 |
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 |
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| 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--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 |
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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 |
| |
| Business Involvement |
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| Career/Technical Education |
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| 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 |
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| Choice of Schools--Choice/Open Enrollment |
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| 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--Alignment |
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| Curriculum--Arts Education |
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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--Geography Education |
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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--Language Arts--Writing/Spelling |
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| Curriculum--Mathematics |
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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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| Data-Driven Improvement |
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| Demographics--Condition of Children/Adults |
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| Demographics--Enrollments |
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| Economic/Workforce Development |
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| Education Research |
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| Equity |
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| Federal |
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| Finance |
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| Finance--Adequacy/Core Cost |
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| Finance--Bonds |
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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--Lotteries |
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| Finance--Performance Funding |
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| Finance--Private Giving |
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| Finance--Resource Efficiency |
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| Finance--State Budgets/Expenditures |
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| Finance--Student Fees |
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| Finance--Taxes/Revenues |
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| Finance--Taxes/Revenues--Alternative Revenues |
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| Governance |
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| Governance--Deregulation/Waivers/Home Rule |
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| Governance--Ethics/Conflict of Interest |
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| Governance--School Boards |
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| Governance--Site-Based Management |
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| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
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| Health--Child Abuse |
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| Health--Mental Health |
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| Health--Nutrition |
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| Health--School Based Clinics or School Nurses |
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| Health--Suicide Prevention |
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| Health--Teen Pregnancy |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
| |
| High School--Dropout Rates/Graduation Rates |
| |
 | High School--Dual/Concurrent Enrollment |
| |
| OH | Signed into law 12/2006 | P-12
Postsec. | This section requires the partnership for continued learning to make recommendations for increasing opportunities for students to earn higher education credit on their high school campuses; for expanding school counseling career and educational programs, access programs and other strategies that interfere with students' planning for postsecondary education; and for legislative changes that allow state universities to waive the requirement (particularly for students entering high school from out of state or from the military) that a student complete the Ohio core curriculum to be admitted as an undergraduate. Sec. 3345.062 requires that if the partnership does not complete and submit recommendations for legislative changes by the deadline, each state university must offer via the Internet or interactive distance learning at least two college level courses, one each in science and mathematics, by which high school students may earn both high school and college credit. During such course, the university may include a single presentation, of not more than two minutes in length, that describes its other programs and courses. The university may assess a fee for the course required under this section of not more than one-tenth of the amount per credit hour normally assessed by the university for an undergraduate course at its main campus.
http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_311
Title: S.B. 311-- Sec. 3301.42 +
Source: http://www.legislature.state.oh.us
| |
| 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
| |
| CA | Signed into law 09/2006 | P-12
Community College
Postsec. | Relates to prohibiting a principal from recommending, for any particular grade level, for community college summer session attendance, more than 5% of the total number of pupils who completed that grade prior to the time of recommendation. Exempts a pupil recommended for enrollment in a course that does not offer college credit in English language arts or mathematics, but is necessary to assist specified pupils to pass the High School Exit Exam. Requires specified reports.
http://www.leginfo.ca.gov/pub/bill/sen/sb_1301-1350/sb_1303_bill_20060908_enrolled.pdf
Title: S.B. 1303
Source: California Legislature
| |
| NM | Rule Adoption 09/2006 | P-12
Postsec.
Community College | Adopts rules relating to dual credits. Rules issued by the state higher education department.
http://www.nmcpr.state.nm.us/nmregister/xvii/xvii17/5.55.4.pdf#search=%22%20%225.55.4%22%20site%3Anm.us%22
§ 6.30.7.7. DEFINITIONS
Title: NMAC 5.55.4
Source: http://www.nmcpr.state.nm.us
| |
| CA | Vetoed 08/2006 | P-12
Community College | Provides that, a community college district may establish and offer to students a course of study leading to the concurrent award for the associate degree and a high school diploma.
http://www.leginfo.ca.gov/pub/bill/sen/sb_1501-1550/sb_1546_bill_20060824_enrolled.pdf
Title: S.B. 1546
Source: California Legislature
| |
| LA | Signed into law 06/2006 | P-12
Community College | Requires and provides incentives for high schools and postsecondary institutions to maximize the shared use of facilities, technology, faculty, and other resources to provide articulated and reciprocal technical training to high school students and recent high school dropouts age 16-21.
Defines "shared student" as any secondary student who is at least 16 and is enrolled as a regular education student in a public high school and enrolled in a technical training program at a community or technical college. Defines "technical training" as training based on national standards of performance and for which articulated postsecondary technical college credit and Carnegie unit credit toward high school graduation are reciprocally provided for successful completion of units of training regardless of whether the training occurred in a community or technical college or high school.
Requires state board of education and the board of supervisors of community and technical colleges to establish by January 1, 2007 a basis for schools to award postsecondary technical college credit and high school credit for units taken in either a technical college or high school. Requires the agreement to include:
(1) A description of students most likely to benefit from the dual enrollment program, and to make encouraging such students' participation in the program a main focus of partnership agreements between local boards and community/technical colleges.
(2) List of courses that can be most effectively offered on a dual enrollment basis, taking into account courses have been effectively offered on a dual enrollment basis across the state, the availability of courses, access to courses, preparation necessary for such courses, and other information relevant to making workable, desirable, and effective options available to potential dropouts.
(3) An evaluation of the high school and postsecondary resources and facilities available and applicable to dual enrollment partnerships. Requires such evaluation to include information regarding the best practice for high schools and postsecondary institutions to most effectively share such facilities and resources.
(4) An evaluation of the financial resources available to support the costs of dual enrollment partnerships, including funding sources that are public and private, K-12 and postsecondary, and state, federal, and local.
(5) Recommendations about a financing scheme that is adequate to provide high quality programming for students and meet the needs of participating high schools and postsecondary institutions.
Requires the final basis to be sent to all local boards and each public high school not under the jurisdiction of a local board, and to all community and technical colleges. Requires every community and technical college to notify every public high school in its service area of the institution's technical training programs, and to meet with appropriate local board representatives and representatives of local high schools not under the jurisdiction of a local board to establish articulation agreements aimed at enrolling at least 10% of the potential dropouts identified by the local board. Requires every local board and every high school not under the jurisdiction of a local board whose mission includes technical training to meet with their local community and technical colleges to implement technical training programs for shared students, with the goal of enrolling at least 10% of the potential dropouts identified by the local board.
Directs the state board, during the 2007-2008 school year, to select at least two such partnerships to undertake sharing at least 10% of the potential dropouts identified by the local board in the high schools under its jurisdiction and providing for the dual enrollment of such students. Directs the state board and the board of supervisors to provide assistance and support to the piloting partnerships. Directs the participating schools and institutions to report the effect of the implementation on students, the difficulties of such partnership, and all other relevant information to the board of supervisors and the state board. Authorizes the state board, based on information gathered during the pilot year, to extend the pilot and increase the number of partnerships for a second school year, or scale dual enrollment partnerships up to include any number of partnerships that appear viable and supportable.
Provides that by the beginning of the 2010-2011 school year or as soon as funding is available, any eligible student age 16-21 must have the opportunity to be simultaneously enrolled in high school and in a technical training program at a community or technical college, in addition to any other option available to such student to gain such training. Specifies that to be eligible to participate in such a program, a student must have an up-to-date career option program plan, be enrolled in a public high school and not suspended or expelled, and if a minor, have written parental permission.
Requires local boards to establish systems to share postsecondary students with community or technical colleges in order to provide access for such students to the facilities, resources, and faculty of any technical training program existing at any such school or to provide any academic classwork to such students in a manner that does not jeopardize the safe and appropriate operation of a high school. Directs the state board to estabish rules and guidelines, including on (1) incorporating programs for alternative and recognized completer programs to high school graduation such as GED diploma completion, into a range of programming available to shared students and (2) local board/community or technical college agreements permitting community or technical college students to enroll in a
program or class offered on the high school campus.. Directs the board of supervisors to adopt rules, including on providing assistance to local boards and leadership in the development of the minimum standards of technical and skill programs in order for such programs to meet the standard necessary to be included in an industry certification program.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=405975
Title: S.B. 749
Source: www.legis.state.la.us
| |
| OH | Signed into law 06/2006 | P-12
Postsec.
Community College | Appropriates funds for support of the Ohio Core Program. Funds will be used to:
(1) Support the participation of teachers licensed in Ohio and mid-career professionals not currently employed by a school district or licensed to teach at the primary or secondary education levels in a twelve-month intensive training program that leads to teacher licensure in a laboratory-based science, advanced mathematics, or foreign language field at the secondary education level and employment with an Ohio school district;
(2) Support alternative teacher licensure programs developed by educational service centers, in partnership with institutions of higher education. Participants shall be teachers licensed in Ohio and mid-career professionals not currently employed by a school district or licensed to teach at the primary or secondary education levels. Programs shall be consistent with the State Board of Education's alternative licensure requirements;
(3) Obtain contracted instruction with institutions of higher education in mathematics, science, or foreign language for high school students that results in dual high school and college credit. Costs shall be based upon reasonable expenses that institutions of higher education could incur for faculty, supplies, and other associated costs.
(4) Implement and support the Ohio Students Choosing On-line Resources for Educational Success Initiative that increases the educational options available for students in mathematics, advanced laboratory-based science, and foreign language. The eTech Ohio Commission shall work collaboratively with the Department of Education and the Board of Regents on this initiative.
(5) Support up to 10 regional summer academies that focus on foreign language, science, mathematics, engineering, and technology and prepare 11th and 12th grades to pursue college-level foreign language, mathematics, science, technology and engineering, with a focus on secondary teaching in these disciplines. Successful completion of these academics shall result in dual high school and college credits. Costs shall be based upon reasonable expenses, as determined by the Board of Regents, that institutions of higher education could incur for faculty, supplies, and other associated costs.
http://www.legislature.state.oh.us/BillText126/126_HB_115_PS_N.html
Title: H.B. 115
Source: http://www.legislature.state.oh.us
| |
| FL | Signed into law 05/2006 | P-12 | Creates career and professional academies, defined as a research-based program that integrates a rigorous academic curriculum with an industry-driven career curriculum. The academies may be offered by public schools, school districts, or the Florida Virtual School. Students completing career and professional academy programs receive a standard high school diploma, the highest available industry certification, and postsecondary credit if the academy partners with a postsecondary institution.
The goals of career and professional academies are to: (a) Increase student academic achievement and graduation rates through integrated academic and career curricula. (b) Focus on career preparation through rigorous academics and industry certification. (c) Raise student aspiration and commitment to academic achievement and work ethics. (d) Support the revised graduation requirements by providing creative, applied majors. (e) Promote acceleration mechanisms, such as dual enrollment, articulated credit, or occupational completion points, so that students may earn postsecondary credit while in high school. (f) Support the state's economy by meeting industry needs for skilled employees in high-demand occupations.
The legislation describes the possible locations and configurations of the career academies. Each academy must: (a) Provide a rigorous standards-based academic curriculum integrated with a career curriculum. (b) Include one or more partnerships with postsecondary institutions, businesses, industry, employers, economic development organizations, or other appropriate partners from the local community. (c) Provide creative and tailored student advisement and coordinate with middle schools. (d) Provide a career education certification on the high school diploma. (e) Provide instruction in careers designated as high growth, high demand, and high pay. (f) Deliver academic content through instruction relevant to the career, including intensive reading and mathematics intervention. (g) Provide instruction resulting in competency, certification, or credentials in workplace skills. (h) Provide opportunities for students to obtain the Florida Ready to Work Certification; and (i) Include an evaluation plan developed jointly with the Department of Education. T
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 27)
Source: Florida Legislature
| |
| 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
| |
| GA | Signed into law 05/2006 | P-12
Postsec.
Community College | Relates to HOPE scholarships and grants. Clarifies language related to program eligibility of students in a first professional degree program, defined as a nonundergraduate degree program which accepts students after the completion of the sophomore or junior year and results in the award of a nonundergraduate degree.
Removes HOPE scholarship eligibility for students participating in the state's dual enrollment program. http://www.legis.state.ga.us/legis/2005_06/pdf/sb561.pdf
Title: S.B. 561
Source: www.legis.state.ga.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 | 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:
| |
| IN | Signed into law 03/2006 | P-12
Postsec.
Community College | Authorizes public 4-year postsecondary institutions, Ivy Tech Community College and Vincennes University to establish "fast track to college" programs that allow students to simulatneously earn a high school diploma and credits for a college degree or, in the case of Ivy Tech and Vincennes University, a certificate program or associate's degree. Requires eligible students to be at least 19 and not enrolled in a school or at least 17 and have his/her high school's consent. Districts of eligible high school students are to pay the student's tuition for high school courses taken at the postsecondary institution.
To complete the requirements for a high school diploma under this section, the individual must have:
(1) passed:
(A) the graduation examination given under IC 20-32-4;
(B) an examination for a general educational development diploma;
(C) an examination equivalent to the graduation examination:
(i) administered by the postsecondary institution; and
(ii) approved by the department; or
(D) an examination that demonstrates the student is ready for college level work:
(i) administered by the state educational institution; and
(ii) approved by the department; and
(2) completed the coursework necessary to meet:
(A) the minimum high school course requirements established by the state board; and
(B) the requirements of the postsecondary institution.
Requires the postsecondary institution to notify the state board when an individual has completed a fast track to college program. Requires the state board, upon receiving notification, to (1) grant the student a high school diploma indicating the name of the postsecondary institution at which the student earned the high school diploma and (2) give the postsecondary institution the diploma to award to the individual. Requires a postsecondary institution establishing a fast track to college program to report annually to the education roundtable the number of program participants and diplomas granted.
Requires the state board to design a high school diploma for students who complete a high school fast track to college program.
http://www.in.gov/legislative/bills/2006/HE/HE1347.1.html
Title: H.B. 1347 Section 1 - 4, 6, 16
Source: www.in.gov/legislative
| |
| 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
| |
| IN | Signed into law 03/2006 | P-12
Postsec.
Community College | Establishes Chapter 11.5, the Double Up For College Program
Sec. 1. As used in this chapter, "postsecondary credit" means credit toward an associate degree, a baccalaureate degree, or a vocational certification granted by a state educational institution (as defined under IC 20-12-0.5-1) upon the successful completion of a course taken under the program.
Sec. 2. As used in this chapter, "program" refers to the double up for college program established under this chapter.
Sec. 3. As used in this chapter, "secondary credit" means credit toward high school graduation requirements granted by a student's school corporation upon the successful completion of a course taken under the program.
Sec. 4. (a) The double up for college program is established for secondary school students in grades 11 and 12. School corporations (districts) and state educational institutions may collaborate to offer early college, dual credit, or dual enrollment programs that meet the educational objectives of the school corporation and are offered by the state educational institutions.
(b) A student may enroll in courses offered by a state educational institution under the program on a full-time or part-time basis during grade 11 or grade 12, or both.
(c) A state educational institution that participates in an early college, a dual credit, or a dual enrollment program may, by agreement with a school corporation:
(1) ensure that the content and rigor of each course offered is adequate to warrant providing credit to a student as if the student took the course as a student at the state educational institution;
(2) set the criteria for the faculty member, instructor, or other individual responsible for teaching each course with the:
(A) state educational institution responsible for hiring the personnel to instruct dual credit courses taught by the state educational institution; and
(B) school corporation responsible for hiring personnel to instruct dual credit courses taught by the high school; and
(3) determine with the school corporation the terms and conditions under which:
(A) students may be admitted to the program while attending high school;
(B) the state educational institution will award credit, if any, for specified courses successfully completed by students through the school corporation; and
(C) the school corporation will award credit, if any, for specified courses successfully completed through the state educational institution.
(d) A student is entitled to credit toward graduation requirements for each course the student successfully completes at the eligible institution.
(e) Courses offered under the program that are listed in the:
(1) statewide core transfer library courses that are transferable on all campuses of the state educational institutions in accordance with the principles in IC 20-12-0.5-13; or
(2) articulation agreements that apply to any campus in the Ivy Tech Community College of Indiana system and to Vincennes University and draw from liberal arts and the technical, professional, and occupational fields;
are among those eligible for the program. If a student passes a course through the program that is part of an articulation agreement between the state educational institution offering the course and other state educational institutions, the course shall transfer under the terms and standards of the articulation agreement between the state educational institutions.
(f) Based on the demand for enrollment in the identified courses and the resources available to the state educational institutions, the identified courses may be offered through:
(1) onsite instruction;
(2) telecommunication; or
(3) a combination of methods described in subdivisions (1) and (2);
at on-campus or off-campus sites.
Sec. 5. A school corporation may, by agreement with an institution of higher education, offer counseling concerning early college, dual credit, or dual enrollment courses that the school corporation considers appropriate, including:
(1) notice of the courses and schedule;
(2) available post-secondary credit;
(3) responsibilities of the student;
(4) any tuition and other costs;
(5) the consequences of the failure to complete a course; and
(6) other matters concerning the program and opportunities presented by the program.
Sec. 6. (a) A student may apply for enrollment to a state educational institution. The state educational institution shall accept or reject the student based on the standards ordinarily used to decide student enrollments. However, a student in the program may not be refused admission solely because the student has not graduated from a secondary school.
(b) A state educational institution may grant financial assistance to a student for courses taken under this program based on the student's:
(1) financial need; or
(2) academic achievement;
or any other criteria.
(c) A state educational institution shall waive tuition for a student who is:
(1) eligible for free or reduced lunch in high school;
(2) accepted into the program; and
(3) accepted for admission to the state educational institution.
Sec. 7. A student shall receive postsecondary credit toward meeting the degree requirements at the state educational institution at which the student successfully completed a dual credit course. If the student enrolls in a state educational institution other than the state educational institution at which a dual credit course was completed, the other state educational institution:
(1) shall grant credit for courses that are in the core transfer library or subject to an articulation agreement; and
(2) may grant credit for other courses.
Sec. 8. After June 30, 2008, a state educational institution or campus of a state educational institution that offers dual credit courses in liberal arts, professional, or career and technical disciplines must be accredited by the National Alliance of Concurrent Enrollment Partnerships.
http://www.in.gov/legislative/bills/2006/HE/HE1347.1.html
Title: H.B. 1347 Section 10
Source: www.in.gov/legislative
| |
| KS | Signed into law 03/2006 | P-12
Postsec.
Community College | Allows gifted students in grades 9-12 to participate in dual enrollment program (program eligibility previously limited to students in grades 11 and 12). Authorizes technical colleges to participate in dual enrollment program. http://www.kslegislature.org/bills/2006/2575.pdf
Title: H.B. 2575
Source: Lexis-Nexis/StateNet
| |
| MS | Signed into law 03/2006 | P-12
Postsec.
Community College | Authorizes the establishment of a Virtual Public School Program; provides for the creation of high school and university or community college dual enrollment program; provides for the payment of tuition and costs for university and community college level courses; clarifies the course workend to be taken under the program shall be dual credit; requires school district to offer pre-advanced placement courses; requires a report to the Legislature on the teacher education programs in the state.
http://billstatus.ls.state.ms.us/documents/2006/html/HB/1100-1199/HB1130SG.htm
Title: H.B. 1130
Source: Lexis-Nexis/StateNet
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| MS | Signed into law 03/2006 | P-12
Postsec.
Community College | Enacts the Education Reform Act of 2006. Section 11 provides for the creation of high school and university/community college dual enrollment programs. Prescribes conditions for participation, provides for tuition of costs for university/community college courses and clarifies that courses taken under the program willbe dual credit.
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/
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| UT | Vetoed 03/2006 | P-12
Postsec.
Community College | Provisions of the bill authorize Higher Education institutions offering concurrent enrollment programs to charge an amount up to $30 for each credit hour taken by a Public Education student. During FY 2005, a total of 177,658 credit hours were earned by high school students. At $30 per credit hour, higher education institutions may generate approximately $5.3 million to support concurrent enrollment.
http://www.le.state.ut.us/~2006/bills/hbillenr/hb0151.pdf
Title: H.B. 151
Source: http://www.le.state.ut.us
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| VA | Signed into law 03/2006 | P-12
Postsec.
Community College | This bill requires all four-year public higher education institutions to develop articulation, transfer, and dual enrollment and admissions agreements, including dual admissions programs for qualified students to be simultaneously accepted by a community college and, contingent upon the successful completion of an acceptable associate degree program from the community college, by a four-year public institution of higher education. The State Council of Higher Education for Virginia (SCHEV) must include in its guidelines for these agreements conditions required to establish dual admissions programs that set forth the obligations of the students accepted in the programs, including grade point average requirements, acceptable associate degree programs, completion timetables, and the students' access to the privileges of enrollment in both institutions while attending either institution.
http://leg1.state.va.us/cgi-bin/legp504.exe?061+ful+CHAP0379
Title: S.B. 538
Source: http://leg1.state.va.us
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| High School--Early Colleges/Middle Colleges |
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| High School--Exit Exams |
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| High School--GED (General Education Development) |
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| High School--International Baccalaureate |
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| Instructional Approaches |
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