 |
State |
Status/Date |
Level |
Summary |
|
 | Accountability |
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| Accountability--Accreditation |
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| Accountability--Measures/Indicators |
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| Accountability--Reporting Results |
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| Accountability--Rewards |
| |
| Accountability--Sanctions/Interventions |
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| Accountability--Sanctions/Interventions--No Pass No Drive |
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| Accountability--Sanctions/Interventions--Takeovers |
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| 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 |
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| Attendance--Statutory Ages (Upper and Lower) |
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| Attendance--Truancy |
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| Background Checks |
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| 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 |
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| Choice of Schools--Tax Credits |
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| Choice of Schools--Vouchers |
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| Civic Education |
| |
| Civic Education--Character Education |
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| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
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| Curriculum--Arts Education |
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| Curriculum--Censorship |
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| Curriculum--Core Curriculum |
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| Curriculum--Drivers Education |
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| Curriculum--Environmental Education |
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| Curriculum--Family Living Education |
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| Curriculum--Financial Literacy/Economics Ed. |
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| 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 |
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| Curriculum--Mathematics |
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| Curriculum--Multicultural |
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| Curriculum--Physical Education |
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| Curriculum--Science |
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| Curriculum--Sex Education |
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| Curriculum--Social Studies/History |
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| Curriculum--Speech Education |
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| Data-Driven Improvement |
| |
| Demographics--Enrollments |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| 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 |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
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| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
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| Governance--Deregulation/Waivers/Home Rule |
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| Governance--Ethics/Conflict of Interest |
| |
| Governance--School Boards |
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| Governance--School Boards--Training |
| |
| Governance--Site-Based Management |
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| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--Nutrition |
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| Health--School Based Clinics or School Nurses |
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| Health--Suicide Prevention |
| |
 | High School |
| |
| MO | Adopted 12/2005 | P-12 | Modifies high school graduation requirements effective with the Class of 2010. Increases total number of units students must earn from 22 to 24. Adds .5 unit personal finance, .5 unit health education course. Increases Communication Arts (language arts) from 3 to 4 units and math, social studies and science requirements from 2 to 3 units. Decreases total number of electives from 10 to 7. Establishes further requirements relative to high school graduation.
http://www.sos.mo.gov/adrules/csr/current/5csr/5c50-345.pdf
AGENCY CONTACT: Stan Johnson, Assistant Commissioner, Division of School Improvement, PO Box 480, Jefferson City, MO 65102-0480
Title: 5 CSR 50-345.300
Source: www.sos.mo.gov and Lexis-Nexis/StateNet
| |
| 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
| |
| CA | Signed into law 10/2005 | P-12 | An act to add Section 33318.5 to the Education Code, relating to pupils. - High school attrition rates. This bill would require the department to compile an attrition rate, in addition to the dropout rate the department compiles pursuant to the federal No Child Left Behind Act of 2001, for high school pupils according to a specified formula.
Title: H.B. 1496
Source: StateNet
| |
| CA | Signed into law 10/2005 | P-12 | An act to amend Sections 33054, 47605, 47605.6, 47607, 47612.5, and 51745.6 of, and to add Section 47612.6 to, the Education Code, relating to charter schools. Existing law requires that charter schools meet specified statewide standards and conduct the specified pupil assessments. This bill would require that these standards and pupil assessments include the high school exit examination, and would require a pupil completing grade 12 to successfully pass the exit examination as a condition of receiving a diploma of graduation.
Title: H.B. 1610
Source: StateNet
| |
| CA | Vetoed 10/2005 | P-12 | High school exit examination: pupils with disabilities. This bill would require a school district to grant a high school
diploma to a pupil with a disability, if he or she is scheduled to graduate from high school in 2006 or 2007, does not qualify for that
high school exit examination waiver, and meets other specified criteria, including having an individualized education program or
other specified plan. The bill would require a school district, consistent with that program or plan, to provide pupils who meet the
criteria the opportunity to participate in specified instruction. The bill also would require the school district to report to the
Superintendent of Public Instruction regarding the number and characteristics of pupils granted diplomas in this manner.
Title: S.B. 586
Source: StateNet
| |
| 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
| |
| NY | Signed into law 09/2005 | P-12 | Authorizes the commissioner of education to implement a program for all war veterans to earn high school diplomas based on knowledge and experience gainedwhile in service if such veterans were unable to do so for any reason. http://assembly.state.ny.us/leg/?bn=s2714
Title: S.B. 2714
Source: StateNet
| |
| OR | Signed into law 09/2005 | P-12 | Amends ORS 332.114. In order to receive a high school diploma from a school district, a student must meet the requirements established by the State Board of Education and, while in grades 9 through 12, must complete:
(a) At least 24 credit hours, as defined by rule of the board;
(b) Three years of mathematics; and
(c) Four years of English.
(2) Notwithstanding subsection (1) of this section, a school district may award a diploma to a student who does not meet the requirements of subsection (1)(b) or (c) of this section if the student:
(a) Has met or exceeded the academic content standards for mathematics or English established by the board; or
(b) Displays proficiency in mathematics or English at a level established by the board.
The requirements of section 1 of this 2005 Act apply to students who receive a high school diploma from a school district on or after July 1, 2009.
http://www.leg.state.or.us/05reg/measpdf/hb3100.dir/hb3129.en.pdf
Title: H.B. 3129
Source: http://www.leg.state.or.us
| |
| IL | Vetoed 08/2005 | P-12 | Amends the Unified Code of Corrections. Provides that the rules and regulations for the early release of a prisoner on account of good conduct shall also provide that an additional 60 days of good conduct credit shall be awarded to any prisoner who passes the high school level Test of General Educational Development (GED) and receives a GED certificate while the prisoner is incarcerated.
Requires the Department of Corrections to develop and establish a program designed to increase the number of committed persons enrolled in programs to pass the high school level Test of General Educational Development (GED) and receive GED certificates by at least 100% over the 4-year period following the effective date of this amendatory Act. Requires each institution and facility to report annually to the Director of Corrections on the number of committed persons enrolled in GED programs and those who pass the GED and receive GED certificates, and the number of committed persons who are on waiting lists for those educational programs. Effective immediately.
http://www.ilga.gov/legislation/billstatus.asp?DocNum=0326&GAID=8&DocTypeID=SB&LegID=15772&SessionID=50&SpecSess=&Session=&GA=94
Governor's veto message: http://dev.ecs.org/clearinghouse/63/07/6307.doc
Title: S.B. 326
Source: www.ilga.gov
| |
| IL | Signed into law 08/2005 | P-12 | Increases high school graduation requirements in math from 2 to 3 units, effective with the Class of 2009. Effective with the Class of 2010, adds 2 units of writing intensive courses (in addition to 3 units of language arts) to high school graduation requirements. Specifies that in 2 units of writing intensive courses, 1 of which must be in English, and the other of which may be in English or any other subject. Adds that when applicable, writing-intensive courses may be counted towards the fulfillment of other graduation requirements. Also effective with the Class of 2010, requires 1 of the 3 units of math to be Algebra I and 1 to include geometry content. Effective with the Class of 2011, increases science requirements from 1 to 2 units. Effective with the Class of 2012, increases language arts requirement from 3 to 4 units.
Requires the state board to develop and inform school districts of standards for writing-intensive coursework. Specifies that this legislation does not apply to students with disabilities whose course of study is determined by an individualized education program.
http://www.ilga.gov/legislation/publicacts/fulltext.asp?Name=094-0676
Title: S.B. 575
Source: www.ilga.gov
| |
| IL | Signed into law 07/2005 | P-12
Community College | Transfers all powers and duties of the State Board of Education and State Superintendent of Education with regard to high school equivalency testing under the School Code to the Illinois Community College Board. http://www.ilga.gov/legislation/publicacts/fulltext.asp?Name=094-0108
Title: S.B. 463
Source: StateNet
| |
| CO | Vetoed 06/2005 | P-12 | Recognizes the importance of supplemental online education courses, especially to smaller districts and rural schools. States that such courses are eligible to receive funding from the state education fund created in article IX of the state constitution. Requires the department, on or before October 1, 2005, to contract with a supplemental on-line course provider to provide high-quality supplemental on-line education courses statewide for purchase by districts, boards of cooperative services, charter schools and the state charter school institute. Requires the contracting provider to work with these entities to allow schools to (1) offer courses for all students in all performance ranges, including gifted and talented students and students in need of remediation; (2) resolve class scheduling conflicts; (3) provide make-up credits for students and summer school options to help students graduate earlier; (4) offer courses for expelled and home-bound students; (5) offer courses for which local teachers are not available; (6) offer courses allowing students to meet higher education admission requirements; (7) meet federal requirements for highly qualified teachers; and (8) provide teacher professional development. Requires the supplemental online course provider to be a nonprofit or not-for-profit organization or school district, have documented evidence of program evaluation, and to meet other requirements. Specifies minimum provisions of a contract for supplemental online education courses, including that the contractor must provide at least 50 online courses in specified subject areas, the teachers meet the federal requirements for a highly qualified teacher, and that, where applicable, the courses are based on the state model content standards. Requires the contractors to annually report to the department and the legislature on specified details about the program during the preceding year. Makes an allocation.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/4723DE9EE54766D487256F810074794F?Open&file=139_enr.pdf
Title: S.B. 139
Source: www.leg.state.co.us
| |
| IA | Signed into law 06/2005 | P-12 | Requires the state board to develop a model core curriculum, taking into consideration the recommendations of the American college testing program, inc. Requires the state board to set a goal of increasing the number of students graduating from secondary school who have successfully completed a core curriculum, by July 1, 2009, to eighty percent of all students graduating from secondary schools in this state except that the goal shall be exclusive of students who have special or alternative means for satisfying graduation requirements under individualized educational plans developed for the students. "Core curriculum" means the minimum number of specific high school courses that a student needs to take in preparation for advanced career and vocational purposes. Adds the requirement that public and accredited nonpublic schools report the percentage of students who graduated during the prior school year and who completed a core curriculum. Requires school boards to assist eighth-graders with planning to develop a core curriculum plan, and requires boards to report each year to students in grades 9-12 and to parents regarding student progress in meeting the goals of successfully completing a core curriculum. Requires the state department to coordinate a working group to develop clear, accurate, meaningful, and unambiguous definitions for key data areas relating to, but not limited to, attrition, completion, and attendance rates. http://coolice.legis.state.ia.us/legislation/enrolled/SF245.html
Title: S.F. 245
Source: http://coolice.legis.state.ia.us
| |
| LA | Signed into law 06/2005 | P-12 | Creates the High School Redesign Commission for the purpose of making recommendations for the development of statewide policies, guiding principles, and programs that address the current and future economic needs of the state and promoting student success in high school and in life beyond secondary education. Provides for the purpose of the commission; for commission duties and responsibilities, membership, vacancies, compensation, and reporting requirements.
Specifies that in making its recommendations, the commission must consider the following:
(1) Strategies for increasing dual enrollment opportunities for high school students, including but not limited to an emphasis on the following:
(a) Early entry into postsecondary education institutions.
(b) The identification of funding sources for such dual enrollment opportunities.
(c) Improved articulation agreements between secondary schools and postsecondary education institutions.
(2) Strategies for increasing awareness among postsecondary education institutions of the reform efforts made at the high school level, including but not limited to an emphasis on the following:
(a) Strengthening the value of the state's high school diploma endorsements.
(b) Defining the levels of knowledge and skills necessary for students who are enrolling in courses for credit at postsecondary education institutions and encouraging secondary schools and postsecondary education systems to align their standards and assessments with such knowledge and skill levels.
(3) Strategies for better integration of the WorkKeys job skill assessment system into high school preparation programs and initiatives.
(4) Strategies for increasing the rigor of the high school curriculum, including but not limited to emphasis on establishing a default core curriculum and exploring the concept of testing students at the end of each course that the student completes.
(5) Strategies for reducing the number of high school dropouts in the state, including but not limited to strategies and opportunities for students who have fallen behind academically to make the progress necessary in order to be eligible to graduate from high school.
(6) Strategies for improving high school students' senior year in order for such year to be a meaningful and academically enriched time in preparing such students for graduation and life beyond high school.
(7) Diploma options for high school students.
(8) Strategies for including the American Diploma Project Network in any recommendations relative to efforts to raise high school standards to help high school students to better achieve in postsecondary education and work after graduation.
(9) Any other strategies or initiatives that the commission deems important and necessary in carrying out its duties and responsibilities.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=318804
Title: H.B. 434
Source: http://www.legis.state.la.us
| |
| LA | Signed into law 06/2005 | P-12
Postsec. | AN ACT To amend and reenact R.S. 17:3048.1(A)(1)(e)(xiii) and to enact R.S. 17:3048.1(A)(1)(e)(xiv), relative to the Louisiana Tuition Opportunity Program for Students curriculum (Tuition Opportunity Program for Students (TOPS) high school core curriculum requirements for Opportunity, Performance, and Honors awards for students who graduate from high school during the 2007-2008 school year and thereafter, requires that a student must have successfully completed at least 17½ units of high school course work which constitutes a core curriculum). New law retains same core curriculum list except that it requires the math or science elective unit must be selected from among the following courses: Geometry, Calculus or approved advanced math substitute, Biology II, Chemistry II, Physics or Physics II. Provides that Trigonometry will no longer be included in the core curriculum for students graduating after 2004-2005. http://www.legis.state.la.us/billdata/streamdocument.asp?did=317491
Title: S.B. 19
Source: http://www.legis.state.la.us
| |
| TX | Signed into law 06/2005 | P-12
Postsec. | From bill analysis: The requirements of the Early High School Graduation Scholarship Program (scholarship program) as stated prior to 2003 provided that a student who completed high school in not more than 36 consecutive months was eligible for a scholarship in state tuition credits. But in 2003, the 78th Legislature added a requirement establishing that students who graduate early must graduate with the recommended or advanced high school curriculum in order to receive a scholarship under this scholarship program. The Act passed by the 78th Legislature failed to address the issue of students currently enrolled in the scholarship program, thereby leaving many students without the scholarship as promised. H.B. 2109 re-establishes the eligibility of students admitted under the previous scholarship program who lost eligibility when the legislature changed the requirements of the Early High School Graduation Scholarship Program. http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=79&SESS=R&CHAMBER=H&BILLTYPE=B&BILLSUFFIX=02109&VERSION=5&TYPE=B
Title: H.B. 2109
Source: http://www.capitol.state.tx.us
| |
| TX | Signed into law 06/2005 | Postsec. | From bill analysis: S.B. 1227 makes an array of amendments to the Education Code to promote access to institutions of higher education, allow for financial aid administrative savings, and make clarifying changes. Amendments to Section 56.202 create the Early High School Graduation Scholarship program to increase efficiency in the Foundation School Program and to provide assistance for tuition or tuition and mandatory fees. Amendments to Section 56.203, Education Code do the following:
(a) Provide that to be eligible for an award through the Early High School Graduation Scholarship program, a person must have graduated from high school and meet certain requirements; have attended high school exclusively in one or more public high schools in the state; and be a Texas resident as defined by coordinating board rule.
(b) Provide that the eligibility for the Early High School Graduation Scholarship program for a person depends on the sixth anniversary of the date that the person first becomes eligible to participate in the program, unless the person is provided additional time to participate in the program.
(c) Provide that the coordinating board must adopt rules to provide a person who is otherwise eligible to participate in the Early High School Graduation Scholarship program additional time to use a state credit for tuition and mandatory fees under the program. Provides that the rules must require a person seeking an extension to show hardship or other good cause that prevents the person from enrolling in or continuing enrollment in an eligible institution during the period provided.
(d) Provides that a person who does not satisfy the curriculum requirements for the recommended or advanced high school program as required to establish eligibility is considered to have satisfied those requirements if the high school from which the person graduated indicates on the person's transcript that the person was unable to complete the appropriate curriculum within the time prescribed by that subsection solely because of a reason beyond the person's control, such as lack of enrollment capacity or a shortage of qualified teachers.
The heading to Section 56.204, Education Code, is amended to modify the heading to read "ENTITLEMENT." An eligible person under the
Early High School Graduation Scholarship program is entitled to a state credit to apply toward tuition or tuition and mandatory fees, as applicable, at a public or private institution of higher education in Texas.
http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=79&SESS=R&CHAMBER=S&BILLTYPE=B&BILLSUFFIX=01227&VERSION=5&TYPE=B
Title: S.B. 1227
Source: http://www.capitol.state.tx.us/
| |
| CO | Signed into law 05/2005 | P-12
Postsec. | Beginning in spring 2006, requires the commission on higher education to send an annual notice concerning college preparatory courses to the parent of every 11th-grade student prior to the start of grade 12 if the student took the ACT or prior to the start of grade 11 if the student took the precollegiate exam. Requires the notice to include (1) a detailed description of what constitutes an inadequate school in math, reading or writing based on the commission's higher education admission guidelines; (2) information on a student's ability to take basic, precollegiate skills courses while enrolled in a public high school; and (3) notice that the parent may contact the student's school to develop a plan for the student to address the coursework needed to meet the commission's higher education admission guidelines.
Requires local boards and the state charter school institute to provide the opportunity for a student enrolled in a public school of the district or an institute charter school, respectively, to develop a plan for academic remediation upon the student's parent's request.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/1D93D263DE99C9D187256F470064073C?Open&file=1027_enr.pdf
Title: H.B. 1027
Source: www.leg.state.co.us
| |
| DE | Signed into law 05/2005 | P-12 | Eliminates multi-tiered diplomas in Delaware, establishing instead the "State of Delaware High School Diploma" to each student graduating from a Delaware public high school, beginning with the Class of 2008. Mandates that, beginning with the Class of 2008, diplomas be awarded to students who (1) pass their high school course requirements and (2) achieve proficient scores on the state high school assessments in conjunction with other academic indicators defined by the department.
For those students graduating in 2007, requires the department to award either a "State of Delaware High School Diploma" or a "State of Delaware Distinguished Achievement Diploma" utilizing the rules and regulations for issuing diplomas for the 2005-2006 school year.
Requires the department, by January 2008, to establish by regulation the proficiency levels of performance on the state high school assessments, and the use of other academic indicators and their proficiency levels to receive a high school diploma. States that "other academic indicators" must include assessments such as the Preliminary Scholastic Aptitude Test (PSAT), the Scholastic Aptitude Test (SAT), Advanced Placement test scores, American College Test (ACT), local district assessments and indicators used to determine student proficiency relative to the content standards, and other assessments approved at the state level in a content area.
Permits a student receiving a State of Delaware High School Diploma in 2004 or 2005 to seek a re-evaluation and upgrade to a Distinguished Achievement Diploma on the basis of the new standards, once adopted. States that if it is determined the student qualifies for a Distinguished Achievement Diploma under the standards in place at the time of his or her request, the department must retroactively award such diploma.
Expresses the general assembly's intent to continue and encourage the ongoing discussions relating to Delaware high school graduation requirements and to guide the progress of change to ensure the establishment of more effective and appropriate measures of student performance and standards for high school graduation. Also expresses the assembly's desire to offer a forum for that continued discussion to interested parties who have or will come forward with their concerns and contributions.
http://www.legis.state.de.us/LIS/LIS143.NSF/vwLegislation/HB+3?Opendocument
Title: H.B. 3
Source: www.legis.state.de.us
| |
| DE | Signed into law 05/2005 | P-12 | Provides that high school diplomas issued in 2005 will be the same as were awarded in 2004. States that in 2006, the department must award a "State of Delaware High School Diploma" to a student who completes the state course requirements, or the district requirements, if these are higher than the state's. Requires the department, with the state board's approval, to determine the proficiency levels of performance on the state high school assessments, and the use of other academic indicators and their corresponding proficiency levels for a student to receive a State of Delaware Distinguished Achievement Diploma. Other academic indicators may include but are not limited to assessments such as the Preliminary Scholastic Aptitude Test (PSAT), the Scholastic Aptitude Test (SAT), Advanced Placement test scores, American College Test (ACT), local district assessments and indicators used to determine student proficiency relative to the content standards, and other assessments approved at the state level in a content area.
States that in 2007, in addition to the requirements for the Class of 2006, the department must determine the proficiency levels on the state hgh school assessments and the use of other academic indicators and their corresponding proficiency levels, for receiving the State of Delaware High School Diploma and the State of Delaware Distinguished Achievement Diploma.
States that students who fail to achieve a proficient level of performance on the state high school assessments may retake the assessments each succeeding year they continue in high school. Students taking the alternative assessment are exempt from this requirement.
Requires the department to issue a certificate of performance to a student who has met the requirements of the student's Individualized Education Program but has not completed the high school graduation course requirements established by the state, or the district, if district credit requirements are higher than those of the state.
Permits a student receiving a State of Delaware High School Diploma in 2004 or 2005 to request that his or her district or charter school reevaluate the diploma determination based on any adjustment or addition of other academic indicators for the determination of the Distinguished Achievement Diploma. States that if it is determined the student earned the Distinguished Achievement Diploma, the department must retroactively award such diploma
http://www.legis.state.de.us/LIS/LIS143.NSF/vwLegislation/SB+72?Opendocument
14 Delaware Code, Section 1220(a) (14 Del.C. §1220(a)) 14 DE Admin. Code 101
http://www.state.de.us/research/register/february2006/final/9%20DE%20Reg%201175%2002-01-06.htm#P8_154
Title: S.B. 72
Source: www.legis.state.de.us
| |
| IN | Signed into law 05/2005 | P-12 | Districts are eligible for the academic honors diploma awards according to the number of students who successfully completed an academic honors diploma program in the school year ending in the previous calendar year. Reduces the amount for which districts are eligible for each student. Adds that an amount received by a school corporation as an honors diploma award may be used only for:
(1) any:
(A) staff training;
(B) program development;
(C) equipment and supply expenditures; or
(D) other expenses;
directly related to the school corporation's academic honors diploma program; and
(2) the school corporation's program for high ability students.
States that a governing body that does not comply with these provisions for a school year is not eligible to receive an award for the following school year.
http://www.in.gov/legislative/bills/2005/HE/HE1001.1.html
Title: H.B. 1001 (Section 201)
Source: www.in.gov
| |
| NV | Adopted 05/2005 | P-12 | Amends provisions governing high school proficiency examinations. NEVADA REG 3705 (SN)
Title: NAC 389.027, .051, .056, .058, .061, .071
Source: StateNet
| |
| OK | Signed into law 05/2005 | P-12 | Beginning with ninth-grade students enrolled in the 2008-2009 school year, three units or sets of competencies in mathematics must be completed in the ninth through twelfth grades; provided, if a student completes any required courses in mathematics prior to ninth grade, the student may take any other mathematics courses to fulfill the requirement to complete three units in grades nine through twelve after the student has satisfied other requirements. Adds a provision that allows courses offered by a supplemental education organization that is accredited by a national accrediting body and that are taught by a certified teacher and provide for the teaching and learning of the appropriate skills and knowledge in the PASS to, upon approval of the State Board of Education and the school district board of education, be counted for academic credit and toward meeting the graduation requirements. Adds Section 8, affecting students in ninth grade in 2006-2007: 1. Four units of English to include Grammar, Composition, Literature, or any English course approved for college admission requirements;
2. Three units of laboratory science, limited to Biology, Chemistry, Physics, or any laboratory science course with content and/or rigor equal to or above Biology and approved for college admission requirements;
3. Three units of mathematics, limited to Algebra I, Algebra II, Geometry, Trigonometry, Math Analysis, Calculus, Advanced Placement Statistics, or any mathematics course with content and/or rigor above Algebra I and approved for college admission requirements;
4. Three units of history and citizenship skills, including one unit of American History and two units from the subjects of History, Government, Geography, Economics, Civics, or Non-Western culture;
5. Two units of the same foreign or non-English language or two units of computer technology approved for college admission requirements, whether taught at a high school or a technology center school, including computer programming, hardware, and business computer applications such as word processing, databases, spreadsheets, and graphics, excluding keyboarding or typing courses;
6. One additional unit selected from paragraphs 1 through 5 of this subsection or career and technology education courses approved for college admission requirements; and
7. One unit or set of competencies of fine arts, such as music, art, or drama, or one unit of speech.
A student may enroll in a curriculum that does not meet the requirements upon approval of the parent or legal guardian. School districts may require a parent or legal guardian of the student to meet with a designee of the school prior to enrollment in such a curriculum. http://www2.lsb.state.ok.us/2005-06SB/sb982_enr.rtf
Title: S.B. 982, Section 7
Source: http://www2.lsb.state.ok.us
| |
| 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
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| TX | Signed into law 05/2005 | P-12 | From bill analysis: Permits Job Corps Centers to offer a specialized high school diploma program to students enrolled in the federal program, in order to provide at-risk students with the opportunity to earn a high school diploma (upon passage of the exit-level statewide assessment) which will increase their opportunities for success in the job market. S.B. 1395 also provides for the funding of the program. http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=79&SESS=R&CHAMBER=S&BILLTYPE=B&BILLSUFFIX=01395&VERSION=5&TYPE=B
Title: S.B. 1395
Source: http://www.capitol.state.tx.us
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| WV | Signed into law 05/2005 | P-12 | House Bill 3018 includes provisions relating to alternative education programs and the Mountaineer Challenge Academy. Attendees of both are given an extra year to graduate or pass the General Education Degree (GED) tests, subject to federal law. Additionally, attendees of the Academy are considered enrolled in the referring county, but only for the purposes of funding, attendance rates and graduation rates and only to the extent permitted by federal law.
Title: H.B. 3018
Source: http://www.legis.state.wv.us/Wrapup/2005/final/final.pdf
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| AR | Signed into law 04/2005 | P-12 | Beginning in the 2005-2006 school year, provides an elective credit towards high school graduation for serving as a student mentor. http://www.arkleg.state.ar.us/ftproot/bills/2005/public/sb1043.pdf
Title: S.B. 1043
Source: www.arkleg.state.ar.us
| |
| AR | Signed into law 04/2005 | P-12 | Establishes system for districts to report all students' scores on end-of-course assessments. Requires the division of public school accountability to:
(i) Match each student's end-of-course test score with the letter grade received in the corresponding course;
(ii) Report each student's end-of-course test score matched with the letter grade the student received in the corresponding course to the school district;
(iii) Create a report of the percentage of students who received a letter grade of "B" or above in the corresponding course and passed the end-of-course assessment on his or her first attempt; and
(iv) Create a report of the percentage of students who received a letter grade of "B" or above in the corresponding course and did not pass the end-of-course assessment on his or her first attempt.
Requires the division of public school accountability to annually report to the state board and the General Assembly the name, address, and superintendent of any high school in which more than 20% of the students received a letter grade of "B" or above but did not pass the end-of-course assessment on his or her first attempt. The report must also indicate by high school the number of students receiving a letter grade of "B" or above in the corresponding course who did not pass the end-of-course assessment on his or her first attempt.
Requires the department to investigate the classroom practices of any district in which more than 20% of the students received a letter grade of "B" or above but did not pass the end-of-course assessment on his or her first attempt; and provide the superintendent and local board with written recommendations or changes that would improve classroom instruction and student performance on end-of-course assessments.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb1983.pdf
Title: H.B. 1983 (multiple provisions)
Source: www.arkleg.state.ar.us
| |
| AR | Signed into law 04/2005 | P-12 | Requires a student not passing an immediately previous grades 3-8 benchmark assessment or in a secondary level end-of-course assessment to participate in remediation activities as required in the student's individualized academic improvement plan beginning in the school year the
assessment results are reported. If a student with disabilities has an individualized education program that addresses any academic area or areas in which the student is not proficient on state-mandated criterion-referenced assessments, the individualized education program meets the requirements of the aforementioned academic improvement plan. Requires districts to notify the student's parent of the parent's role and responsibilities as well as the consequences for the student's failure to participate in the plan.
Beginning with the 2005-2006 school year, requires students in grades 3-8 identified as not passing a benchmark assessment and who fail to participate in the subsequent academic improvement plan to be retained and not promoted to the next grade until the student is deemed to have participated in an academic improvement plan or the student passes the benchmark assessment for the current grade level in which the student is retained.
Beginning with the 2005-2006 school year, mandates that any student required to take an end-of-course assessment who does not pass a particular assessment must participate in remediation activities as required in the student's individualized academic improvement plan in the school year the assessment results are reported in order to receive credit on his or her transcript for the course related to the end-of-course assessment.
Beginning with the 2009-2010 school year, requires all initial end-of-course assessments to be administered by grade 10 for each student. Beginning with the 2009-2010 school year, a student who does not pass an initial end-of-course assessment may receive credit for the course until the student passes a subsequent end-of-course assessment; or the student, by the end of grade twelve 12, passes an Alternative assessment directly related to the Alternative exit course. If a student does not meet the satisfactory pass levels on an initial end-of-course assessment or does not satisfy the remedial requirements, that student will not graduate with a high school diploma from an Arkansas high school or charter school.
To the extent any school district is determined to have knowingly failed to administer these provisions of law or rules, the superintendent's license shall be subject to probation, suspension or revocation.
Requires tthe department of education to annually make public at least 50% of the test questions on the most recent initial benchmark and end-of-course assessments.
Creates Alternative Exit Course and Alternative Course Exam for students who have failed an end-of-course assessment three times. Requires such a student to take and pass an Alternative exit course and meet a satisfactory Alternative level score on a subsequent Alternative assessment to graduate from high school. Allows the Alternative exit course to be offered through a distance learning class and to be offered by the district outside the course of the normal school day.
Repeals Arkansas Code § 6-15-203 on remediation and student promotion/retention.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb2824.pdf
Title: H.B. 2824
Source: www.arkleg.state.ar.us
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| AR | Signed into law 04/2005 | P-12 | Creates the End-of-Course Success Incentive Program under the department of education. Awards schools $50.00 for each student passing the end-of-course assessment on his or her first attempt. These funds must be utilized in the schools to improve student academic performance. Allows a teacher teaching a course that has a state-required end-of-course assessment to be awarded subsidized teacher training for that particular course at a cost not to exceed $650 per teacher.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb1983.pdf
Title: H.B. 1983 (multiple provisions)
Source: www.arkleg.state.ar.us
| |
| AR | Signed into law 04/2005 | P-12
Postsec. | Modifies eligibility requirements for the Arkansas Academic Challenge Scholarship Program, effective for applicants graduating from an Arkansas high school after December 31, 2009. Requires an applicant to have completed the Smart Core curriculum and have met the existing requirement of passing the end-of-course examinations in reading and writing literacy and mathematics. Adds that a sub-score of 19 or higher on the ACT may equate meeting the requirements for passing end-of-course examinations for applicants to the Arkansas Academic Challenge Scholarship Program and the Arkansas Governor's Scholars Program for a student who has not had an opportunity to take an end-of-course exam, has not passed the end-of-course exam, or attends a private school or home school.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb1983.pdf
Title: H.B. 1983 (multiple provisions)
Source: www.arkleg.state.ar.us
| |
| AZ | Signed into law 04/2005 | P-12 | Authorizes the state board to establish and collect fees for the issuance and reissuance of general equivalency diplomas and general equivalency transcripts. Requires the state board to establish policies on fee waivers for such.
http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=2051
Title: H.B. 2051
Source: www.azleg.state.az.us
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| FL | Emergency Rule Adoption 04/2005 | P-12 | Establishes emergency rules regarding course requirements. Establishes basic and adult secondary programs for 2005.
Course Requirements - Grades 6-12 Basic and Adult Secondary Programs – 2005. This emergency rule was adopted to amend the present course descriptions in Rule 6A-1.09412, FAC., for intensive reading courses in middle and high school grades to include suggested time allocations and instructional activities, as well as alignment to instruction grounded in scientifically based-reading research. Rule 6A-1.09412, FAC., Course Requirements - Grades 6 -12 Basic and Adult Secondary Programs, will be amended through the rulemaking process and presented to the State Board for final approval to include the intensive reading course descriptions
Title: FAC 6AER05-1
Source: StateNet
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| IN | Signed into law 04/2005 | P-12
Postsec. | Beginning with the 2010-2011 school year, requires, with certain exceptions, a student to complete the Core 40 curriculum in order to graduate from high school. Beginning with the 2011-2012 academic year, requires, with certain exceptions, a student to have completed the Core 40 curriculum or a curriculum that is the equivalent to be admitted to a four-year degree program in a state educational institution. Adds the following options for students who fail to pass the high school graduation exam: Completes i) the course and credit requirements for a general diploma, including the career academic sequence; ii) a workforce readiness assessment; and (iii) at least one (1) career exploration internship, cooperative education, or workforce credential recommended by the student's school; or obtains a written recommendation from a teacher of the student in each subject area in which the student has not achieved a passing score on the graduation examination. The written recommendation must be concurred in by the principal of the student's school and be supported by documentation that the student has attained the academic standard in the subject area based upon:(i) tests other than the graduation examination; or (ii) classroom work. Upon the request of a student's parent, the student may be exempted from the Core 40 curriculum requirement. Itemizes other provisions that apply to students not completing the Core 40. Requires the department of education to conduct a study to determine whether a shortage of math, science, and special education teachers exists, particularly in urban and rural areas. Makes transitional provisions maintaining the current standards until the new standards take effect. http://www.in.gov/legislative/bills/2005/SE/SE0200.1.html
Title: S.B. 200
Source: http://www.in.gov
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| KS | Became law without governor's signature 04/2005 | P-12 | Requires every accredited school to teach the subjects and areas of instruction adopted by the state board of education as of January 1, 2005. Requires every accredited high school to also teach the subjects and areas of instruction necessary to meet the graduation requirements adopted by the state board of education as of January 1, 2005. Requires the state board to design subjects and areas of instruction to achieve the following goals established by the legislature to allow for the:
(1) Development of sufficient oral and written communication skills which enable students to function in a complex and rapidly changing society;
(2) acquisition of sufficient knowledge of economic, social and political systems which enable students to understand the issues that affect the community, state and nation;
(3) development of students' mental and physical wellness;
(4) development of knowledge of the fine arts to enable students to appreciate the cultural and historical heritage of others;
(5) training or preparation for advanced training in either academic or vocational fields so as to enable students to choose and pursue life work intelligently;
(6) development of sufficient levels of academic or vocational skills to enable students to compete favorably in academics and the job market;
and
(7) needs of students requiring special education services.
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 6)
Source: www.kslegislature.org
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| NM | Signed into law 04/2005 | P-12 | Beginning with the 2006-2007 school year, each school district shall offer at least one honors or similar academically rigorous class each in mathematics and language arts in each high school.
http://legis.state.nm.us/Sessions/05%20Regular/final/SB0069.pdf
Title: S.B. 69
Source: StateNet
| |
| OK | Signed into law 04/2005 | P-12 | Beginning with the 2006-2007 school year, the state board of Education must require, as a condition of accreditation, that school districts provide to all students physical education programs which may include athletics. The state board must also require that public elementary schools provide instruction, for students in full-day kindergarten and grades one through five, in physical education or exercise programs for a minimum of an average of sixty (60) minutes each week. Requires the state board to disseminate information to each school district on the benefits of physical education programs and strongly encourage districts to provide physical education instruction to students in grades six through twelve. Instruction in physical education is required to be aligned with the Priority Academic Student Skills as adopted by the State Board of Education. Encourages local boards to require students to complete two units or sets of competencies of physical and health education for graduation. http://www.sos.state.ok.us/documents/Legislation/50th/2005/1R/SB/312.pdf
Title: S.B. 312
Source: http://www2.lsb.state.ok.us
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| OK | Signed into law 04/2005 | P-12 | Allows certain courses offered by supplemental education organizations to be counted for credit upon approval. http://www.sos.state.ok.us/documents/Legislation/50th/2005/1R/HB/1600.pdf
Title: H.B. 1600
Source: http://www2.lsb.state.ok.us/
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| AR | Signed into law 03/2005 | P-12 | Defines "organized physical activity course." Beginning in the 2005-2006 school year, allows a student in grades 9-12 successfully completing an organized physical activity course meeting certain specifications to earn .5 unit of physical education credit towards high school graduation. Specifies that a student is limited to only the .5 unit of physical education credit for graduation for the organized physical activity course, and that the student is not allowed any other credit toward graduation for that same course. http://www.arkleg.state.ar.us/ftproot/bills/2005/public/sb2.pdf
Title: S.B. 2
Source: www.arkleg.state.ar.us
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| KY | Signed into law 03/2005 | P-12 | Requires a local board of education to award an authentic high school diploma to an honorably discharged veteran who did not complete high school prior to being inducted into the United States Armed Forces during World War II or the Korean conflict. http://lrc.ky.gov/RECORD/05RS/HB60.htm
Title: H.B. 60
Source: StateNet
| |
| KY | Signed into law 03/2005 | P-12 | Relates to Vietnam veterans; requires a local board of education to award a high school diploma to an honorably discharged veteran who was enrolled in, but did not complete, high school prior to being inducted into the United States Armed Forces during the Vietnam War. http://lrc.ky.gov/RECORD/05RS/HB230.htm
Title: H.B. 230
Source: StateNet
| |
| KY | Signed into law 03/2005 | P-12 | Specifies that the teachers' professional growth fund is to provide teachers with high quality professional development in content knowledge in reading and classroom-based screening, diagnostic, assessment and intervention strategies. States that the fund may be used to provide grants to local school districts to support staff participation in specific, statewide initiatives for the professional development of teachers and administrators in specific content areas as established by the Kentucky Department of Education and the Kentucky Board of Education as established in this bill; to provide grants to colleges and universities to plan and develop statewide professional development institutes and other professional development services; and to provide grants to local school districts, to colleges and universities, or other entities to assist the Kentucky Department of Education in evaluating costs and the effectiveness of activities and initiatives established under the teachers' professional growth fund.
Requires that professional development programs for which teachers may receive support from the fund provide training in the use of research-based and developmentally appropriate classroom-based screening, diagnostic, assessment, and intervention strategies.
Requires that, beginning June 1, 2006, through the 2009-2010 school year, priority for the use of funds from the teachers' professional growth fund be to train and support teams of teachers from all school levels to be trained as reading coaches and mentors or as mathematics coaches and mentors in statewide institutes referenced in Sections 1 and 2 of this bill, and for selected teachers to be highly trained in providing diagnostic assessment and intervention services for students in the primary program struggling with mathematics.
Requires the design of the statewide mathematics institutes to train mathematics coaches and mentors to be developed by the Committee for Mathematics Achievement. Requires the design of the professional development program to provide highly trained mathematics intervention teachers in the primary program to be developed by the Center for Mathematics in collaboration with public and private institutions of postsecondary education.
Requires that the development of the statewide program to train reading coaches and mentors be coordinated by the Kentucky Department of Education with recommendations from the Collaborative Center for Literacy Development and the reading steering committee established in KRS 158.794. Mandates that the design of the program reflect a consensus of the agencies involved in the development of the program. Requires the training program for reading coaches and mentors to complement other statewide reading initiatives, funded with state and federal funds, and that the program give priority to teachers in grades 4-12. Requires that the program be implemented no later than June 1, 2006.
Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB93.htm
Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc
Title: H.B. 93 (Sections 5 and 6)
Source: lrc.ky.gov
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| NM | Signed into law 03/2005 | P-12 | Authorizes the issuance of high school diplomas for certain Korean conflict veterans.
http://legis.state.nm.us/Sessions/05%20Regular/final/SB0198.pdf
Title: S.B. 198
Source: StateNet
| |
| OR | Adopted 03/2005 | P-12 | Amends rules concerning the Certificate of Initial Mastery. Clarifies the requirements for the Certificate of Initial Mastery.
Title: OAR 581-022-1110 and 1120, 1210
Source: StateNet
| |
| SD | Rule Adoption 03/2005 | P-12 | Creates definitions for three proposed high school courses of study. "Advanced high school program," the required course of study every student must complete, unless a student is excused, to satisfy the requirements for the recommended high school program as established by SDCL 13-33-19. (4) "Approved career and technical education course," a course that has a program approval application on file in the office of career and technical education and is taught by a teacher with vocational certification or endorsement; "Distinguished high school program," the course of study a student may choose to take to meet the eligibility requirements of the South Dakota opportunity scholarship; "Standard high school program," the minimum graduation requirements a student must take to be eligible for a high school diploma under the basic high school program as provided in SDCL 13-33-19; "World languages," the study of languages other than English. The term includes Lakota and American sign language.(Effective July 1, 2004, through June 30, 2007) Specific units of credit required for high school graduation. The units of credit required for high school graduation must include the following 13 and one-half units:
(1) Four units of English/language arts, which include a minimum of the following:
(a) One and one-half units of writing;
(b) One and one-half units of literature, including one-half unit of American
literature; and
(c) One-half unit of speech;
(2) Three units of social studies, which include a minimum of the following:
(a) One unit of U.S. history;
(b) One-half unit of U.S. government; and
(c) One-half unit of geography;
(3) Five units of mathematics and laboratory science, which include a minimum of two
units each of mathematics and laboratory science;
(4) One-half unit of laboratory computer studies; and
(5) One unit of fine arts.
In lieu of taking the required course in computer studies, a maximum of one-half unit of
credit may be granted to a student who can demonstrate mastery of the basic course of studies for
computers. Credit for certain vocational education courses may be used to partially satisfy required
course credit in English, mathematics, social science, and science. Up to one unit of credit from
vocational education courses may be substituted for required course credit in each of these
academic areas. Required course credit earned in this manner shall be accounted for on the
student transcript, identifying the vocational education courses approved and applied toward the
credit. SOUTH DAKOTA REG 4078 (SN) http://www.state.sd.us/deca/gradrequirements/docs/DefofTerms.pdf
Title: 24:15:03:04, 24:15:06:22, 24:15:06:36, 24:15:06:37, 24:15:01:01, 24:16:08:16, 24:16:08:59, 24:03:01:01, 24:03:06:06.01, 24:03:06:31, 24:03:06:32
Source: http://www.state.sd.us
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| VA | Signed into law 03/2005 | P-12 | Directs the Board of Education to provide for the award of verified credits for passing scores on industry certifications, state licensure examinations, and national occupational competency assessments approved by the Board of Education. School boards shall report annually to the Board of Education the number of industry certifications obtained and state licensure examinations passed, and will include this number as a category on the school's achievement report card. Currently, the Standards of Accreditation (SOA) require the accumulation of a specific number of standard and verified units of credit for standard diplomas. The verified unit of credit is awarded upon passage of the relevant Standards of Learning (SOL) test (additional tests approved by the Board of Education), as well as the course. The Standard Diploma requires 22 credits, six of which must be verified units of credit, while the Advanced Studies Diploma requires 24 credits, with nine verified units. The SOA currently require verified units of credit in specific subjects, such as English, mathematics, science, history and social science. The Modified Standard Diploma is awarded to students with disabilities who are "unlikely to meet the credit requirements for a Standard Diploma."
School accreditation is based on pass rates for the SOL assessments. http://leg1.state.va.us/cgi-bin/legp504.exe?051+ful+CHAP0345
Title: S.B. 1045
Source: http://leg1.state.va.us
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| WA | Emergency Rule Adoption 03/2005 | P-12 | Amends rules to provide for the assignment of the graduation year for each student upon entering a high school program. WASHINGTON REG 24200 (SN)
Title: WAC 180-51-035
Source: StateNet
| |
| AR | Signed into law 02/2005 | P-12 | An act to ensure the continuation of district honor roll and academic achievement recognition programs. Specifies that no district may be prohibited from identifying students for honor roll, for valedictorian and salutatorian, or for other academic honors. Allows any parent or student who does not want to have the student identified as an honor student or listed on the honor roll to submit a written request to the principal of the school requesting that the student not be identified. Requires school and district to honor such written request.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/sb250.pdf
Title: S.B. 250
Source: www.arkleg.state.ar.us
| |
| IN | Adopted 02/2005 | P-12 | Adds 511 IAC 6-7.1, effective with the graduating class of 2010, to adopt new minimum high school graduation requirements, adopt new Core 40 diploma requirements, and adopt Core 40 with academic honors and Core 40 with technical honors diplomas to replace the current academic honors diploma. Defines a career-academic sequence as a flexible sequence of career-technical and academic courses that:
(1) help a student explore and prepare for a specific career area or group of related occupations;
(2) are selected and defined by school corporations;
(3) include progressive exposure to the world of work, with some leading to a certificate recognized by business and industry. Encourages students earning the standard diploma and any Core 40 diploma to complete a career-academic sequence. http://www.doe.state.in.us/core40/pdf/SBEfinalrule_2-3-05.pdf
Title: 511 IAC 6-7.1
Source: www.doe.state.in.us
| |
| SD | Signed into law 02/2005 | P-12 | Allows Vietnam veterans to receive honorary high school diplomas.
Title: H.B. 1163
Source: StateNet
| |
| IL | Signed into law 01/2005 | P-12 | Amends the Children with Disabilities Article of the School Code to allow a child with a disability who has completed four years of high school to participate in the graduation ceremony and receive a certificate of completion under specified circumstances. Further amends the School Code to make changes to the ballot forms for school board elections. Amends provisions concerning enrollment of pupils below or above the compulsory school age; specifies circumstances under which a school or school district may deny enrollment to a student 17 years of age or older for one semester for failure to meet minimum attendance or academic standards. Defines "reenrolled student". Changes eligibility age for graduation incentives program to "below the age of 20". http://www.ilga.gov/legislation/fulltext.asp?DocName=09300HB0757enr&GA=93&SessionId=3&DocTypeId=HB&LegID=1162&DocNum=757&GAID=3&Session=
Title: H.B. 757
Source: StateNet
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| High School--Advanced Placement |
| |
| 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) |
| |
| 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 |
| |
| 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 |
| |
| 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 |
| |
| 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 |
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| No Child Left Behind--Finance |
| |
| 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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