 |
State |
Status/Date |
Level |
Summary |
|
 | Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
| |
| Accountability--Rewards |
| |
| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--No Pass No Drive |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
| |
| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--High Stakes/Competency |
| |
| Assessment--Legal Issues |
| |
| Assessment--Value Added |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Compulsory |
| |
| Attendance--Statutory Ages (Upper and Lower) |
| |
| Attendance--Truancy |
| |
| Background Checks |
| |
| Bilingual/ESL |
| |
| Business Involvement |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Cheating |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Closings |
| |
| Choice of Schools--Charter Schools--Cyber Charters |
| |
| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Charter Schools--Research |
| |
| Choice of Schools--Choice/Open Enrollment |
| |
| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Tax Credits |
| |
| Choice of Schools--Vouchers |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Alignment |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Core Curriculum |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Geography Education |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--International Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Data-Driven Improvement |
| |
| Demographics--Condition of Children/Adults |
| |
| Demographics--Enrollments |
| |
| Economic/Workforce Development |
| |
| Education Research |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Lotteries |
| |
| Finance--Performance Funding |
| |
| Finance--Private Giving |
| |
| Finance--Resource Efficiency |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--School Boards |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--Mental Health |
| |
| Health--Nutrition |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| Health--Teen Pregnancy |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
| |
| High School--Dropout Rates/Graduation Rates |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Early Colleges/Middle Colleges |
| |
| High School--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches |
| |
| Instructional Approaches--Constructivism |
| |
| Instructional Approaches--Homeschooling |
| |
| Instructional Approaches--Problem Based Learning |
| |
| Instructional Approaches--Single-Sex Education |
| |
| Integrated Services/Full-Service Schools |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--Principal/School Leadership |
| |
| Leadership--Principal/School Leadership--Certification and Licensure |
| |
| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
| |
| Leadership--Principal/School Leadership--Preparation |
| |
| Leadership--Principal/School Leadership--Recruitment and Retention |
| |
| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| Minority/Diversity Issues--Hispanic |
| |
| No Child Left Behind |
| |
| No Child Left Behind--Adequate Yearly Progress |
| |
| No Child Left Behind--Assessment |
| |
| No Child Left Behind--Choice/Transfer |
| |
| No Child Left Behind--Consequences for Schools |
| |
| No Child Left Behind--Reauthorization Issues/Waivers |
| |
| No Child Left Behind--Report Cards |
| |
| No Child Left Behind--School Support |
| |
| No Child Left Behind--Special Populations |
| |
| No Child Left Behind--Supplemental Services |
| |
| Online Learning--Digital/Blended Learning |
| |
 | Online Learning--Virtual Schools/Courses |
| |
| NM | Rule Adoption 12/2006 | P-12 | Establishes requirements for distance learning programs taken for credit by students enrolled in a school district.
http://www.ped.state.nm.us/press/2006/september/nmac/6.30.8%20NMAC%2009-05-06.pdf
Title: NMAC 6.30.8
Source: http://www.ped.state.nm.us/
| |
| OH | Signed into law 12/2006 | P-12 | Directs public, charter and chartered nonpublic schools to integrate technology whereever practicable across the curriculum. Provides that districts and schools may use distance and web-based course delivery as a method of providing or augmenting all instruction required in the Ohio core curriculum (high school graduation requirements for Class of 2014), including lab experience in science. Directs districts and schools, whenever practicable, to utilize technology access and electronic learning opportunities provided by the eTech Ohio commission, the Ohio learning network, education technology centers, public television stations, and other public and private providers.
See Sec. 3313.603(C)(7) final paragraph: http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_0311
Title: S.B. 311--Sec. 3313.603(C)(7) Part 4
Source: www.legislature.state.oh.us
| |
| GA | Adopted 11/2006 | P-12 | Clarifies various rules regarding certification, including certificaton for interns, non-renewable professionals, teaching endorsements, safety and driver education endorsement, school counseling, school psychology, and speech and language pathology. Establishes new rules creating online teaching endorsement and online teaching endorsement program.
Online teaching endorsement: http://rules.sos.state.ga.us/docs/505/2/100/62.pdf
Online teaching endorsement program: http://rules.sos.state.ga.us/docs/505/3/85.pdf
Title: GAC 505-2-.05, .06, .25, .38, .150, .162, .163, .165, .202, .204, .205, .206; 505-3-.16, -.85
Source: rules.sos.state.ga.us
| |
| UT | Adopted 11/2006 | P-12 | Allows exceptions to the minimum number of instructional hours and schools days per year for individual students and schools; requires Local Education Agencies (LEAs) and Career and Technical Education (CTE) programs to ensure that accurate records of daily student attendance and school entrance and completion are maintained in each school, as well student disability status; requires each school to contract with an independent auditor to review attendance/completion records; provides new eligibility standards for funding students, including electronic high school students; provides new guidelines for indicating the high school completion or exit status of each student who leaves the state's public education system; provides new guidelines for the student identification and tracking system. http://www.rules.utah.gov/publicat/bull_pdf/2006/b20061001.pdf (see pg. 15)
Title: R277-419
Source: http://www.rules.utah.gov/main/
| |
| UT | Adopted 11/2006 | P-12 | Provides definitions, criteria and procedures for private school students, home school students, electronic high school (EHS) students, and Bureau of Indian Affairs (BIA) students to participate in the state's public education school achievement tests required for a high school diploma; requires school districts to develop policies for all students identified in the rule. http://www.rules.utah.gov/publicat/bull_pdf/2006/b20061001.pdf (see pg. 23)
Title: R277-604
Source: http://www.rules.utah.gov/main/t
| |
| OH | Adopted 10/2006 | P-12 | Amends rules regarding distance education programs; student enrollmentpolicies and practices; tuition and fees; issuance of agent permits;disciplinary action involving agents; completion and placement; school closures;and off-campus learning centers. OHIO 12901
Title: OAC 3332-1-06, -09, -10, -17, -17.1, -24, -25 -26
Source: Lexis-Nexis/StateNet
| |
| SD | Adopted 10/2006 | P-12 | Amends rules to establish the process for the accreditation and program approval of teacher preparation programs and closely align the rules tothe requirements of the National Council for Accreditation of Teacher Education (NCATE). Creates the structural guidelines for the South Dakota Virtual HighSchool, which will provide expanded opportunities for students needing creditrecovery, students who are home schooled and will support school districts thatare unable to find qualified staff to fill courses required for high schoolgraduation. SOUTH DAKOTA 4219
Title: Article 24:16, 24:43:12:09 to :11 inclusive, Article 24:53
Source: Lexis-Nexis/StateNet
| |
| AZ | Signed into law 06/2006 | P-12
Postsec. | Relates to an integrated instructional and data system warehouse to act as a depository for e- learning information to enhance information and communication between all public schools in the state; includes universities; relates to a digital curriculum; establishes a task force; relates to public, private and charter schools; provides duties of the board of regents; provides for the selections of participating schools.
http://www.azleg.gov/legtext/47leg/2r/bills/sb1512c.pdf
Title: S.B. 1512
Source: Arizona Legislature
| |
| OH | Signed into law 06/2006 | P-12
Postsec.
Community College | Appropriates funds for support of the Ohio Core Program. Funds will be used to:
(1) Support the participation of teachers licensed in Ohio and mid-career professionals not currently employed by a school district or licensed to teach at the primary or secondary education levels in a twelve-month intensive training program that leads to teacher licensure in a laboratory-based science, advanced mathematics, or foreign language field at the secondary education level and employment with an Ohio school district;
(2) Support alternative teacher licensure programs developed by educational service centers, in partnership with institutions of higher education. Participants shall be teachers licensed in Ohio and mid-career professionals not currently employed by a school district or licensed to teach at the primary or secondary education levels. Programs shall be consistent with the State Board of Education's alternative licensure requirements;
(3) Obtain contracted instruction with institutions of higher education in mathematics, science, or foreign language for high school students that results in dual high school and college credit. Costs shall be based upon reasonable expenses that institutions of higher education could incur for faculty, supplies, and other associated costs.
(4) Implement and support the Ohio Students Choosing On-line Resources for Educational Success Initiative that increases the educational options available for students in mathematics, advanced laboratory-based science, and foreign language. The eTech Ohio Commission shall work collaboratively with the Department of Education and the Board of Regents on this initiative.
(5) Support up to 10 regional summer academies that focus on foreign language, science, mathematics, engineering, and technology and prepare 11th and 12th grades to pursue college-level foreign language, mathematics, science, technology and engineering, with a focus on secondary teaching in these disciplines. Successful completion of these academics shall result in dual high school and college credits. Costs shall be based upon reasonable expenses, as determined by the Board of Regents, that institutions of higher education could incur for faculty, supplies, and other associated costs.
http://www.legislature.state.oh.us/BillText126/126_HB_115_PS_N.html
Title: H.B. 115
Source: http://www.legislature.state.oh.us
| |
| FL | Signed into law 05/2006 | P-12 | Relates to k-8 virtual school program; establishes said program within Department of Education; authorizes participating schools to be for-profit or nonprofit entities; requires that instructional personnel have state teaching certificates; requires education plans to conform to State Standards; requires school applicants to provide 3-year financial plan; requires participating schools to provide each student with necessary equipment, materials, and services.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_s1282er.html&DocumentType=Bill&BillNumber=1282&Session=2006
Title: S.B. 1282
Source: Florida Legislature
| |
| MO | Signed into law 05/2006 | P-12 | Requires the state board to establish a virtual public school by July 1, 2007. All K-12 students in the state may enroll. State school aid will treat the student as part of the enrollment of the district in which the student physically resides at the choice of the student's parent or guardian. The virtual public school will report aid-related data to the district of residence. The school district will receive 15% and the virtual public school will receive 85% of the state aid attributable to the student. A full-time equivalent student is one who completes six credits per regular term, and each virtual course counts as one class.
http://www.senate.mo.gov/06info/pdf-bill/tat/SB912.pdf
Title: S.B. 912
Source: http://www.senate.mo.gov/
| |
| CO | Signed into law 04/2006 | P-12 | Concerns reimbursement for supplemental on-line education courses. School districts and charter schools may receive reimbursement for all or a portion of the costs incurred in purchasing supplemental online education courses for students in grades 6-12. For example, such courses may allow districts and charter schools to offer a richer and more varied curriculum to students, especially in rural areas.
http://www.leg.state.co.us/clics2006a/csl.nsf/fsbillcont3/B4270585F78ABF15872570AD0057C329?Open&file=1008_enr.pdf
Title: H.B. 1008
Source: Colorado Legislature
| |
| GA | Signed into law 04/2006 | P-12 | Allows charter schools to provide computer or Internet-based instruction. http://www.legis.state.ga.us/legis/2005_06/pdf/sb610.pdf
Title: S.B. 610
Source: www.legis.state.ga.us
| |
| ID | Signed into law 04/2006 | P-12 | Specifies that $1,100,000 of the appropriation in section 3 of the bill be distributed to the Idaho Digital Learning Academy, as follows:
(1) $200,000 shall be utilized to reduce or eliminate tuition charged by the Idaho Digital Learning Academy to Idaho students. Requires any funds remaining after the elimination of such tuition charges to be used to provide advanced placement coursework.
(2) Of the remaining $900,000, the highest priority shall be to provide remedial coursework for students failing to achieve proficiency in 1 or more areas of the Idaho Standards Achievement Test. Allows funds to be used to provide basic coursework, advanced placement coursework, and other specialized coursework not available in many small school districts.
http://www3.state.id.us/oasis/2006/H0847.html#billtext
Title: H.B. 847 Section 9
Source: www3.state.id.us
| |
| 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
| |
| 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
| |
| NE | Signed into law 04/2006 | P-12 | From the fiscal note: LB 1208 relates to the provision of distance education in the state. The bill requires educational service units (ESU's) to assume responsibility for distance education services that are being provided to member school districts through a distance education
consortium on July 1, 2007. A Distance Education Council is created to coordinate distance education in the state. The bill requires the Chief Information Officer (CIO) to bid for equipment and software for school districts, ESU's, community colleges,state colleges and the University of Nebraska to participate in distance learning.
http://www.unicam.state.ne.us/PDF/FiscalNote_LB1208_0002.pdf
Title: L.B. 1208
Source: http://www.unicam.state.ne.us
| |
| MS | Signed into law 03/2006 | P-12
Postsec.
Community College | Authorizes the establishment of a Virtual Public School Program; provides for the creation of high school and university or community college dual enrollment program; provides for the payment of tuition and costs for university and community college level courses; clarifies the course workend to be taken under the program shall be dual credit; requires school district to offer pre-advanced placement courses; requires a report to the Legislature on the teacher education programs in the state.
http://billstatus.ls.state.ms.us/documents/2006/html/HB/1100-1199/HB1130SG.htm
Title: H.B. 1130
Source: Lexis-Nexis/StateNet
| |
| MS | Signed into law 03/2006 | P-12 | Enacts the Education Reform Act of 2006. Section 10 directs the state board to establish the Mississippi Virtual Public School (MVPS) beginning in the school year 2006-07. The MVPS must be evaluated annually according to: (1) the accountability and viability of the MVPS, as demonstrated by its academic, fiscal and operational performance; (2) the access of each student in the MVPS to a sequential curriculum that meets or exceeds the state's academic standards and which has an interactive program with significant online components.(3) Whether or not each student achieves the required number of hours of learning opportunities prescribed by each course per academic year, or alternatively, has demonstrated mastery or completion of appropriate subject areas. Subject to appropriation, the MVPS will provide to each student enrolled in the school all necessary instructional materials. Subject to appropriation, the sponsored school must ensure that each student is provided access to the necessary technology, such as a computer and printer, and to an Internet connection for school work purposes. Teachers must meet all qualifications for licensure in the state. Any student who meets state residency requirements may enroll in the MVPS, and enrollment must be free of charge. Costs associated with the operation of the virtual school must be shared by the department of education, subject to appropriation, and/or the local school districts.
http://billstatus.ls.state.ms.us/documents/2006/html/SB/2600-2699/SB2602SG.htm
Title: S.B. 2602
Source: http://billstatus.ls.state.ms.us/
| |
| SD | Signed into law 03/2006 | P-12 | Creates a Virtual High School to provides choice accessibility, flexibility, quality and equity in curricular offerings for high school -aged students in the state; establishes an advisory council. Authorizes the purchase of 263 acres of specific property that can only be used for education or research.
http://legis.state.sd.us/sessions/2006/bills/HB1238enr.pdf
Title: H.B. 1236
Source: http://legis.state.sd.us
| |
| UT | Signed into law 03/2006 | P-12 | Requires a public school to: accept credits and grades awarded to students by certain accredited schools; and accept credits for both transfer students and students enrolled in the school who take courses offered by other public or private schools; requires the Electronic High School to offer: courses in an open entry/open exit format; and core curriculum courses that conform to course standards and objectives established by the board; requires public schools and school districts to: accept all credits earned through the Electronic High School; and
apply credits awarded for a core curriculum course toward fulfillment of core curriculum requirements; establishes eligibility requirements for enrollment in the Electronic High School and for the award of diplomas by the Electronic High School; provides that Utah students may take Electronic High School courses free of charge and nonresidents may take courses for a fee set by the State Board of Education; provides that students with disabilities seeking to enroll in the Utah Electronic High School may request appropriate accommodations; and defines terms.
http://www.le.state.ut.us/~2006/bills/sbillenr/sb0056.pdf
Title: S.B. 56
Source: http://www.le.state.ut.us/
| |
| VA | Signed into law 03/2006 | P-12 | Creates the Office of Learning Technology within the State Council of Higher Education to facilitate and coordinate the voluntary participation of public and private institutions of higher education in the Commonwealth in technology-enriched initiatives. The Office is charged with establishing and administering agreements with nonprofit public and private institutions of higher education in the Commonwealth and other entities for the identification of unmet needs for technology-enriched educational programs and opportunities, and the development and delivery of technology-enriched initiatives, including distance and distributed learning initiatives, for currently served populations and underserved constituencies. In addition, the Office must (i) review technology-enriched learning initiatives and make recommendations to the Council regarding unnecessary duplication in such initiatives; (ii) assist in the development of standards for improving access to, training for, and efficiency in such learning initiatives; and (iii) enter into contracts for related program development. The bill is contingent on funding in the appropriations act.
http://leg1.state.va.us/cgi-bin/legp504.exe?061+ful+CHAP0537
Title: H.B. 305
Source: http://leg1.state.va.us
| |
| 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 |
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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 |
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| Postsecondary Institutions--Private/Independent |
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| Postsecondary Online Instruction |
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| Postsecondary Participation--Access |
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| Postsecondary Participation--Admissions Requirements |
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| Postsecondary Participation--Affirmative Action |
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| Postsecondary Participation--Outreach |
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| Postsecondary Students--Disabled |
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| Postsecondary Students--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 |
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| Scheduling/School Calendar--Day/Class Length |
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| Scheduling/School Calendar--Extended Day Programs |
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| Scheduling/School Calendar--Summer School |
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| Scheduling/School Calendar--Year |
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| School Safety |
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| School Safety--Bullying Prevention/Conflict Resolution |
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| School Safety--Code of Conduct |
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| School Safety--Disaster/Emergency Preparedness |
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| School Safety--Expulsion/Suspension |
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| School Safety--No Child Left Behind--Safe Schools |
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| School Safety--Sexual Harassment and Assault |
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| School Safety--Special Education |
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| School Safety--Uniforms/Dress Codes |
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| School/District Structure/Operations |
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| School/District Structure/Operations--District Consolidation/Deconsolidation |
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| School/District Structure/Operations--Facilities |
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| School/District Structure/Operations--Food Service |
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| School/District Structure/Operations--Libraries |
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| School/District Structure/Operations--Personnel (Non-Teaching) |
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| School/District Structure/Operations--School Size |
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| School/District Structure/Operations--Shared Services |
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| School/District Structure/Operations--Transportation |
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| Service-Learning |
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| Special Education |
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| Special Education--Federal Law/Regulations |
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| Special Education--Finance |
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| Special Education--Inclusion (Mainstreaming) |
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| Special Education--Placement |
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| Special Education--Transition |
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| Special Populations--Corrections Education |
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| Special Populations--Foster Care |
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| Special Populations--Gifted and Talented |
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| Special Populations--Homeless Education |
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| Standards |
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| State Longitudinal Data Systems |
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| State Policymaking |
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| State Policymaking--Ballot Questions |
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| State Policymaking--Politics |
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| State Policymaking--Task Forces/Commissions |
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| STEM |
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| Student Achievement |
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| Student Achievement--Closing the Achievement Gap |
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| Student Achievement--State Trends |
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| Student Supports--Counseling/Guidance |
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| Student Supports--Mentoring/Tutoring |
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| Student Supports--Remediation |
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| Students |
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| Students--Athletics/Extracurricular Activities |
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| Students--Records/Rights |
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| Teaching Quality |
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| Teaching Quality--Certification and Licensure |
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| Teaching Quality--Certification and Licensure--Alternative |
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| Teaching Quality--Certification and Licensure--Assignment |
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| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
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| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
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| Teaching Quality--Certification and Licensure--Special Education |
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| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
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| Teaching Quality--Certification and Licensure--Substitute Teachers |
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| Teaching Quality--Compensation and Diversified Pay |
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| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
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| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
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| Teaching Quality--Evaluation and Effectiveness |
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| Teaching Quality--Induction Programs and Mentoring |
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| Teaching Quality--Paraprofessionals |
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| Teaching Quality--Preparation |
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| Teaching Quality--Professional Development |
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| Teaching Quality--Recruitment and Retention |
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| Teaching Quality--Recruitment and Retention--At-Risk Schools |
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| Teaching Quality--Teacher Rights |
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| Teaching Quality--Tenure or Continuing Contract |
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| Teaching Quality--Unions/Collective Bargaining |
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| Technology |
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| Technology--Computer Skills |
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| Technology--Devices/Software/Hardware |
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| Technology--Equitable Access |
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| Technology--Funding Issues |
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| Technology--Internet Safety |
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| Technology--Teacher/Faculty Training |
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| Textbooks and Open Source |
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