 |
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--Legal Issues |
| |
| 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 |
| |
| Business Involvement |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Cheating |
| |
| Choice of Schools--Charter Schools |
| |
| 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--Alignment |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Core Curriculum |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Geography Education |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--International Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Data-Driven Improvement |
| |
| Demographics--Condition of Children/Adults |
| |
| Demographics--Enrollments |
| |
| Economic/Workforce Development |
| |
| Education Research |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Lotteries |
| |
| Finance--Performance Funding |
| |
| Finance--Private Giving |
| |
| Finance--Resource Efficiency |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--School Boards |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--Mental Health |
| |
| Health--Nutrition |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| Health--Teen Pregnancy |
| |
| High School |
| |
 | High School--Advanced Placement |
| |
| OH | Signed into law 12/2006 | P-12 | Defines "dual enrollment program" as a program that enables a student to earn credit toward a degree from an institution of higher education while enrolled in high school or that enables a student to complete coursework while enrolled in high school that may earn credit toward a degree from an institution of higher education upon the student's attainment of a specified score on an examination covering the coursework. Dual enrollment programs may include any of the following:
(1) The post-secondary enrollment options program established under Chapter 3365. of the Revised Code;
(2) Advanced placement courses;
(3) Any similar program established pursuant to an agreement between a school district or chartered nonpublic high school and an institution of higher education.
Each city, local, exempted village, and joint vocational school district and each chartered nonpublic high school must provide students enrolled in grades nine through twelve with the opportunity to participate in a dual enrollment program. For this purpose, each school district and chartered nonpublic high school is required to offer at least one dual enrollment program. The provision may be met by participation in the post-secondary enrollment options program established under Chapter 3365. Each district and chartered nonpublic high school must provide information about the dual enrollment programs offered by the district or school to al students enrolled in grades eight through eleven. Boards are required to adopt procedures for notifying parents of high school students that one consequence of not completion that curriculum is ineligibility to enroll in most state universities in Ohio without further coursework.
http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_311
Title: S.B. 311 -- Sec. 3313.6013
Source: http://www.legislature.state.oh.us
| |
| OH | Signed into law 12/2006 | P-12
Postsec. | This section requires that not later than April 15, 2008, the articulation and transfer advisory council of the Ohio board of regents recommend to the board standards for awarding course credit toward degree requirements at state institutions of higher education based on scores attained on advanced placement examinations. The recommended standards are to include a score on each advanced placement examination that the council considers to be a passing score for which course credit may be awarded. Upon adoption of the standards by the board of regents, each state institution of higher education must comply with the standards in awarding course credit to any student enrolled in the institution who has attained a passing score on an advanced placement examination.
Sec. 3333.34 requires the Ohio board of regents, in collaboration with the state board of education, to publish an annual report describing dual enrollment programs that are offered by school districts, community schools and chartered nonpublic high schools. The report is to be submitted to the governor, the speaker and minority leader of the house of representatives, the president and minority leader of the senate, the chairpersons and ranking minority members of the standing committees of the house of representatives and the senate that consider education legislation, the superintendent of public instruction, and the president of the state board of education. The board of regents also is to post the report on its web site.
http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_311
Title: S.B. 311 -- Sec. 3333.163
Source: http://www.legislature.state.oh.us
| |
| MS | Adopted 11/2006 | P-12 | Proposes administrative rules regarding new endorsement codes for courses taught by Advance Placement teachers.
http://www.mde.k12.ms.us/extrel/news/06Board_Oct.html
Title: Uncodified
Source: http://www.mde.k12.ms.us/
| |
| CA | Signed into law 09/2006 | P-12 | Amends existing law that establishes a 5-year grant program to award grants to cover the costs of advanced placement examination fees to authorize the Department of Education to award grants to cover the costs of International Baccalaureate examination fees, in addition to the costs of advanced placement examination fees for certain eligible high school pupils. Requires funding priority be given to advanced placement examination fees. Extends the repeal date of the program. http://info.sen.ca.gov/pub/05-06/bill/sen/sb_1401-1450/sb_1442_bill_20060924_chaptered.pdf
Title: S.B. 1442
Source: California Legislature
| |
| WV | Adopted 09/2006 | P-12 | Amends rules regarding the pre-K & K-12 program or curriculum requirements; reduces the amount of required teaching time for English Language Arts and Reading in middle school; changes pathway options to high school graduation from 3 to 2; requires a minimum number of Advanced Placement courses be offered or an International Baccalaureate program at the high school level; revises the school Breakfast and Lunch program; revises components of the Five Year School and School System Strategic Plans. http://www.wvsos.com/csrdocs/worddocs/126-042.doc
Title: Title 126, Series 42
Source: Lexis-Nexis/StateNet
| |
| FL | Signed into law 05/2006 | P-12 | Revises access to dual enrollment policies and inclusion of IB and Advanced International Certificate of Education courses. Directs local boards to include access to dual enrollment on the high school campus whenever possible. Prohibits alternative grade calculation, weighting systems, or information regarding student education options that discriminate against dual enrollment courses. Beginning with students entering grade 9 in the 2006-2007 school year, requires school districts and community colleges to weigh International Baccalaureate and Advanced International Certificate of Education courses the same as dual enrollment and Advanced Placement courses when grade point averages are calculated. Eliminates provision allowing "honors" courses to be weighed the same as these courses when grade point averages are calculated.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 39)
Source: Florida Legislature
| |
| MN | Signed into law 05/2006 | P-12 | Establishes a program to raise K-12 academic achievement through increased student participation in pre-AP and AP programs. Participating schools must: (1) have a three-year plan approved by the local school board to create a new or expand an existing program to implement the College Board AP courses and exams or pre-AP courses; and (2) propose to further raise students' academic achievement by: (i) increasing the availability of and all students' access to AP; (ii) expanding the breadth of AP courses or programs that are available to students; (iii) increasing the number and the diversity of the students who participate in AP courses or programs and succeed; (iv) providing low-income and other disadvantaged students with increased access to AP courses and programs; or (v) increasing the number of high school students, including low-income and other disadvantaged students, who receive college credit by successfully completing AP courses or programs and achieving satisfactory scores on related exams.
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H4162.3.html&session=ls84
Title: H.B. 4162
Source: http://www.revisor.leg.state.mn.us
| |
| OR | Adopted 05/2006 | P-12
Postsec. | Implements the Expanded Options program. Purpose of the program is to: (1) Create a seamless education system for students enrolled in grades 11 and 12 to: (a) Have additional options to continue or complete their education; (b) Earn concurrent high school and college credits; and (c) Gain early entry into post-secondary education; (2) Promote and support existing accelerated college credit programs, and support the development of new programs that are unique to a community's secondary and postsecondary relationships and resources.
(3) Allow eligible students who participate in the program to enroll full-time or part-time in an eligible post-secondary institutionl; and (4) Provide public funding to the eligible post-secondary institutions for educational services to eligible students to offset the cost of tuition, fees, textbooks, equipment and materials for students who participate in the program.
http://arcweb.sos.state.or.us/rules/0706_Bulletin/0706_ch581_bulletin.html
Title: OAR 581-022-1362, -1370
Source: http://arcweb.sos.state.or.us/
| |
| ID | Signed into law 04/2006 | P-12 | Specifies that $1,100,000 of the appropriation in section 3 of the bill be distributed to the Idaho Digital Learning Academy, as follows:
(1) $200,000 shall be utilized to reduce or eliminate tuition charged by the Idaho Digital Learning Academy to Idaho students. Requires any funds remaining after the elimination of such tuition charges to be used to provide advanced placement coursework.
(2) Of the remaining $900,000, the highest priority shall be to provide remedial coursework for students failing to achieve proficiency in 1 or more areas of the Idaho Standards Achievement Test. Allows funds to be used to provide basic coursework, advanced placement coursework, and other specialized coursework not available in many small school districts.
http://www3.state.id.us/oasis/2006/H0847.html#billtext
Title: H.B. 847 Section 9
Source: www3.state.id.us
| |
| ID | Adopted 04/2006 | P-12 | Requires all high schools, effective July 1, 2007, to provide Advanced Opportunities (defined as Advanced Placement courses, dual credit courses, Tech Prep, or International Baccalaureate programs), or provide opportunities for students to take courses at the postsecondary campus. http://adm.idaho.gov/adminrules/rules/idapa08/0203.pdf
Title: IDAPA 08.02.03
Source:
| |
| KY | Signed into law 04/2006 | P-12
Postsec. | Section 1:
Requires the state assessment system, by the 2007-2008 school year, to include:
1. A high school readiness examination to assess English, reading, math and science in grade 8;
2. A college readiness examination to assess English, reading, math and science in grade 10;
3. The ACT college admissions and placement examination to assess English, reading, math and science, to be taken by all students in grade 11; and
4. Any other component necessary to comply with the No Child Left Behind Act of 2001.
These assessments are to be administered in lieu of a customized or commercially available norm-referenced test.
Provides that a student whose scores on the grade 8 high school readiness exam indicate a high degree of readiness for high school must be counseled to enroll in accelerated courses. Provides that a student whose scores on the grade 10 college readiness exam or grade 11 ACT indicate a high degree of readiness for college must be counseled to enroll in accelerated courses, with an emphasis on Advanced Placement (AP) courses.
Specifies that the department will pay for the initial ACT exam, but that the student must pay for additional ACT exams.
Provides that students in grades 10, 11 and 12, by the 2007-2008 school year, may take the WorkKeys assessments in reading for information, locating information, and applied mathematics, with the cost of the initial assessment paid by the department of education. Provides that a student whose scores on the WorkKeys assessments indicate that additional assistance is required in reading for information, locating information, or applied mathematics must have intervention strategies for accelerated learning incorporated into his or her learning plan. Provides that a student meeting the WorkKeys threshold established by the Cabinet for Workforce Development must be issued the appropriate Kentucky employability certificate.
Provides that the high school readiness assessment in grade 8, the college readiness assessments in grades 10 and 11, and the WorkKeys assessments are to be collectively known as the "Kentucky Work and College Readiness Examination" or "Readiness Examination."
Directs the department of education to conduct periodic studies comparing the standards in reading, mathematics, and science for middle and high school within the Kentucky core content for assessment and the concepts and content measured by the ACT and the high school and college readiness examinations. Provides that if the department determines that if the grade 8 high school readiness and grades 10 and 11 college readiness exams in reading, math and science are shown to provide direct measures of content standards and concepts identified in the Kentucky core content for assessment, the state board must seek the advice of the Office of Education Accountability, the School Curriculum, Assessment, and Accountability Council, and the National Technical Advisory Panel on Assessment and Accountability regarding reducing the number of questions on the Commonwealth Accountability Testing System. Directs the department to continue to include open-response or multiple-choice items, or both, that assess student knowledge and skills in reading, mathematics, and science to the degree necessary for adequate coverage of the elements of the Kentucky core content for assessment not covered by the examinations.
Specifies the types of accommodations to be provided a student with a disability taking the ACT.
Requires the reporting system to include:
(1) An individual student report to parents for each 5th grade student summarizing the student's readiness in reading and math based on the student's 4th grade state assessment results. The school's 5th grade staff must develop a plan for accelerated learning for any student with identified deficiencies;
(2) An individual report for each student who takes a high school or college readiness exam that:
1. Provides the student's test scores;
2. Provides a judgment regarding whether or not a student has met or failed to meet the expectations for each standard assessed; and
3. Is designed to assist students, parents, and teachers to identify, assess, and remedy academic deficiencies prior to high school graduation; and
(3) A student's scores on the ACT examination or WorkKeys assessments. Requires scores from the state-sponsored ACT exam to be recorded on the student's official high school transcript.
Section 2:
Mandates that a high school student whose scores on the grade 8 high school readiness exam, on the grade 10 college readiness exam, or on the WorkKeys indicate that additional assistance is required in English, reading, or math must have intervention strategies for accelerated learning incorporated into his or her learning plan. Mandates that a high school student whose score on the state-administered ACT exam in English, reading, or math is below the system-wide standard established by the Council on Postsecondary Education for entry into a credit-bearing course at a public postsecondary institution without placement in a remedial course or an entry-level course with supplementary academic support must be provided the opportunity to participate in accelerated learning designed to address his or her identified academic deficiencies prior to high school graduation.
Requires a high school, in collaboration with its school district, to develop and implement accelerated learning that:
(a) Allows a student's learning plan to be individualized to meet the student's academic needs based on an assessment of test results and consultation among parents, teachers, and the student; and
(b) May include changes in a student's class schedule.
Directs the department of education, the council on postsecondary education, and public postsecondary institutions to offer support and technical assistance to schools and school districts in the development of accelerated learning. Provides that a student who participates in accelerated learning due to inadequate scores on the grade 8 high school readiness exam, the grade 10 college readiness exam, the WorkKeys or the ACT must be allowed to take the ACT exam a second time prior to high school graduation at the expense of the Kentucky Department of Education. The cost of any subsequent administrations of the achievement test shall be the responsibility of the student.
http://www.lrc.ky.gov/RECORD/06RS/SB130/bill.doc
Title: S.B. 130
Source: www.lrc.ky.gov
| |
| IN | Signed into law 03/2006 | P-12 | Allows a student to demonstrate proficiency and receive credits in a subject area required for high school graduation or for an academic honors diploma in a manner other than by classroom work. Allows credit to be awarded through any of the following methods:
(1) Receiving a score that demonstrates proficiency on a standardized assessment of academic or subject area competence that is accepted by accredited postsecondary institutions.
(2) Receiving a high proficiency level score on an end of course assessment for a course without taking the course.
(3) Successfully completing a similar course via dual enrollment.
(4) Receiving a score of 3, 4 or 5 on an Advanced Placement exam for a course or subject area.
(5) Other methods approved by the state board.
Provides that a student who demonstrates proficiency in one or more courses or subject areas may not be required to complete a minimum number of semesters to graduate or to receive an academic honors diploma.
http://www.in.gov/legislative/bills/2006/SE/SE0310.1.html
Title: S.B. 310
Source: www.in.gov/legislative/bills
| |
| IN | Signed into law 03/2006 | P-12 | Requires every high school to provide at least 2 of each of the following course offerings to high school students who qualify to enroll in the courses:
(1) Dual credit.
(2) Advanced placement.
http://www.in.gov/legislative/bills/2006/HE/HE1347.1.html
Title: H.B. 1347 Section 9
Source: www.in.gov/legislative
| |
| MS | Signed into law 03/2006 | P-12 | Enacts the Education Reform Act of 2006. Section 12 requires districts to offer Pre-AP courses. States that subject to appropriation, funding will be made available in the 2007-08 school year for all sophomores to take a nationally recognized aptitude test for AP classes, and requires all high schools to offer at least four AP courses – one each in English, mathematics, science and social studies – beginning in the 2007-08 school year.
http://billstatus.ls.state.ms.us/documents/2006/html/SB/2600-2699/SB2602SG.htm
Title: S.B. 2602
Source: http://billstatus.ls.state.ms.us/
| |
| High School--College Readiness |
| |
| High School--Dropout Rates/Graduation Rates |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Early Colleges/Middle Colleges |
| |
| High School--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches |
| |
| Instructional Approaches--Constructivism |
| |
| Instructional Approaches--Homeschooling |
| |
| Instructional Approaches--Problem Based Learning |
| |
| Instructional Approaches--Single-Sex Education |
| |
| Integrated Services/Full-Service Schools |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--Principal/School Leadership |
| |
| Leadership--Principal/School Leadership--Certification and Licensure |
| |
| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
| |
| Leadership--Principal/School Leadership--Preparation |
| |
| Leadership--Principal/School Leadership--Recruitment and Retention |
| |
| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| Minority/Diversity Issues--Hispanic |
| |
| No Child Left Behind |
| |
| No Child Left Behind--Adequate Yearly Progress |
| |
| No Child Left Behind--Assessment |
| |
| No Child Left Behind--Choice/Transfer |
| |
| No Child Left Behind--Consequences for Schools |
| |
| No Child Left Behind--Reauthorization Issues/Waivers |
| |
| No Child Left Behind--Report Cards |
| |
| No Child Left Behind--School Support |
| |
| No Child Left Behind--Special Populations |
| |
| No Child Left Behind--Supplemental Services |
| |
| Online Learning--Digital/Blended Learning |
| |
| Online Learning--Virtual Schools/Courses |
| |
| P-16 or P-20 |
| |
| P-3 |
| |
| P-3 Child Care |
| |
| P-3 Early Intervention (0-3) |
| |
| P-3 Ensuring Quality |
| |
| P-3 Evaluation/Economic Benefits |
| |
| P-3 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Kindergarten--Full-Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Parent/Family--Research |
| |
| Postsecondary |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
| |
| Postsecondary Accountability--Diploma Mills |
| |
| Postsecondary Affordability--Financial Aid |
| |
| Postsecondary Affordability--Tuition/Fees |
| |
| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
| |
| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
| |
| Postsecondary Faculty |
| |
| Postsecondary Faculty--Compensation |
| |
| Postsecondary Faculty--Intellectual Property |
| |
| Postsecondary Faculty--Teaching Assistants |
| |
| Postsecondary Finance |
| |
| Postsecondary Governance and Structures |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Institutions--Private/Independent |
| |
| Postsecondary Online Instruction |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Admissions Requirements |
| |
| Postsecondary Participation--Affirmative Action |
| |
| Postsecondary Participation--Outreach |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Students--Foster Youth |
| |
| Postsecondary Students--Military |
| |
| Postsecondary Students--Minority |
| |
| Postsecondary Success--Completion |
| |
| Postsecondary Success--Developmental/Remediation |
| |
| Postsecondary Success--Transfer/Articulation |
| |
| Private Schools |
| |
| Promising Practices |
| |
| Promotion/Retention |
| |
| Reading/Literacy |
| |
| Religion |
| |
| Religion--Scientific Creationism (Evolution) |
| |
| Rural |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Year |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Code of Conduct |
| |
| School Safety--Disaster/Emergency Preparedness |
| |
| School Safety--Expulsion/Suspension |
| |
| School Safety--No Child Left Behind--Safe Schools |
| |
| School Safety--Sexual Harassment and Assault |
| |
| School Safety--Special Education |
| |
| School Safety--Uniforms/Dress Codes |
| |
| School/District Structure/Operations |
| |
| School/District Structure/Operations--District Consolidation/Deconsolidation |
| |
| School/District Structure/Operations--Facilities |
| |
| School/District Structure/Operations--Food Service |
| |
| School/District Structure/Operations--Libraries |
| |
| School/District Structure/Operations--Personnel (Non-Teaching) |
| |
| School/District Structure/Operations--School Size |
| |
| School/District Structure/Operations--Shared Services |
| |
| School/District Structure/Operations--Transportation |
| |
| Service-Learning |
| |
| Special Education |
| |
| Special Education--Federal Law/Regulations |
| |
| Special Education--Finance |
| |
| Special Education--Inclusion (Mainstreaming) |
| |
| Special Education--Placement |
| |
| Special Education--Transition |
| |
| Special Populations--Corrections Education |
| |
| Special Populations--Foster Care |
| |
| Special Populations--Gifted and Talented |
| |
| Special Populations--Homeless Education |
| |
| Standards |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
| State Policymaking--Ballot Questions |
| |
| State Policymaking--Politics |
| |
| State Policymaking--Task Forces/Commissions |
| |
| STEM |
| |
| Student Achievement |
| |
| Student Achievement--Closing the Achievement Gap |
| |
| Student Achievement--State Trends |
| |
| Student Supports--Counseling/Guidance |
| |
| Student Supports--Mentoring/Tutoring |
| |
| Student Supports--Remediation |
| |
| Students |
| |
| Students--Athletics/Extracurricular Activities |
| |
| Students--Records/Rights |
| |
| Teaching Quality |
| |
| Teaching Quality--Certification and Licensure |
| |
| Teaching Quality--Certification and Licensure--Alternative |
| |
| Teaching Quality--Certification and Licensure--Assignment |
| |
| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
| |
| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
| |
| Teaching Quality--Certification and Licensure--Special Education |
| |
| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
| |
| Teaching Quality--Certification and Licensure--Substitute Teachers |
| |
| Teaching Quality--Compensation and Diversified Pay |
| |
| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
| |
| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
| |
| Teaching Quality--Evaluation and Effectiveness |
| |
| Teaching Quality--Induction Programs and Mentoring |
| |
| Teaching Quality--Paraprofessionals |
| |
| Teaching Quality--Preparation |
| |
| Teaching Quality--Professional Development |
| |
| Teaching Quality--Recruitment and Retention |
| |
| Teaching Quality--Recruitment and Retention--At-Risk Schools |
| |
| 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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| 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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| Technology--Teacher/Faculty Training |
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| Textbooks and Open Source |
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