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State |
Status/Date |
Level |
Summary |
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 | 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 |
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| Adult Basic Education |
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| Assessment |
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| Assessment--Accommodations |
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| Assessment--Computer Based |
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| Assessment--End-of-Course |
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| Assessment--Formative/Interim |
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| Assessment--High Stakes/Competency |
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| Assessment--Legal Issues |
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| Assessment--Value Added |
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| At-Risk (incl. Dropout Prevention) |
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| At-Risk (incl. Dropout Prevention)--Alternative Education |
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| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
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| Attendance |
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| 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 |
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| Business Involvement |
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| Career/Technical Education |
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| Career/Technical Education--Career Academies/Apprenticeship |
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| Cheating |
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| Choice of Schools--Charter Schools |
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| Choice of Schools--Charter Schools--Closings |
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| Choice of Schools--Charter Schools--Cyber Charters |
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| Choice of Schools--Charter Schools--Finance |
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| 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 |
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| Civic Education--Character Education |
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| Civic Education--Pledge of Allegiance |
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| Class Size |
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| 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 |
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| 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 |
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| High School |
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| High School--Advanced Placement |
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| High School--College Readiness |
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| High School--Dropout Rates/Graduation Rates |
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| High School--Dual/Concurrent Enrollment |
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| High School--Early Colleges/Middle Colleges |
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| High School--Exit Exams |
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| High School--GED (General Education Development) |
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 | High School--Graduation Requirements |
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| MI | Signed into law 12/2006 | P-12 | Makes technical changes to requirements for high school graduation; provides that a parent may request a personal curriculum that modifies student standard requirements; amends provisions regarding a school psychologist; provides for an emancipated minor; provides for special education students. Public Act 623
http://www.legislature.mi.gov/documents/2005-2006/billenrolled/Senate/pdf/2006-SNB-1427.pdf
Title: S.B. 1427
Source: Michigan Legislature
| |
| OH | Signed into law 12/2006 | P-12
Postsec. | Beginning with the 2014-2015 academic year, each state university listed in section 3345.011 of the Revised Code, except for Central state university, Shawnee state university, and Youngstown state university, is to permit a resident of this state who entered ninth grade for the first time on or after July 1, 2010, to begin undergraduate coursework at the university only if the person has successfully completed the Ohio core curriculum for high school graduation. Provides for several exceptions. Beginning with undergraduate students who commence undergraduate studies in the 2014-2015 academic year (for the same institutions), no institution is to receive state operating subsidies for any academic remedial or developmental courses for undergraduate students, included courses prescribed in the Ohio core curriculum for high school graduation, offered at its main campus.
In the 2014-2015 and 2015-2016 academic years, a state university may receive state operating subsidies for academic remedial or developmental courses for not more than three per cent of the total undergraduate credit hours provided by the university at its main campus.
In the 2016-2017 academic year, a state university may receive state operating subsidies for academic remedial or developmental courses for not more than fifteen per cent of the first-year students who have graduated from high school within the previous twelve months and who are enrolled in the university at its main campus, as calculated on a full-time-equivalent basis.
In the 2017-2018 academic year, a state university may receive state operating subsidies for academic remedial or developmental courses for not more than ten per cent of the first-year students who have graduated from high school within the previous twelve months and who are enrolled in the university at its main campus, as calculated on a full-time-equivalent basis.
In the 2018-2019 academic year, a state university may receive state operating subsidies for academic remedial or developmental courses for not more than five per cent of the first-year students who have graduated from high school within the previous twelve months and who are enrolled in the university at its main campus, as calculated on a full-time-equivalent basis. Courses may continue to be offered after the 2018-2019 academic year, but no state subsidies will be permitted.
The Ohio board of regents is required to:
(1) Withhold state operating subsidies for academic remedial or developmental courses provided by a state university as required in order to conform to divisions (B) and (C) of this section;
(2) Adopt uniform statewide standards for academic remedial and developmental courses offered by all state institutions of higher education;
(3) Encourage and assist in the design and establishment of academic remedial and developmental courses by institutions of higher education;
(4) Define "academic year;"
(5) Encourage and assist in the development of articulation and transfer agreements between state universities and other institutions of higher education.
http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_311
Title: S.B. 311 -- Sec. 3345.06
Source: http://www.legislature.state.oh.us
| |
| OH | Signed into law 12/2006 | P-12 | One provision prohibits an honors diploma being granted to a student who is subject to the Ohio core curriculum but elections a lesser curriculum option.http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_311
Title: S.B. 311 - Sec. 3313.61
Source: http://www.legislature.state.oh.us
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| OH | Signed into law 12/2006 | P-12 | Directs the state board of education, in consultation with the Ohio board of regents and the partnership for continued learning, to adopt a statewide plan implementing methods for students to earn units of high school credit based on a demonstration of subject area competency, instead of or in combination with completing hours of classroom instruction. The plan must be adopted by April 2009, and must begin to be phased in during the 2009-2010 school year. The plan must include a standard method for recording demonstrated proficiency on high school transcripts. Authorizes the state board to adopt existing methods for earning high school credit based on a demonstration of subject area competency as necessary prior to the 2009-2010 school year.
See division (J) of section 3313.603: http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_0311
Title: S.B. 311-- Sec. 3313.603 (J)
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 12/2006 | P-12 | Provides that a student who enters grade 9 in the 2010-2011 through 2013-2014 school years may graduate from high school even though the student has not completed the Ohio core curriculum defined in section 3313.603(C) (the Ohio core curriculum will be the statewide high school graduation curriculum effective with the Class of 2014), provided all the following conditions are satisfied:
(1) After the student has attended high school for two years, the student and the student's parent sign a written statement asserting the parent's consent to the student's graduating without completing the Ohio core curriculum and acknowledging that one consequence of not completing the Ohio core curriculum is ineligibility to enroll in most state universities in Ohio without further coursework.
(2) The student and parent fulfill any procedural requirements the school stipulates to ensure the student's and parent's informed consent and to facilitate orderly filing of statements as described above.
(3) The student and the student's parent and a representative of the student's high school jointly develop an individual career plan for the student that specifies the student matriculating to a two-year degree program, acquiring a business and industry credential, or entering an apprenticeship.
(4) The student's high school provides counseling and support for the student related to the individual career plan during the remainder of the student's high school experience.
(5) The student successfully completes, at a minimum, the curriculum required for high school graduation immediately prior to the Class of 2014.
Directs the partnership for continued learning (state P-16 council), in collaboration with the department of education and the Ohio board of regents, to analyze student performance data to determine if there are mitigating factors that warrant extending the above exception to high school classes beyond those entering ninth grade before the 2014-2015 school year, and to submit its findings and any recommendations by August 2014, to specified members of the legislature, the state board of education, and the superintendent of public instruction.
See section 3313.603: http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_0311
Title: S.B. 311-- 3313.603(D)
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 12/2006 | P-12 | Provides that a student in a dropout prevention and recovery program may graduate from high school by completing a competency-based instructional program administered by the dropout prevention and recovery program instead of the Ohio core curriculum. The program must have applied for and received a waiver from the department of education; a waiver will be granted if the program meets all of the following criteria:
(1) The program serves only students between the ages of 16-21.
(2) The program enrolls students who, at the time of their initial enrollment, either, or both, are at least one grade level behind their cohort age groups or experience crises that significantly interfere with their academic progress such that they are prevented from continuing their traditional programs.
(3) The program requires students to attain at least the applicable score designated for each portion of the Ohio graduation test.
(4) The program develops an individual career plan for the student that specifies the student's matriculating to a two-year degree program, acquiring a business and industry credential, or entering an apprenticeship.
(5) The program provides counseling and support for the student related to the individual career plan during the remainder of the student's high school experience.
(6) The program requires the student and the student's parent to sign and file a written statement asserting the parent's consent to the student's graduating without completing the Ohio core curriculum and acknowledging that one consequence of not completing the Ohio core curriculum is ineligibility to enroll in most state universities in Ohio without further coursework.
(7) Prior to receiving the waiver, the program has submitted to the department an instructional plan that demonstrates how the state academic content standards will be taught and assessed.
If the department does not act either to grant the waiver or to reject the program application for the waiver within sixty days, the waiver must be considered granted.
See section 3313.603, division (F): http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_0311
Title: S.B. 311-- Sec. 3313.603(F)
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 12/2006 | P-12 | Increases high school graduation requirements for students entering grade 9 during the 2010-2011 school year (Class of 2014). Increases math units from 3 to 4; requires one unit of Algebra II or its equivalent. Existing 3-unit requirement in science calls for one unit biological sciences and one unit physical sciences. New requirements specify that 3 units science must all be lab sciences that include 1 unit physical sciences, 1 unit biology and 1 unit in one or more of the following: (1) chemistry, physics or other physical science; (2) advanced biology or other life science; or (3) astronomy, physical geology, or other earth or space science.
Division (K) of this section addtionally requires students entering grade 9 for the first time during the 2010-2011 school year (Class of 2014) to complete two semesters of fine arts, which requirement may be completed in any grade 7-12. Students who receive a waiver from the Ohio core graduation requirements, either through a parental agreement or through enrollment in an approved dropout prevention and recovery program, are not required but encouraged to enroll in a fine arts course as an elective.
Division (L) allows local boards to adopt policies excusing any student who has participated in interscholastic athletics, marching band or cheerleading for at least two full seasons during high school from the high school physical education requirement. A student who receives an excusal must complete a half unit of credit in another course of study.
Directs schools to integrate economics and financial literacy into one or more of the existing social studies credit requirements (American history and American government). In developing this integrated curriculum, schools must use available public-private partnerships and resources and materials that exist in business, industry, and through the centers for economics education at institutions of higher education in the state.
Replaces existing 6 units of electives with 5-unit elective requirement. Directs that these be fulfilled by one or any combination of foreign language, fine arts, business, career-technical education, family and consumer sciences, technology, agricultural education, or English language arts, mathematics, science, or social studies courses not otherwise required in the core curriculum.
Clarifies that a student may meet the Ohio core curriculum graduation requirements through a variety of methods, including integrated, applied, career-technical and traditional coursework.
Includes legislative intent: "Ohioans must be prepared to apply increased knowledge and skills in the workplace and to adapt their knowledge and skills quickly to meet the rapidly changing conditions of the twenty-first century. National studies indicate that all high school graduates need the same academic foundation, regardless of the opportunities they pursue after graduation. The goal of Ohio's system of elementary and secondary education is to prepare all students for and seamlessly connect all students to success in life beyond high school graduation, regardless of whether the next step is entering the workforce, beginning an apprenticeship, engaging in post-secondary training, serving in the military, or pursuing a college degree."
See section 3313.603: http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_0311
Title: S.B. 311-- Sec. 3313.603(A), (B), (C) Part 1, (K) adn (L)
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 12/2006 | P-12 | Requires local boards to adopt procedures for notifying each high school student's parent of the requirements of the Ohio core curriculum (high school graduation requirements effective with the Class of 2011) and that a consequence of not completing the 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
Source: www.legislature.state.oh.us
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| OR | Adopted 12/2006 | P-12 | Increases the diploma requirements for mathematics from 2 credits to 3 credits and English from 3 credits to 4 credits. http://arcweb.sos.state.or.us/rules/0107_Bulletin/0107_ch581_bulletin.html (bottom of page)
Title: OAR 581-022-1130
Source: Lexis-Nexis/StateNet
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| MD | Adopted 11/2006 | P-12 | Amends rules to the Board of Education. Allows students to use American Sign Language as an alternative to foreign language in fulfilling graduation requirements. MARYLAND 10858
http://www.dsd.state.md.us/comar/13a/13a.03.02.04.htm
Title: COMAR 13A.03.02.04
Source: Maryland Rules
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| TX | Adopted 11/2006 | P-12 | Increases the requirements for the Recommended and Distinguished high school curriculum options effective with the Class of 2011. Increases the total number of units required for both these options from 24 to 26. Increases Carnegie unit requirements in both math and science from 3 to 4. For Recommended program, requires 4th unit math to be selected from any of 12 courses, many of which are above Algebra II. For Distinguished program, requires 4th unit to be chosen from units above Algebra II (in addition to existing 3-unit sequence for both programs of Algebra I, II and geometry).
Requires 4 units in Distinguished program to include 1 unit biology, 1 unit chemistry and 1 unit physics, with 4th unit chosen from state-specified lab sciences. Effective with the Class of 2016, requires 3 non-elective science units in Recommended program to meet these criteria (4th lab science may be selected from larger pool of lab sciences).
http://info.sos.state.tx.us/pls/pub/readtac$ext.ViewTAC?tac_view=5&ti=19&pt=2&ch=74&sch=F&rl=Y
Title: TX 19 TAC 74.61 through 74.64
Source: info.sos.state.tx.us
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| WV | Adopted 11/2006 | P-12 | Effective for incoming freshmen beginning the 2008-2009 school year, increases high school graduation requirements to include 4 credits of reading and English language arts, 4 credits of mathematics, 4 credits of social studies, and 3 credits of science. The science credits must include Physical Science, Biology or Conceptual Biology, and Chemistry or Conceptual Chemistry. Eliminates the "entry" pathway concentration. http://wvde.state.wv.us/policies/p2510.pdf (see pg. 18)
Title: Title 126, Series 42
Source: http://wvde.state.wv.us/policies/
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| UT | Adopted 09/2006 | P-12 | Requires public schools to accept credit and grades from schools accredited by Northwest Association of Accredited Schools. http://www.rules.utah.gov/publicat/bulletin/2006/20060701/28809.htm
Title: R277-705-3
Source: Lexis-Nexis/StateNet
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| UT | Adopted 09/2006 | P-12 | Outlines core curriculum requirements for K-12; increases the state minimum required units of credit for high school graduation in language arts from 3 to 4, and in mathematics and science from 2 to 3 effective for students graduating in the 2010-2011 school year. http://www.rules.utah.gov/publicat/code/r277/r277-700.htm
Title: R277-700
Source: Lexis-Nexis/StateNet
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| 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
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| CA | Signed into law 08/2006 | P-12 | Requires the State Board of Education to establish a liaison with the U.S. Department of Defense and school districts to examine course credit transfer issues and establish guidelines for course credit transfer, and to help integrate military dependents into new schools, to establish procedures to assist military dependents in meeting local graduation requirement, and create model memorandums of agreement between military bases and districts or county offices of education. Relates to a transfer policy.
http://www.leginfo.ca.gov/pub/bill/asm/ab_2101-2150/ab_2102_bill_20060823_enrolled.pdf
Title: A.B. 2102
Source: California Legislature
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| DE | Adopted 08/2006 | P-12 | Effective with the Class of 2011, increases the number of units of math for high school graduation from 3 to 4, and specifies that those units be completed in geometry, Algebra I and Algebra II. Eliminates unit requirement in computer literacy; directs computer literacy to become a component of the middle school curriculum. Also requires all students in the Class of 2011 to have an Individual Learning Plan. Directs all high schools, beginning with the 2007-2008 school year, to establish Instructional Support Teams to monitor student progress and to recommend and arrange support services. Mandates that any student not making satisfactory progress in courses required for graduation in English, math, science or social studies must receive support services.
Effective with the Class of 2013, increases the number of units for high school graduation from 22 to 24, and requires all students to complete 2 units in a foreign language.
http://www.state.de.us/research/register/september2006/final/10%20DE%20Reg%20547%2009-01-06.htm#P9_175
Title: DE 14 DAC 505
Source: www.state.de.us/research/register/september2006
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| UT | Adopted 08/2006 | P-12 | Amends graduation requirements effective with the Class of 2011. Increases required English units from 3 to 4; increases required math and science units from 2 to 3. Increases minimum number of units for high school graduation to 24.
Starting page 6 of 9: http://www.usoe.k12.ut.us/BOARD/summary/R277-700-final.pdf
Title: R277-700-6
Source: www.usoe.k12.ut.us
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| TX | Adopted 07/2006 | P-12 | Allows for students who are at higher proficiency levels to meet the graduation requirements by taking higher level language courses. Clarifies that Tech prep is a program of study, not a course. TEXAS 99898
Title: 19 TAC 2.74.D.74.43, .44
Source: Texas Regulations
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| VA | Rule Adoption 07/2006 | P-12 | Amends regulations establishing standards for accrediting public schools in Virginia. The amendments include additional options for students to meet the requirements for graduation; change the methodology for calculating accreditation ratings; create greater flexibility for transfer students; add more rigorous benchmarks for accreditation; and better define sanctions for schools, superintendents, and school boards if a school loses its accreditation. Revisions also require all elementary and middle schools to require students to participate in a program of physical fitness during the regular school year in accordance with guidelines established by the Board of Education. Changes made to the proposed regulations (i) add defined terms and clarify existing terms; (ii) clarify that students who are limited English proficient (LEP) may be granted an exemption from Standards of Learning (SOL) testing in the areas of writing, science, and history and social science; (iii)add a provision encouraging elementary schools to provide instruction in foreign languages; (iv) allow advanced courses to include Cambridge courses, in addition to Advanced Placement, International Baccalaureate, and college level courses for degree credit; (v) beginning with the academic year 2008-2009, limit middle school teachers to a teaching load of no more than 25 class periods a week; (vi) restore language removed in the proposed regulation regarding teachers of block programs that encompass more than one class period with no more than 120 student periods per day may teach 30 class periods per week; (vii) add a provision for one planning period per day or equivalent for middle and secondary teachers; (viii) cross reference the responsibility of the division superintendent in reporting compliance with preaccreditation eligibility requirements; and (ix) repeal Appendix I, which is expired. http://legis.state.va.us/codecomm/register/vol22/iss24/f8v20131.doc
Title: 8 VAC 20-131-10 thru -320 non seq.
Source: http://legis.state.va.us/codecomm/register/vol22/iss24/v22i24.pdf (pg. 137 of 336)
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| 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
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| IA | Signed into law 06/2006 | P-12 | Directs the department of education to use funds appropriated for graduation requirements under division II of the bill to assist districts with the implementation of graduation requirements established pursuant to section 256.7, subsection 26, as amended by 2006 Iowa Acts, Senate File 2272, if enacted (model core curriculum). Directs the department to survey school districts on their readiness for implementation of the requirements. Directs the department to review Iowa law and administrative rules and policies to determine if changes are necessary or beneficial to implement the graduation requirements. Requires the department to submit its findings and recommendations in a report to the chairpersons and ranking members of the senate and house of representatives standing education committees and to the chairpersons and ranking members of the joint appropriations subcommittee on education by January 1, 2007. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=HF2792
Title: H.B. 2792 - Section 33 and 50
Source: coolice.legis.state.ia.us
| |
| IA | Signed into law 06/2006 | P-12 | Requires each high school student's plan for completing the core curriculum to include career options and to identify the coursework needed in grades nine through twelve to support the student's postsecondary education and career options. Provides that if the pupil is under eighteen years of age, the pupil's parent or guardian must sign the core curriculum plan developed with the student and the signed plan must be included in the student's records. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=SF2272
Title: S.B. 2272 - Section 13
Source: coolice.legis.state.ia.us
| |
| IL | Signed into law 06/2006 | P-12 | Requires the state board to develop curricula, materials, and guidelines for school boards to use in implementing a program of instruction on financial literacy within current courses offered in public high schools. Creates the Financial Literacy Fund as a special fund in the state treasury. Provides that all money in the fund shall be used to award grants to school districts for the following purposes:
(1) Defraying the costs of financial literacy training for teachers.
(2) Rewarding a school or teacher who wins or achieves results at a certain level of success in a financial literacy competition.
(3) Rewarding a student who wins or achieves results at a certain level of success in a financial literacy competition.
(4) Funding activities, including books, games, field trips, computers, and other activities, related to financial literacy education.
Authorizes local boards to establish a special fund in which to receive public funds and private contributions for the promotion of financial literacy.
Urges the state board, upon the next comprehensive review of the Illinois Learning Standards, to include the basic principles of personal insurance policies and understanding simple contracts. http://www.ilga.gov/legislation/94/SB/PDF/09400SB2191lv.pdf
Title: S.B. 2191
Source: www.ilga.gov
| |
| AL | Rule Adoption 05/2006 | P-12 | Establishes rules providing consistency with the Alabama High School Diploma option format and alignment of the required one-half credit of Computer Applications, which will allow the student to choose an additional one-half credit elective. Defines the three required sequenced program of courses necessary to meet completer and concentrator status, which have been negotiatedwith and approved by the U.S. Department of Education, Office of Vocational andAdult Education.
Title: AAC 290-3-1-.02 (8)(h)1,2
Source: Lexis-Nexis/StateNet
| |
| FL | Signed into law 05/2006 | P-12 | Defines secondary schools as those serving grades 6-12. Specifies that the following guiding principles must be used in the annual preparation of each secondary school's improvement plan:
(a) Struggling students, especially those in failing schools, need the highest quality teachers and dramatically different, innovative approaches to teaching and learning.
(b) Every teacher must contribute to every student's reading improvement.
(c) Quality professional development provides teachers and principals with the tools they need to better serve students.
(d) Small learning communities allow teachers to personalize instruction to better address student learning styles, strengths, and weaknesses.
(e) Intensive intervention in reading and math must occur early and through innovative delivery systems.
(f) Parents need access to tools they can use to monitor their child's progress in school, communicate with teachers, and act early on behalf of their child.
(g) Applied and integrated courses help students see the relationships between subjects and relevance to their futures.
(h) School is more relevant when students choose courses based on their goals, interests, and talents.
(i) Master schedules should not determine instruction and must be designed based on student needs, not adult or institutional needs.
(j) Academic and career planning engages students in developing a personally meaningful course of study so they can achieve goals they have set for themselves.
Requires local boards to adopt policies to address:
(a) Procedures for placing and promoting grade 6-12 students entering from out of state or from a foreign country, including a review of the student's prior academic performance.
(b) Alternative methods for students to demonstrate competency in required courses and credits, with special support for students who have been retained.
(c) Applied, integrated, and combined courses that provide flexibility for students to enroll in courses that are creative and meet individual learning styles and student needs.
(d) Credit recovery courses and intensive reading and math intervention courses based on student performance on the FCAT. These courses should be competency based and offered through innovative delivery systems, including computer-assisted instruction. Districts should use learning gains as well as other appropriate data and provide incentives to identify and reward high-performing teachers who teach credit recovery and intensive intervention courses.
(e) Grade forgiveness policies that replace a grade of "D" or "F" with a grade of "C" or higher earned subsequently in the same or a comparable course.
(f) Summer academies for students to receive intensive reading and mathematics intervention courses or competency-based credit recovery courses. A student's participation in an instructional or remediation program prior to or immediately following entering grade 9 for the first time shall not affect that student's classification as a first-time 9th grader for reporting purposes.
(g) Strategies to support teachers' pursuit of the reading endorsement and emphasize reading instruction professional development for content area teachers.
(h) Creative and flexible scheduling designed to meet student needs.
(i) Procedures for high school students who have not prepared an electronic personal education plan to prepare such plan.
(j) Tools for parents to regularly monitor student progress and communicate with teachers.
(k) Additional course requirements for promotion and graduation which may be determined by each school district in the student progression plan and may include additional academic, fine and performing arts, physical education, or career and technical education courses in order to provide a complete education program.
Requires the department to:
(a) By February 1, 2007, increase the number of approved applied, integrated, and combined courses available to districts.
(b) By the beginning of the 2006-2007 school year, make available a professional development package designed to provide the information that content area teachers need to become proficient in applying scientifically based reading strategies through their content areas.
(c) Share best practices for providing a complete education program to students enrolled in course recovery, credit recovery, intensive reading intervention, or intensive math intervention.
(d) Expedite assistance and decisions and coordinate policies throughout all divisions within the department to provide districts with support to implement the Florida Secondary School Redesign Act.
(e) Use data to provide the Legislature with an annual longitudinal analysis of the success of this reform effort, including the progress of 6th grade students and 9th grade students scoring at Level 1 on FCAT Reading or FCAT Math.
Directs the commissioner of education to create and implement the Secondary School Improvement Award Program to reward public secondary schools that demonstrate continuous student academic improvement and show the greatest gains in student academic achievement in reading and math.
Pages 35-39 of 160: http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 - Section 19
Source: www.myfloridahouse.gov
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| FL | Signed into law 05/2006 | P-12 | Amends high school graduation requirements effective for the Class of 2011. Adds "reading for information" as area of major concentration in 4 units of English required. Increases math requirement from 3 to 4 units and encourages districts to set specific goals to increase enrollments in, and successful completion of, geometry and Algebra II. Deletes specifications regarding 1 unit world history, .5 unit of economics and .5 unit U.S. government requirements. Deletes 1 unit choice of practical arts career ed, performing fine arts, or .5 unit each. Adds 1 unit fine arts requirement. Deletes .5 unit life management skills. Deletes existing specifications regarding unit of p.e. and adds specification that 1 unit p.e. must include "integration of health."
Replaces 8.5 unit electives requirement with 8 unit electives requirement, to be completed through 4 units in a major area of interest, and 4 units in elective courses chosen by the student. Defines "major area of interest" as sequential courses in a career and technical program, fine and performing arts, or academic content area, selected by the student as part of the education plan. Defines "minor area of interest" as 3 units chosen by the student as part of the student's education plan. Allows students to revise major areas of interest each year. Requires local boards to annually approve major areas of interest and submit the list of majors to the commissioner of education for approval. Provides that upon approval, each district's major areas of interest must be available for use by all districts and must be posted on the department's Web site. Allows 4 elective units to be completed by a second major area of interest, a minor area of interest, elective courses, intensive reading or math intervention courses, or credit recovery courses.
Requires a student to complete an intensive reading course following each year the student scores at Level 1 on FCAT reading. Provides that placement of Level 2 readings in either an intensive reading course or a content area course in which reading strategies are delivered must be determined by diagnosis of reading needs. Requires the department to provide guidance on appropriate strategies for diagnosing meeting the varying instructional needs of students reading below grade level. Requires reading courses to be designed and offered in accordance with the comprehensive reading plan required by s. 1302 1011.62(8).
Requires a student to participate in remediation following each year a student scores at Level 1 or 2 on FCAT Math. Specifies these courses may be taught through applied, integrated or combined courses. Requires credit recovery courses to be offered so that students can simultaneously earn an elective credit and the recovered credit.
Adds that in lieu of the specified 24 units, students may complete graduation requirements through an Advanced International Certificate of Education (AICE) curriculum.
Requires students to be advised of eligibility requirements for state scholarship programs and postsecondary admissions.
Pages 47-50 of 160: http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 - Section 23 (1) and (2)
Source: www.myfloridahouse.gov
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| FL | Signed into law 05/2006 | P-12 | Requires local boards to modify basic courses, as necessary, to to assure exceptional students the opportunity to meet the graduation requirements for a standard diploma, using one of the following strategies:
1. Assignment of the exceptional student to an exceptional education class for instruction in a basic course with the same student performance standards as those required of nonexceptional students in the district student progression plan; or
2. Assignment of the exceptional student to a basic education class for instruction modified to accommodate the student's exceptionality.
Requires local boards to determine which strategies to use based on an assessment of the student's needs and requires this decision to be reflected in the student's individual education plan.
Directs the state board to adopt rules on test accommodations and modifications of procedures for students with disabilities that demonstrate the student's abilities rather than reflect the student's impaired sensory, manual, speaking, or psychological process skills.
Requires a student with disabilities who meets all state and local course, grade point average and testing requirements to be awarded a standard diploma. Provides that a student who completes the course requirements but is unable to meet the testing requirements, additional local requirements or minimum grade point average to be awarded a certificate of completion. Allows a student entitled to a certificate of completion to remain in school as a full- or part-time student for up to 1 additional year and receive special instruction designed to remedy his/her identified deficiencies.
Requires each district to provide instruction to prepare students with disabilities to demonstrate proficiency in the skills and competencies necessary for successful grade-to-grade progression and high school graduation. Allows a student with a disability whose IEP team determines the FCAT cannot accurately measure the student's abilities to have the FCAT diploma requirement waived to receive a standard diploma, provided the student completes the course requirements and does not earn a passing score on the FCAT after one opportunity each in grades 10 and 11.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 - Section 23 (3) - (8)
Source: www.myfloridahouse.gov
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| FL | Signed into law 05/2006 | P-12 | Amends requirements for 3-year diplomas effective with the Class of 2010. Eliminates honors classes and classes weighted by the district for class ranking purposes (that do not fall under any of the other allowed categories) from options from which students must choose to complete 6 of the 18 units. Eliminates requirement that a student, prior to selecting a 3-year diploma option, have achieved at least a 3 on the reading, math and writing components of the FCAT.
Pages 53-59 of 160: http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 - Section 24
Source: www.myfloridahouse.gov
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| IN | Emergency Rule Adoption 05/2006 | P-12 | Clarifies that a student who as earned an international baccalaureate degree is eligible to receive an academic honors diploma. http://www.in.gov/legislative/iac/xml/old-ir/Vol29/10Jul/06E511060163.pdf
Title: 511 IAC 6-7-6.5
Source: www.in.gov
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| MN | Signed into law 05/2006 | P-12 | Requires the commissioner of education to revise and align the state's academic standards and high school graduation requirements in various years. Certain requirements for each subject area specified. The commissioner must revise and appropriately embed technology and information literacy standards. Years and subjects that the commissioner must revise and align state academic standards: (1) Mathematics, 2006-07: (2) Arts, 2007-08; (3) Science, 2008-09; (4) Language Arts, 2009-10; and (5) Social Studies, 2010-11. Districts and charter schools must revise and align local academic standards and high school graduation requirements in health, physical education, world languages and career and technical education to require students to complete the revised standards beginning in a school year determined by the school district or charter school. School districts and charter schools must formally establish a periodic review cycle for the academic standards and related benchmarks.
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=S2994.4.html&session=ls84
Title: S.B. 2994
Source: http://www.revisor.leg.state.mn.us/
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| NY | Adopted 05/2006 | P-12 | Amends requirements for Regents or local high school and Regents diploma with avanced designation.
Regents or local high school diploma:
Three units of credit of mathematics more advanced than 8th grade level and that meet commencement-level learning standards as determined by the commissioner, provided that no more than two credits may be earned for any Integrated Algebra, Geometry, or Algebra 2 and Trigonometry commencement level mathematics course;
Advanced Designation:
Students entering 9th grade prior to September 2009 must pass two of the three commencement level Regents examinations in mathematics through one of the following combinations: Mathematics A and Mathematics B, or Mathematics A and Algebra 2 and Trigonometry (or the three Regents examinations titled Course I, Course II and Course III or the two Regents examinations titled Mathematics A and Course III). Students entering 9th grade in September 2009 and thereafter must pass all three commencement level Regents examinations in mathematics titled Mathematics A or Integrated Algebra, Geometry, and Algebra 2 and Trigonometry.
Students who first enter 9th grade in September 2009 and thereafter who complete all coursework and testing requirements for the Regents diploma with advanced designation in mathematics and/or science, and who pass, with a score of 85 or better, three commencement level Regents examinations in mathematics and/or three commencement level Regents examinations in science, will earn a Regents diploma with advanced designation, with an annotation on the diploma that denotes mastery in mathematics and/or science, as applicable.
http://www.regents.nysed.gov/2006Meetings/May2006/0506emscvesida2.htm
Title: Title 8 NYCRR section 100.5
Source: http://www.regents.nysed.gov/
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| OK | Signed into law 05/2006 | P-12 | Shifts 2005 changes in high school graduation requirements from section 11-111 to 11-103.6 of education code. Defines the graduation requirements effective for the Class of 2010 as the "college preparatory/work ready" curriculum. Modifies 3 units social studies requirements to require 1 unit U.S. history, .5 unit Oklahoma history and .5 unit U.S. government and 1 unit chosen from history, government, geography, economics, civics or non-Western culture (former 2010 graduation requirements called for 1 unit U.S. history and 2 units chosen from the above social studies elective areas). Specifies that social studies units must be approved for college admission requirements.
Clarifies that in lieu of the graduation requirements effective with the Class of 2010, a student may enroll in the requirements effective before the Class of 2010 with a parent's written approval. Authorizes school districts to require a parent to meet with a designee of the school prior to enrollment in the pre-2010 curriculum option. Directs the department of education to develop and distribute to districts a form suitable for this purpose, which must include information on the benefits to students of completing the college preparatory/work ready curriculum.
Requires the department to report by school and district the number of students completing the core curriculum.
http://webserver1.lsb.state.ok.us/2005-06bills/SB/SB1792_ENR.RTF
Title: S.B. 1792 - Section 2
Source: webserver1.lsb.state.ok.us
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| IA | Signed into law 04/2006 | P-12 | Requires the department of cultural affairs to develop an Iowa studies professional development plan that includes professional development materials and training measures to provide teachers in the state with effective ways to infuse Iowa studies into their classrooms. Requires that the materials developed include an Iowa studies curriculum that each local board may choose to integrate into the district's high school social studies requirements. Mandates that the curriculum include lesson plans covering Iowa history, civics, government, and heritage studies, and that the curriculum contain enough content for the course to fulfill at least .5 unit of credit.
Requires the director of the department of cultural affairs to establish an Iowa studies committee to:
(1) Inform school districts, accredited nonpublic schools, and area education agencies of the Iowa studies professional development plan;
(2) Develop partnerships with organizations such as nonprofit history or humanities organizations, civic organizations, libraries, and the business community to support and promote Iowa studies statewide;
(3) Establish evaluation criteria for the Iowa studies professional development plan, including teacher and student evaluation and curriculum and plan effectiveness, which may include a survey of student participation in civic activities and involvement in the election process.
(4) Develop a strategy and plan to implement the Iowa studies professional development plan and curriculum in a limited number of schools and area education agencies across the state. Specifies that participation by a school or area education agency must be voluntary, but that a school or area education agency selected to participate in the plan must agree to participate in the evaluation component conducted by the Iowa studies committee.
Establishes membership of the Iowa studies committee. Requires the committee to:
a. Conduct an evaluation of the Iowa studies professional development plan using the evaluation criteria established by the committee.
b. Submit, for school years ending on or before June 30, 2009, an annual status report on the utilization of the Iowa studies professional development plan in school districts and accredited nonpublic schools to the chairpersons and ranking members of the senate and house committees on education. This report must include the number of schools utilizing the plan.
c. Submit its findings and recommendations in a final report based upon the evaluation data to the chairpersons and ranking members of the senate and house committees on education by January 15, 2010.
Repeals these provisions effective July 1, 2010. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=SF2320
Title: S.B. 2320
Source: coolice.legis.state.ia.us
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| IL | Adopted 04/2006 | P-12 | Changes reference to "career education" to "career and technical education." Clarifies differences between courses high schools must offer, courses students must take, and courses students must pass to graduate. Clarifies that all high school students must take a course in American patriotism and the principles of representative government, as enunciated in the American Declaration of Independence, the Constitution of the United States of America and the Constitution of the State of Illinois, and the proper use and display of the American flag for not less than one hour per week, or the equivalent.
Adds policy that a student may be permitted to retake a course that he or she has already successfully completed (for example, to earn a better grade) but that credit may not be awarded more than once for completion of the same course, and the same course may not be counted more than once toward
fulfillment of the state high school graduation requirements.
Establishes criteria for approval of a "writing intensive" course as required for high school graduation effective with the Class of 2010. Pages 483-496 of 705 http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue18.pdf
Title: 23 IAC 1.440
Source: www.cyberdriveillinois.com
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| MI | Signed into law 04/2006 | P-12 | Provides for required high school curriculum; provides that beginning with pupils schedule to graduate from high school in 2010, a student may not receive a high school diploma unless the student completes 4 units of math, including algebra I, geometry and algebra II, or an or an integrated sequence of this course content that consists of 3 credits, and an additional math unit chosen from trigonometry, statistics, precalculus, calculus, applied math, accounting, business math, or a retake of algebra II. Requires each student to complete at least 1 math course during his or her final year of high school enrollment.
Requires students to complete at least 3 units social studies, including 1 unit U.S. history and geography, 1 unit world history and geography, 1/2 unit economics, and civics; 1 unit health/physical education; and 1 unit visual arts, performing arts, or applied arts.
Requires students to complete an online course or learning experience. Districts and charter schools must provide the basic level of technology and internet access required by the state board to complete the online course or learning experience. To complete this requirement, a student must do one of the following:
(i) Complete at least 1 course or learning experience that is presented online, as defined by the department.
(ii) The student's district or charter school has integrated an online experience throughout the high school curriculum by ensuring that each teacher of each course that provides the required units of the high school graduation requirements has integrated an online experience into the course.
Effective with the class of 2016, requires students to complete 2 units foreign language or at any time during grades K to 12 course work or other learning experiences that are substantially equivalent to 2 units foreign language, including American sign language.
Provides that a district may require a student to pass subject area assessments or the Michigan merit exam to receive a high school diploma, or may require a student to participate in the MIAccess assessments if appropriate for the student. Requires schools to base determination of whether a student has completed the department subject area content expectations or guidelines that apply to a unit at least in part on the student's performance on the assessments developed or selected by the department under section 1278b or on 1 or more assessments developed or selected by the school that measure a student's understanding of the subject area content expectations or guidelines that apply to the unit.
Directs schools to award credit to a student who demonstrate content area proficiency on an assessment.
Authorizes the state superintendent to designate up to 15 "specialty schools" that are exempt from the statewide graduation requirements in English and social studies. To be designated a specialty school, requires the school to (1) incorporate a significant reading and writing component throughout its curriculum and (2) use a specialized, innovative, and rigorous curriculum in such areas as performing arts, foreign language, extensive use of internships, or other learning innovations that conform to pioneering innovations among other leading national or international high schools. As a condition of continuing status as a speciality school, requires each such school to meet the following requirements:
(1) Students' mean ACT scores in math and science exceed by at least 10% the mean scores of students in the largest district in the state;
(2) Maintain a minimum 85% graduation rate;
(3) Have at least 75% of the previous year's graduates enroll in a postsecondary institution.
Specifies that students in specialty schools must complete the statewide math requirement and must complete an additional unit of science for a total of 4 science units.
http://www.legislature.mi.gov/documents/2005-2006/publicact/pdf/2006-PA-0124.pdf
Title: S.B. 1124
Source: www.legislature.mi.gov
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| MI | Signed into law 04/2006 | P-12 | Establishes statewide high school graduation requirements effective with the class of 2010, including 4 units English; 3 units science, including biology and either chemistry or physics. Strongly encourages students to complete a fourth credit in science, such as forensics, astronomy, Earth science, agricultural science, environmental science, geology, physics or chemistry, physiology, or microbiology.
Directs the department to develop content area expectations in each of the subject areas required for high school graduation. Requires the process to include input from a number of stakeholder groups, including representatives from 4-year colleges or universities, community colleges, and other postsecondary institutions; from the business community; and from vocational and career and technical education providers
Directs the department to determine the basic level of technology and internet access required for students to complete the online course or learning experience requirement set forth in S.B. 1124 http://www.legislature.mi.gov/documents/2005-2006/publicact/pdf/2006-PA-0124.pdf and determine the assessments through which students may demonstrate proficiency. Requires the department to develop material to assist schools in implementing the graduation requirements here and in S.B. 1124, including guidelines for alternative instructional delivery methods.
Authorizes a parent to request a personal curriculum for the student that modifies certain graduation requirements. Establishes a procedure for this process. Bars a personal curriculum from deviating from the statewide English and science requirements. Establishes limitations on the modifications possible to the math, social studies, health/physical education and arts graduation requirements in a personal curriculum.
Authorizes schools to provide the high school graduation requirement curriculum through alternative instructional delivery methods such as alternative course
work, humanities course sequences, career and technical education, industrial technology courses, or vocational education, or by a combination of these. Encourages schools operating career and technical education programs to integrate the high school graduation requirements into those programs.
Beginning with the 2008-2009 school year, links a high school's accreditation to its offering of the curriculum necessary to fulfill high school graduation requirements. Provides that if a school does not offer all the required credits, the school must ensure student access to the required units via alternate means, such as dual enrollment; enrollment in an online course; a cooperative arrangement with a neighboring school district or with a public school academy; or granting approval for the student to be counted in membership in another school district.
If a student is not successfully completing a unit required for graduation, or is identified as being at risk of withdrawing from high school, requires the student's district or charter school to notify the student's parent of the availability of tutoring or other supplemental educational support and counseling services that may be available to the student under existing state or federal programs, such as those programs or services available under section 31a of the state school aid act of 1979, MCL 388.1631a, or under the No Child Left Behind Act of 2001.
Mandates that units required for high school graduation be taught by highly qualified teachers. Provides that if a district or charter school demonstrates to the
department that it is unable to do so because it is unable to hire enough highly qualified teachers, the department must work with the district or charter school to develop a plan to allow it to hire enough highly qualified teachers to meet the highly qualified teachers requirement.
Requires schools to ensure that each grade 7 student has the opportunity to develop an educational development plan, and that each student has developed
an educational development plan before he or she begins high school. Mandates that an educational development plan be developed by the student under the supervision of the student's school counselor or another qualified designee qualified selected by the high school principal and be based on a career pathways program or similar career exploration program.
Allows districts and charter schools unable to implement all of the curricular requirements to apply to the department for permission to phase in one or more of the requirements. Provides that if a district or charter school does not offer all of the required credits or provide options to have access to the required credits and legislation is enacted to allow districts and charter schools to apply for a contract that waives certain state or federal requirements, then the school district or public school academy is encouraged to apply for a contract to improve student performance.
Clarifies that students may complete high school graduation requirements through advanced studies such as accelerated course placement, advanced placement, dual enrollment in a postsecondary institution, or participation in the international baccalaureate program or an early college/middle college program.
Requires the department to submit an annual report to the legislature that evaluates the overall success of the new graduation requirements, the rigor and relevance
of the course work required by the curriculum, the ability of public schools to implement the curriculum and the required course work, and the impact of the curriculum on pupil success, and that details any activities the department has undertaken to implement these requirements and the requirements in S.B.1124 or to assist public schools in implementing the new graduation requirements. http://www.legislature.mi.gov/documents/2005-2006/publicact/pdf/2006-PA-0123.pdf
Title: H.B. 5606
Source: www.legislature.mi.gov
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| MS | Signed into law 04/2006 | P-12 | Directs the department of education to design and implement an alternative high school diploma for students who are interested in direct entry into the workforce immediately following high school graduation.
http://billstatus.ls.state.ms.us/documents/2006/html/HB/0200-0299/HB0214SG.htm
Title: H.B. 214
Source: http://billstatus.ls.state.ms.us/
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| IN | Signed into law 03/2006 | P-12 | Allows districts that before January 1, 2006 purchased U.S. savings bonds for graduates who earned an academic honors diploma to continue to do so for students graduating in 2006 and 2007. http://www.in.gov/legislative/bills/2006/SE/SE0231.1.html
Title: S.B. 231
Source: Lexis-Nexis/StateNet, www.in.gov/legislative
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| 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
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| IN | Signed into law 03/2006 | P-12 | Requires to state board to adopt rules to amend the academic honors course requirement rules to allow for a high school student who has earned an international baccalaureate degree to be eligible to receive an academic honors diploma. Allows the board to adopt emergency rules to carry out the intent of this subsection.
http://www.in.gov/legislative/bills/2006/HE/HE1347.1.html
Title: H.B. 1347 Section 17
Source: www.in.gov/legislative/bills
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| WA | Signed into law/partial veto 03/2006 | P-12 | Declares an intent to create a rigorous, high quality career and technical high school graduation option that assures students meet state standards in fundamental academic content areas, but also reflects nationally recognized standards for the knowledge and skills needed to pursue employment and careers in technical fields, and provides students with flexibility in other areas such as social studies, health and fitness, or the arts. It is the legislature's intent that the career and technical education within the new graduation option be extensive and reflective of a significant, multiyear commitment by the student. Requires each high school or school district board of directors to adopt course equivalencies for career and technical high school courses offered to students at the high school. A career and technical course equivalency may be for whole or partial credit. Each school district board of directors shall develop a course equivalency approval procedure. Provides that career and technical courses determined to be equivalent to academic core courses, in full or in part, by the high school or school district shall be accepted as meeting core requirements, including graduation requirements, if the courses are recorded on the student's transcript using the equivalent academic high school department designation and title. Full or partial credit shall be recorded as appropriate. Directs the superintendent of public instruction to develop a list of approved career and technical education programs that qualify for the high school graduation option under RCW 28A.230.090. Programs on the list must meet the following minimum criteria: (1) Lead to a certificate or
credential that is state or nationally recognized by trades, industries, or other professional associations as necessary for employment or advancement in that field; (2) Require a sequenced progression of multiple courses, both exploratory and preparatory, that are vocationally intensive and rigorous; and (3) Have a high potential for providing the program completer with gainful employment or entry into a postsecondary work force training program.
Partial veto message: http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Vetoes/2973-S.VTO.pdf
http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Session%20Law%202006/2973-S.SL.pdf
Title: H.B. 2973
Source: http://www.leg.wa.gov/
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| KY | Adopted 02/2006 | P-12 | Section 2: Effective with the Class of 2012: Requires 3rd unit of math to be completed in Algebra II and bars student from receiving math credit for prealgebra course (prealgebra may be applied toward elective credit). Requires 3 units of science to be lab-based. Replaces reference to life science mandate with reference to biological science mandate and includes unifying concepts as component of mandated high school science curriculum. Specifies content to be included in health, physical education, and history and appreciaton of visual and performing arts credits for high school graduation. Replaces reference to 7 units electives with reference to 7 units "academic and career interest standards based learning experiences." Requires 4 of these 7 units to include standards-based learning experiences in an academic or career interest based on the student's Individual Learning Plan. Requires students to demonstrate competency in technology to be eligible for high school graduation.
Section 4: Allows local boards to award credit for high school graduation based on satisfactory demonstration of proficiency. Allows students in grades 5-8 to receive high school credit provided the content is high school-level and the district has criteria in place to determine that the middle grades student is capable of success in the high school course. Requires local boards to establish policies for awarding performance-based credit that meet specified criteria, including the extent to which state assessments will be used in the local performance-based credit system.
http://www.lrc.ky.gov/kar/704/003/305reg.htm
Title: 704 KAR 3:305 (section 2 and 4)
Source: www.lrc.ky.gov/kar
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| High School--International Baccalaureate |
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| Instructional Approaches |
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| Instructional Approaches--Constructivism |
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| Instructional Approaches--Homeschooling |
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| Instructional Approaches--Problem Based Learning |
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| Instructional Approaches--Single-Sex Education |
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| Integrated Services/Full-Service Schools |
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| Leadership |
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| Leadership--District Superintendent |
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| Leadership--Principal/School Leadership |
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| Leadership--Principal/School Leadership--Certification and Licensure |
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| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
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| Leadership--Principal/School Leadership--Preparation |
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| Leadership--Principal/School Leadership--Recruitment and Retention |
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| Middle School |
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| Minority/Diversity Issues |
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| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
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| Minority/Diversity Issues--Hispanic |
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| No Child Left Behind |
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| No Child Left Behind--Adequate Yearly Progress |
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| No Child Left Behind--Assessment |
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| No Child Left Behind--Choice/Transfer |
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| No Child Left Behind--Consequences for Schools |
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| No Child Left Behind--Reauthorization Issues/Waivers |
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| No Child Left Behind--Report Cards |
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| No Child Left Behind--School Support |
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| No Child Left Behind--Special Populations |
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| No Child Left Behind--Supplemental Services |
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| Online Learning--Digital/Blended Learning |
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| Online Learning--Virtual Schools/Courses |
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| P-16 or P-20 |
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| P-3 |
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| P-3 Child Care |
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| P-3 Early Intervention (0-3) |
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| P-3 Ensuring Quality |
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| P-3 Evaluation/Economic Benefits |
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| P-3 Finance |
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| P-3 Governance |
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| P-3 Grades 1-3 |
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| P-3 Kindergarten--Full-Day Kindergarten |
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| P-3 Preschool |
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| P-3 Teaching Quality/Professional Development |
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| Parent/Family |
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| Parent/Family--Parent Rights |
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| Parent/Family--Research |
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| Postsecondary |
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| Postsecondary Accountability |
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| Postsecondary Accountability--Accreditation |
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| Postsecondary Accountability--Diploma Mills |
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| Postsecondary Affordability--Financial Aid |
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| Postsecondary Affordability--Tuition/Fees |
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| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
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| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
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| Postsecondary Faculty |
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| Postsecondary Faculty--Compensation |
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| Postsecondary Faculty--Intellectual Property |
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| Postsecondary Faculty--Teaching Assistants |
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| Postsecondary Finance |
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| Postsecondary Governance and Structures |
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| Postsecondary Institutions--Community/Technical Colleges |
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| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Institutions--Private/Independent |
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| Postsecondary Online Instruction |
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| Postsecondary Participation--Access |
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| Postsecondary Participation--Admissions Requirements |
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| Postsecondary Participation--Affirmative Action |
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| Postsecondary Participation--Outreach |
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| Postsecondary Students--Disabled |
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| Postsecondary Students--Foster Youth |
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| Postsecondary Students--Military |
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| Postsecondary Students--Minority |
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| Postsecondary Success--Completion |
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| Postsecondary Success--Developmental/Remediation |
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| Postsecondary Success--Transfer/Articulation |
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| Private Schools |
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| Promising Practices |
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| Promotion/Retention |
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| Reading/Literacy |
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| Religion |
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| Religion--Scientific Creationism (Evolution) |
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| Rural |
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| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
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| Scheduling/School Calendar--Extended Day Programs |
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| Scheduling/School Calendar--Summer School |
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| Scheduling/School Calendar--Year |
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| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Code of Conduct |
| |
| School Safety--Disaster/Emergency Preparedness |
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| 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 |
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| 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 |
| |