 |
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) |
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| 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 |
| |
| 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) |
| |
| IA | Signed into law 06/2006 | P-12 | Directs school districts and nonpublic accredited schools to report graduation rates using the definition of graduation rate specified by the National Governors Association (NGA). Also directs districts and accredited nonpublic schools to report the following:
(1) the number of students who drop out of school;
(2) the number of students pursuing a high school equivalency diploma; (3) the number of students who were enrolled in the district within the past five years and who received a high school equivalency diploma;
(4) the percentage of students who receive a high school diploma and who were not proficient in reading, mathematics, and science in grade eleven; and
(5) the number of students in the prior year who were enrolled as high school juniors who are within four units of meeting the district's graduation requirements.
Rewrites section 256.7 related to the recommended core high school curriculum. Requires each school district to annually report, beginning with the 2006-2007 school year, the percentage of students graduating from high school who complete the core curriculum. Also requires districts to report, in the comprehensive school improvement plan, how the district plans to increase the number of students completing the recommended core curriculum.
Establishes statewide graduation requirements, beginning with the Class of 2010-2011, of 4 years English, 3 years math, 3 years science and 3 years social studies. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=SF2272
Title: S.B. 2272 - Section 1-4
Source: coolice.legis.state.ia.us
| |
| IA | Signed into law 06/2006 | P-12
Community College | Requires board of directors of each community college to request that a student pursuing or receiving a high school equivalency diploma provide to the community college the student's school district of residence and the last year the student was enrolled in the school district of residence. Requires the community college to annually report the information to the school district of residence. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=SF2272
Title: S.B. 2272 - Section 8
Source: coolice.legis.state.ia.us
| |
| IA | Signed into law 06/2006 | P-12 | Modifies subject areas covered in tests for high school equivalency diploma. States that equivalency diploma tests must cover reading, the arts, language arts, writing, mathematics, science, and social studies.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=SF2272
Title: S.B. 2272 - Section 29
Source: coolice.legis.state.ia.us
| |
| 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
| |
| TN | Signed into law 06/2006 | P-12
Postsec. | Relates to lottery scholarships and grants; provides that a student that is eligible for a HOPE scholarship upon graduation from high school, completion of high school in a home school or obtaining a GED but instead enrolls in a technology center and receives a Wilder-Naifeh technical skills grant shall continue to be eligible for a HOPE scholarship under specified circumstances. Public Chaptered. Chapter No. 980
http://www.legislature.state.tn.us/bills/currentga/BILL/SB2981.pdf
Title: S.B. 2981
Source: Tennessee Legislature
| |
| IL | Signed into law 05/2006 | P-12 | Eliminates the provision that the additional good conduct credit awarded to a prisoner who passes the high school level Test of General Educational Development (GED) while the prisoner is incarcerated applies only if the prisoner receives a GED certificate. Provides that the good conduct credit shall be available only to those prisoners who have not previously earned a high school diploma or a GED. Relates to early release. http://www.ilga.gov/legislation/94/SB/PDF/09400SB2320lv.pdf
Title: S.B. 2320
Source: Lexis-Nexis/StateNet
| |
| VA | Signed into law 03/2006 | P-12 | Allows participation in a general educational development program by court order; excludes from the compulsory school attendance requirements any child who has obtained a GED certificate; adds to the list of those persons who may participate in the GED testing program, persons 16 years of age or older who have been expelled from school and person required by court order to participate in the testing program; does not apply to persons housed in an adult correctional facility.
http://leg1.state.va.us/cgi-bin/legp504.exe?061+ful+CHAP0335
Title: H.B. 347
Source: http://leg1.state.va.us/
| |
| 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 |
| |
| Teaching Quality--Tenure or Continuing Contract |
| |
| Teaching Quality--Unions/Collective Bargaining |
| |
| Technology |
| |
| Technology--Computer Skills |
| |
| Technology--Devices/Software/Hardware |
| |
| Technology--Equitable Access |
| |
| Technology--Funding Issues |
| |
| Technology--Internet Safety |
| |
| Technology--Teacher/Faculty Training |
| |
| Textbooks and Open Source |
| |