice," "advanced practice nursing" and "nurse administrator." Eliminates definition of "primary care nursing." Allows Graduate Nurse Educator Loan and Scholarship Board to provide advanced nursing practice loans.Eliminates requirement that nurse education loans be for rural nurses. Allows loans to be granted to students studying to be a nurse anesthetist, nurse midwife, clinical nurse specialist, or nursing supervisor. Allows nurse educator recipient to teach as a nurse administrator or work as a nursing administrator in an Arkansas complex health care agency for one year. Requires the board to adopt regulations on the requirements for ensuring a pool of advanced nursing practitioners to serve the state with a priority on health professions shortage areas.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/SB578.pdf
Title: S.B. 578
Source: www.arkleg.state.ar.us
| |
| ME | Issued 04/2005 | Postsec.
Community College | Establishes 10-member task force to plan for higher education in the Kennebec Valley. Establishes membership composition, duties and procedures for task force. Task force is to submit a final report by December 1, 2005.
http://www.maine.gov/governor/baldacci/news/executive-orders/E.O.%27s%20since%20E.R.%27s%20arrival/EO%2038%20FY%200405%20-%20Task%20Force%20Higher%20Education.doc
Title: Executive Order
Source: http://www.maine.gov
| |
| NM | Signed into law 04/2005 | Postsec.
Community College | Creates the technology research collaborative; relates to higher education. Included in the act is:
"The purposes of the collaborative are to: (1) establish advanced technology centers based on the wealth of scientific and technical talent that
exists in the member institutions; (2) develop and create new intellectual property for the state and encourage new opportunities for business and increased jobs; (3) commercialize the intellectual property; and (4) create a work force to support enterprises based on the intellectual property."
http://legis.state.nm.us/Sessions/05%20Regular/final/SB0169.pdf
Title: S.B. 169
Source: http://legis.state.nm.us/
| |
| AR | Signed into law 03/2005 | Postsec. | An act to strengthen the connection between the mission and scope of Arkansas institutions of higher education and the economic goals of the state. Requires the department of economic development to provide the department of higher education with a list of the state's overall and regional economic development goals within ten days of the amendment's enactment and by September 1 each year thereafter. Allows the department of higher education to retain the services of consultants or other experts as needed to carry out the review to be conducted at least every five years of appropriate role and scope designations for state higher education trustees. Specifies reporting requirements for such reports.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/sb287.pdf
Title: S.B. 287
Source: www.arkleg.state.ar.us
| |
| AR | Signed into law 03/2005 | Postsec.
Community College | Appropriates $85,000 to the the Department of Higher Education to use national consultants to review the role and scope of each higher education institution relative to the state's overall and regional economic development goals. http://www.arkleg.state.ar.us/ftproot/bills/2005/public/SB795.pdf
Title: S.B. 795
Source: www.arkleg.state.ar.us
| |
| KY | Signed into law 03/2005 | P-12 | Creates a legislative task force to examine the effect of school calendars on Kentucky's tourism industry and the potential effect that changes in school calendars may have on Kentucky's educational system. Establishes task force membership. Requires the task force to report its findings to the Legislative Research Commission no later than December 15, 2005.
http://lrc.ky.gov/RECORD/05RS/HC55.htm
Title: H.C.R. 55
Source: lrc.ky.gov
| |
| MS | Signed into law 03/2005 | Postsec.
Community College | Provides for a reduction in the unemployment compensation contribution rate for certain employers; provides for a workforce training enhancement contribution for certain employers subject to the Unemployment Compensation Law; establishes the Workforce Training Enhancement Fund for employee training administered by the State Board for Community and Junior Colleges.
http://billstatus.ls.state.ms.us/documents/2005/html/SB/2400-2499/SB2480SG.htm
Title: S.B. 2480
Source: StateNet
| |
| UT | Signed into law 03/2005 | Postsec. | This bill appropriates ongoing monies to recruit persons to conduct high technology research and development and makes those appropriations nonlapsing; appropriates one-time monies to purchase equipment and supplies for high technology research and development and makes those appropriations nonlapsing; appropriates one-time monies to provide for expenses related to the development, planning, and implementation of the high technology research and development initiative and makes those appropriations nonlapsing; and directs a review process for the monies appropriated under this bill.Appropriates monies to begin planning and recruiting for a high technology economic development initiative. http://www.le.state.ut.us/~2005/bills/sbillenr/sb0192.pdf
Click here for a white paper from the Salt Lake City Chamber of Commerce: http://www.saltlakechamber.org/media/pdf%20files/2005-01-18.researchunivwhitepaper.pdf
Title: S.B. 192
Source: http://www.le.state.ut.us
| |
| UT | Signed into law 03/2005 | Postsec.
Community College | This bill establishes a Jobs Now Economic Development Initiative within the state system of higher education to promote workforce preparation programs that meet critical needs and shortages throughout the state; and provides a distribution process for moneys received under the initiative to institutions within the state system of higher education, including the Utah College of Applied Technology. The initiative must provide support for technical training expansion that trains skilled potential employees within a period not to exceed 12 months for technical jobs in critical needs occupations. http://www.le.state.ut.us/~2005/bills/hbillenr/hb0313.pdf
Title: H.B. 313
Source: http://www.le.state.ut.us
| |
| UT | Signed into law 03/2005 | Postsec. | Provides that a state institution of higher education may enter into a business relationship or dealing with a private seed or venture capital partnership or entity; provides that the relationship or dealing does not preclude the private entity or partnership from receiving benefits form a venture capital program authorized or sanctioned by state law. http://www.le.state.ut.us/~2005/bills/sbillenr/sb0035.pdf
Title: S.B. 35
Source: http://www.le.state.ut.us
| |
| AR | Signed into law 02/2005 | Postsec. | Defines a "center of excellence" as a consortium of two or more institutions of higher education working in collaboration with regional economic developers to address the workforce education and training needs of a region for existing, expanding, or attracting new business and industry in each of the economic development regions of the state. Authorizes the Arkansas Higher Education Coordinating Board to create centers of excellence at colleges and universities in Arkansas to improve the state's ability to compete in the knowledge-based economy. Establishes system for submission, review and approval of proposals. http://www.arkleg.state.ar.us/ftproot/bills/2005/public/sb285.pdf
Title: S.B. 285
Source: www.arkleg.state.ar.us
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| Education Research |
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| Equity |
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| Finance |
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| Finance--Adequacy/Core Cost |
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| Finance--District |
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| Finance--Equity |
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| Finance--Facilities |
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| Finance--Federal |
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| Finance--Funding Formulas |
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| Finance--Litigation |
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| Finance--Local Foundations/Funds |
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| Finance--Lotteries |
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| Finance--Resource Efficiency |
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| Finance--State Budgets/Expenditures |
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| Finance--Student Fees |
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| Finance--Taxes/Revenues |
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| Finance--Taxes/Revenues--Alternative Revenues |
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| Governance |
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| Governance--Deregulation/Waivers/Home Rule |
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| Governance--Ethics/Conflict of Interest |
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| Governance--School Boards |
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| Governance--School Boards--Training |
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| Governance--Site-Based Management |
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| Governance--State Boards/Chiefs/Agencies |
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| Health |
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| 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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