 |
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 |
| |
 | P-16 or P-20 |
| |
| 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
Postsec. | Requires that the partnership for continued learning, in conjunction with the Ohio board of regents and the state board, recommend a means of assessing high school students' college and work readiness, especially in English and mathematics. The partnership is to recommend one or more assessments that can achieve the following goals:
(A) Measure students' skills against identified college and work-ready expectations in English and mathematics and serve as an indicator of students' readiness to successfully complete introductory level coursework at an institution of higher education and to avoid remedial coursework;
(B) Promote consistency in high school academic course content, quality, and expectations;
(C) Provide individual students with information to assist in planning the remaining high school learning experience;
(D) Serve as one indicator for college admission or placement;
(E) Assist institutions of higher education in aligning remedial coursework with the college and work-ready expectations measured by the assessments.
In evaluating the range of assessment tools, the partnership is to consult with the state board of education and the board of regents to consider the suitability for this purpose of existing state and commercial assessments, including the Ohio graduation tests. The partnership's recommendations are to describe how its recommended assessments fit within the existing system of state achievement tests. Recommendations are due not later than July 30, 2007. Sec. 3301.46 requires the state department and board of regents to propose a standard method and form for documenting on high school transcripts high school credits earned that are compatible with the standards for credit transfer and arcitulation adopted by the board of regents.
Section 3302.032 requires the state board to select one or more methods of measuring high school graduates' preparedness for higher education and the workforce. Measures may include, but need not be limited to, measures such as performance on assessments, percentage of students who earn credit toward a degree while in high school, or the percentage of students who take remedial coursework upon enrollment in an institution of higher education. School district and school report cards must report on each applicable measure but measures do not contribute to district or school rating.
http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_311
Title: S.B. 311-- Sec. 3301.43
Source: http://www.legislature.state.oh.us/
| |
| TX | Adopted 12/2006 | P-12
Postsec.
Community College | HB 1, 79th Texas Legislature, Third Called Session, 2006, amended the TEC, Chapter 28, by adding §28.008 requiring the commissioner of education and the commissioner of higher education to establish vertical teams composed of public school educators and institution of higher education faculty. The legislation also requires the commissioner of education by rule to establish the composition and duties of the vertical teams in cooperation with the Texas Higher Education Coordinating Board. The primary purpose of the vertical team is to recommend college readiness standards and expectations that address what students must know and be able to do to succeed in entry-level courses offered at institutions of higher education.
Adopted new 19 TAC §74.1001, developed cooperatively with the Texas Higher Education Coordinating Board, establishes provisions for a college readiness vertical team, including the purpose, composition, appointment, and duties. The college readiness vertical team is comprised of four subject-specific vertical teams, one each to address English language arts, mathematics, science, and social studies.
The TEC, §28.008(d)-(f), requires the State Board of Education (SBOE) to incorporate the college readiness standards into essential knowledge and skills established under the TEC, §28.002. The TEC, §28.008, authorizes the retention of all SBOE authority over required curriculum, and establishes a timeline for integration and implementation.
FISCAL IMPACT: There are fiscal implications for state government. In fiscal year 2007, the total estimated expenditure is $1,332,188, as follows. The cost of $1.1 million in professional fees is estimated for conducting the business of the vertical team meetings; other operating expenses are estimated at $31,264; and personnel costs are estimated at $200,924. The estimated personnel costs cover four new full-time equivalent program specialist positions responsible for program implementation.
In fiscal years 2008-2011, the personnel costs of $200,924 are estimated to continue for each year of the next four fiscal years. There are no fiscal implications anticipated for local government or individuals. Summary: http://www.tea.state.tx.us/rules/commissioner/adopted/1206/74-1001-ltradopt.html
Full text: http://www.tea.state.tx.us/rules/commissioner/adopted/1206/74-1001-two.pdf
Title: 19 TAC §74.1001
Source: http://www.tea.state.tx.us
| |
| VA | Issued 10/2006 | P-12
Postsec.
Community College | Continues the Virginia P-16 Education Council. http://www.governor.virginia.gov/Initiatives/ExecutiveOrders/pdf/EO_40.pdf
Title: E.O. 40
Source: Lexis-Nexis/StateNet
| |
| VA | Issued 10/2006 | P-12 | Continues the P-16 Council, which was created by former Governor Mark Warner in 2005 and was to be dissolved in October 2006.
Amends the prior responsibilies of the P-16 Council. Provides that the council's responsibilities include the following:
1. Identify opportunities to better coordinate the state's education reform efforts from preschool to graduate school.
2. Work closely with the Start Strong Council and other appropriate entities and organizations to ensure that pre-K and early childhood initiatives are coordinated with other education initiatives.
3. Identify opportunities to improve longitudinal data gathering on student achievement.
4. Serve as a steering committee for oversight of the state's education reform activities as part of the NGA Honor States Grant.
5. Develop approaches to improve transitions among levels of education, promote student success, and encourage students to continue their education.
6. Make recommendations on appropriate legislation and other initiatives to improve educational coordination and achievement.
7. Make any other recommendations as may seem appropriate.
Directs the council to make a report of its activities and recommendations by August 15, 2007. Dissolves the council July 1, 2008.
http://www.governor.virginia.gov/Initiatives/ExecutiveOrders/2006/EO_40.cfm
Title: EXECUTIVE ORDER NO. 40
Source: www.governor.virginia.gov
| |
| NH | Issued 09/2006 | P-12 | Establishes the New Hampshire P-16 Working Group. Provides that the purpose and goals of the working group are to be implemented by the following objectives:
(1) The creation of high school sites offering college courses.
(2) Expansion of the University System of New Hampshire's Project Mentor statewide.
(3) Pilot of at least two high schools requiring all graduating high school seniors to complete at least one college application.
http://www.sos.nh.gov/EXECUTIVE%20ORDERS/Lynch2006-10.pdf
Title: Executive Order 2006-10
Source: www.sos.nh.gov
| |
| TX | Adopted 08/2006 | P-12
Postsec. | New rules regarding college-readiness and success standardsand statewide vertical teams apply to all public institutions of higher education. Establishes the composition and duties of the statewide vertical teams required to develop and recommend college-readiness standards. http://www.thecb.state.tx.us/GeneralPubs/Agenda/Ag2006_10/XIIG/XIIGA1.pdf#page=3
Title: Chapter 4, Subchapter H, Sections 4.171-4.174
Source: http://www.thecb.state.tx.us
| |
| IA | Signed into law 06/2006 | P-12 | Directs the institute for tomorrow's workforce to develop an Iowa education efficiency and improvement plan, the goal of which is to establish a new educational delivery system. Directs the institute, in developing the plan, to address issues concerning the alignment of school districts, area education agencies, public postsecondary institutions, and the department of education, focusing on specific quantitative and qualitative indicators, management, governance, services, boundaries, infrastructure and efficiencies, and administrative efficiencies. Directs the institute to submit the plan and any recommendations for changes to state law and administrative rules to the general assembly, the governor, and the department of education by January 15, 2007. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=HF2792
Title: H.B. 2792 - Section 31
Source: coolice.legis.state.ia.us
| |
| IA | Signed into law 06/2006 | P-12 | Directs the institute for tomorrow's workforce to develop an Iowa education efficiency and improvement plan, the goal of which is to establish a new educational delivery system. Directs the institute, in developing the plan, to address issues concerning the alignment of school districts, area education agencies, public postsecondary institutions, and the department of education, focusing on specific quantitative and qualitative indicators, management, governance, services, boundaries, infrastructure and efficiencies, and administrative efficiencies. Directs the institute to submit the plan and any recommendations for changes to state law and administrative rules to the general assembly, the governor, and the department of education by January 15, 2007. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=HF2792
Title: H.B. 2792 - Section 31
Source: coolice.legis.state.ia.us
| |
| MO | Signed into law 06/2006 | P-12
Postsec. | Requires the Commissioner of Higher Education, the Chair of the Coordinating Board for Higher Education, the Commissioner of Education, the President of the State Board of Education, and the Director of the Department of Economic Development to meet and discuss ways in which their respective departments may collaborate in order to achieve a more efficient education system that more adequately prepares students for the challenges of entering the workforce.
Directs these parties to report jointly each year to the general assembly and the governor the actions taken by their agencies and their recommendations for policy initiatives and legislative changes to achieve the policy goals defined in statute.
Title: S.B. 580
Source: www.lexis.com
| |
| CO | Vetoed 05/2006 | P-12
Postsec.
Community College | Concerns the study of an education system ranging from pre-kindergarten through higher education, and, in connection therewith, creates a legislative oversight committee and special council; creates the P-16 council for continued examination of an integrated system of education from pre-kindergarten through higher education; specifies membership and identifies duties of the P-16 council, including issues to be studied.
http://www.leg.state.co.us/clics2006a/csl.nsf/fsbillcont3/B33741FAF449E1B08725708A0081074A?Open&file=046_enr.pdf
Title: S.B. 46
Source: Colorado Legislature
| |
| FL | Signed into law 05/2006 | P-12
Postsec.
Community College | The mission of Florida's K-20 education system is to allow its students to increase their proficiency by allowing them the opportunity to expand their knowledge and skills through rigorous and relevant adequate learning opportunities, in accordance with the mission statement and accountability requirements of the state.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 4)
Source: Florida Legislature
| |
| FL | Signed into law 05/2006 | P-12
Postsec.
Community College | Revises language and responsibilties related to K-20 system. It is the intent of the Legislature that The State Board of Education and the Board of Governors of the State University System [new addition] recommend to the Legislature systemwide performance standards; the Legislature establish systemwide performance measures and standards; and the systemwide measures and standards provide Floridians with information on what the public is receiving in return for the funds it invests in education and how well the K-20 system educates its students.
The State Board of Education establish performance measures and set performance standards for individual components of the public education system, including individual schools and community colleges [new addition], with measures and standards based primarily on student achievement.
The Board of Governors of the State University System establish performance measures and set performance standards for individual state universities, including actual completion rates [new addition].
[New language]
The process for establishing state and sector-specific standards and measures must be: 1. Focused on student success. 2. Addressable through policy and program changes. 3. Efficient and of high quality. 4. Measurable over time. 5. Simple to explain and display to the public. 6. Aligned with other measures and other sectors to support a coordinated K-20 education system. 2771
The Department of Education [new] shall maintain an accountability system that measures student progress toward the following goals:
1. Highest student achievement, as indicated by evidence of student learning gains at all levels.Seamless articulation and maximum access, as measured by evidence of progression, readiness, and access by targeted groups of students identified by the Commissioner of Education.
3. Skilled workforce and economic development, as measured by evidence of employment and earnings. 4. Quality efficient services, as measured by evidence of return on investment.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 44)
Source: Florida Legislature
| |
| FL | Signed into law 05/2006 | P-12
Postsec.
Community College | To provide data required to implement education performance accountability measures in state and federal law, the Commissioner of Education must initiate and maintain strategies to improve data quality and timeliness. All data collected from state universities shall, as determined by the commissioner, be integrated into the K-20 data warehouse. The commissioner will have unlimited access to such data solely for the purposes of conducting studies, reporting annual and longitudinal student outcomes, and improving college readiness 2823
and articulation. All public educational institutions must provide data to the K-20 data warehouse in a format specified by the commissioner.
School districts and public postsecondary educational institutions shall maintain information systems that will provide the State Board of Education, the Board of Governors of the State University System, and the Legislature with information and reports necessary to address the specifications of the accountability system.
The Commissioner of Education will determine the standards for the required data, monitor data quality, and measure improvements. The commissioner shall report annually to the State Board of Education, the Board of Governors of the State University System, the President of the Senate, and the Speaker of the House of Representatives data quality indicators and ratings for all school districts and public postsecondaryeducational institutions.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 44)
Source: Florida Legislature
| |
| ME | Signed into law 04/2006 | P-12
Postsec.
Community College | Establishes resources to improve the health, well- being, education and economic security of citizens by enhancing and expanding early education opportunities, after-school initiatives, early college programs for secondary school students and access to higher education opportunities through a guaranteed tuition program for undergraduate students enrolled at the University of Maine System and a tuition waiver program for resident students enrolled at the Community College System. PL 657
Title: S.B. 751
Source: Maine Legislature
| |
| UT | Signed into law 03/2006 | P-12 | This bill requires coordination between public and higher education information technology systems, including the use of a unique student identifier, which the State Board of Education will assign to each public education student. This bill takes effect on January 1, 2007. http://www.le.state.ut.us/~2006/bills/hbillenr/hb0082.pdf
Title: H.B. 82
Source: http://www.le.state.ut.us
| |
| WA | Signed into law 03/2006 | P-12 | Finds that the early years of a child's life are critical to the child's healthy brain development and that the quality of caregiving during the early years can significantly impact the child's intellectual, social, and emotional development. Declares that the purpose of this act is: (1) To establish the department of early learning, the purpose of which is to coordinate and consolidate child care and early learning programs; (2) To safeguard the health, safety, and well-being of children receiving child care and early learning services, which is paramount over the right of any person to provide care; (3) To promote linkages and alignment between early learning programs and elementary schools and support the transition of children and families from prekindergarten environments to kindergarten; (4) To promote the development of a sufficient number and variety of adequate child care and early learning facilities, both public and private; and (5) To license agencies and to a ssure the users of such agencies, their parents, the community at large and the agencies themselves that adequate minimum standards are maintained by all child care and early learning facilities. Provides that two years after the implementation of the department's early learning program, and every two years thereafter by July 1st, the department shall submit to the governor and the legislature a report measuring the effectiveness of its programs in improving early childhood education. The first report shall include program objectives and identified valid performance measures for evaluating progress toward achieving the objectives, as well as a plan for commissioning a longitudinal study comparing the kindergarten readiness of children participating in the department's programs with the readiness of other children, using nationally accepted testing and assessment methods. Such comparison shall include, but not be limited to, achievement as children of both groups progress through the K-12 system and identify year-to-year changes in achievement, if any, in later years of elementary, middle school, and high school education.
http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Session%20Law%202006/2964-S2.SL.pdf
Title: H.B. 2964
Source: http://www.leg.wa.gov
| |
| P-3 |
| |
| P-3 Child Care |
| |
| P-3 Early Intervention (0-3) |
| |
| P-3 Ensuring Quality |
| |
| P-3 Evaluation/Economic Benefits |
| |
| P-3 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Kindergarten--Full-Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Parent/Family--Research |
| |
| Postsecondary |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
| |
| Postsecondary Accountability--Diploma Mills |
| |
| Postsecondary Affordability--Financial Aid |
| |
| Postsecondary Affordability--Tuition/Fees |
| |
| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
| |
| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
| |
| Postsecondary Faculty |
| |
| Postsecondary Faculty--Compensation |
| |
| Postsecondary Faculty--Intellectual Property |
| |
| Postsecondary Faculty--Teaching Assistants |
| |
| Postsecondary Finance |
| |
| Postsecondary Governance and Structures |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Institutions--Private/Independent |
| |
| Postsecondary Online Instruction |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Admissions Requirements |
| |
| Postsecondary Participation--Affirmative Action |
| |
| Postsecondary Participation--Outreach |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Students--Foster Youth |
| |
| Postsecondary Students--Military |
| |
| Postsecondary Students--Minority |
| |
| Postsecondary Success--Completion |
| |
| Postsecondary Success--Developmental/Remediation |
| |
| Postsecondary Success--Transfer/Articulation |
| |
| Private Schools |
| |
| Promising Practices |
| |
| Promotion/Retention |
| |
| Reading/Literacy |
| |
| Religion |
| |
| Religion--Scientific Creationism (Evolution) |
| |
| Rural |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Year |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Code of Conduct |
| |
| School Safety--Disaster/Emergency Preparedness |
| |
| School Safety--Expulsion/Suspension |
| |
| School Safety--No Child Left Behind--Safe Schools |
| |
| School Safety--Sexual Harassment and Assault |
| |
| School Safety--Special Education |
| |
| School Safety--Uniforms/Dress Codes |
| |
| School/District Structure/Operations |
| |
| School/District Structure/Operations--District Consolidation/Deconsolidation |
| |
| School/District Structure/Operations--Facilities |
| |
| School/District Structure/Operations--Food Service |
| |
| School/District Structure/Operations--Libraries |
| |
| School/District Structure/Operations--Personnel (Non-Teaching) |
| |
| School/District Structure/Operations--School Size |
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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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