 |
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 |
| |
| 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 |
| |
| OH | Signed into law 12/2006 | P-12
Postsec. | This section requires the partnership for continued learning to make recommendations for increasing opportunities for students to earn higher education credit on their high school campuses; for expanding school counseling career and educational programs, access programs and other strategies that interfere with students' planning for postsecondary education; and for legislative changes that allow state universities to waive the requirement (particularly for students entering high school from out of state or from the military) that a student complete the Ohio core curriculum to be admitted as an undergraduate. Sec. 3345.062 requires that if the partnership does not complete and submit recommendations for legislative changes by the deadline, each state university must offer via the Internet or interactive distance learning at least two college level courses, one each in science and mathematics, by which high school students may earn both high school and college credit. During such course, the university may include a single presentation, of not more than two minutes in length, that describes its other programs and courses. The university may assess a fee for the course required under this section of not more than one-tenth of the amount per credit hour normally assessed by the university for an undergraduate course at its main campus.
http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_311
Title: S.B. 311-- Sec. 3301.42 +
Source: http://www.legislature.state.oh.us
| |
| OH | Signed into law 12/2006 | P-12
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
| |
| LA | Adopted 10/2006 | P-12
Postsec. | Allows prospective teachers to use ACT composite score of 22 or SAT combined verbal and math score of 1030 as alternative to taking PRAXIS I PPST exams. Pages 52-55 of 133: http://www.doa.louisiana.gov/osr/reg/0610/0610RUL.pdf
Title: LAC 28:CXXXI.243
Source: Lexis-Nexis/StateNet
| |
| FL | Signed into law 05/2006 | P-12
Postsec. | The State Board of Education must analyze the content and concordant data sets for widely used high school achievement tests, including, but not limited to, the PSAT, PLAN, SAT, ACT, and College Placement Test, to assess if concordant scores for FCAT scores can be determined for high school graduation, college placement, and scholarship awards. In cases where content alignment and concordant scores can be determined, the Commissioner of Education must adopt those scores as meeting the graduation requirement in lieu of achieving the FCAT passing score and may adopt those scores as being sufficient to achieve additional purposes as determined by rule. Each time that test content or scoring procedures are changed for the FCAT or one of the identified tests, new concordant scores must be determined.
In order to use a concordant subject area score to satisfy the assessment requirement for a standard high school diploma, a student must take each subject area of the grade 10 FCAT a total of three times without earning a passing score. This requirement will not apply to a new student who enters the Florida public school system in grade 12, who may either achieve a passing score on the FCAT or use an approved subject area concordant score to fulfill the graduation requirement.
The State Board of Education may define allowable uses, other than to satisfy the high school graduation requirement, for concordant scores. Such uses may include, but need not be limited to, achieving appropriate standardized test scores required for the awarding of Florida Bright Futures Scholarships and college placement.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 40)
Source: Florida Legislature
| |
| IA | Signed into law 05/2006 | P-12
Postsec. | Directs the board of regents to conduct a study of the admissions requirements common to the state universities. Requires the board to report its findings and recommendations to the senate and house education committees by January 8, 2007.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=HF2395
Title: H.B. 2395
Source: Lexis-Nexis/StateNet, coolice.legis.state.ia.us
| |
| TN | Signed into law 05/2006 | P-12
Postsec. | Concerns Lottery, Scholarships and Programs; creates pilot after school program for at-risk students to prepare for ACT and SAT examinations funded by net state lottery proceeds. Public Chaptered. Chapter No. 685
http://www.legislature.state.tn.us/bills/currentga/BILL/SB3113.pdf
Title: S.B. 3113; H.B. 3249
Source: Tennessee Legislature
| |
| TN | Signed into law 05/2006 | Postsec. | Requires state institutions of higher education to give preference in admissions to Tennessee residents over equally qualified out-of-state applicants.
http://www.legislature.state.tn.us/bills/currentga/BILL/HB3262.pdf
Title: H.B. 3262; S.B. 3383
Source: Tennessee Legislature
| |
| VT | Signed into law 05/2006 | P-12
Postsec. | Directs the commissioner of education to consult with high school principals and other appropriate people to consider whether the SAT or ACT should be used to assess student academic progress in the high school grades. Requires the commissioner to report on or before January 30, 2007, to the senate and house committees on education as to whether either or both of the tests should be used as a statewide assessment.
http://www.leg.state.vt.us/docs/legdoc.cfm?URL=/docs/2006/acts/ACT182.HTM
Title: H.B. 867 - Section 20 (g)
Source: www.leg.state.vt.us
| |
| KY | Signed into law 04/2006 | P-12
Postsec. | Section 1:
Requires the state assessment system, by the 2007-2008 school year, to include:
1. A high school readiness examination to assess English, reading, math and science in grade 8;
2. A college readiness examination to assess English, reading, math and science in grade 10;
3. The ACT college admissions and placement examination to assess English, reading, math and science, to be taken by all students in grade 11; and
4. Any other component necessary to comply with the No Child Left Behind Act of 2001.
These assessments are to be administered in lieu of a customized or commercially available norm-referenced test.
Provides that a student whose scores on the grade 8 high school readiness exam indicate a high degree of readiness for high school must be counseled to enroll in accelerated courses. Provides that a student whose scores on the grade 10 college readiness exam or grade 11 ACT indicate a high degree of readiness for college must be counseled to enroll in accelerated courses, with an emphasis on Advanced Placement (AP) courses.
Specifies that the department will pay for the initial ACT exam, but that the student must pay for additional ACT exams.
Provides that students in grades 10, 11 and 12, by the 2007-2008 school year, may take the WorkKeys assessments in reading for information, locating information, and applied mathematics, with the cost of the initial assessment paid by the department of education. Provides that a student whose scores on the WorkKeys assessments indicate that additional assistance is required in reading for information, locating information, or applied mathematics must have intervention strategies for accelerated learning incorporated into his or her learning plan. Provides that a student meeting the WorkKeys threshold established by the Cabinet for Workforce Development must be issued the appropriate Kentucky employability certificate.
Provides that the high school readiness assessment in grade 8, the college readiness assessments in grades 10 and 11, and the WorkKeys assessments are to be collectively known as the "Kentucky Work and College Readiness Examination" or "Readiness Examination."
Directs the department of education to conduct periodic studies comparing the standards in reading, mathematics, and science for middle and high school within the Kentucky core content for assessment and the concepts and content measured by the ACT and the high school and college readiness examinations. Provides that if the department determines that if the grade 8 high school readiness and grades 10 and 11 college readiness exams in reading, math and science are shown to provide direct measures of content standards and concepts identified in the Kentucky core content for assessment, the state board must seek the advice of the Office of Education Accountability, the School Curriculum, Assessment, and Accountability Council, and the National Technical Advisory Panel on Assessment and Accountability regarding reducing the number of questions on the Commonwealth Accountability Testing System. Directs the department to continue to include open-response or multiple-choice items, or both, that assess student knowledge and skills in reading, mathematics, and science to the degree necessary for adequate coverage of the elements of the Kentucky core content for assessment not covered by the examinations.
Specifies the types of accommodations to be provided a student with a disability taking the ACT.
Requires the reporting system to include:
(1) An individual student report to parents for each 5th grade student summarizing the student's readiness in reading and math based on the student's 4th grade state assessment results. The school's 5th grade staff must develop a plan for accelerated learning for any student with identified deficiencies;
(2) An individual report for each student who takes a high school or college readiness exam that:
1. Provides the student's test scores;
2. Provides a judgment regarding whether or not a student has met or failed to meet the expectations for each standard assessed; and
3. Is designed to assist students, parents, and teachers to identify, assess, and remedy academic deficiencies prior to high school graduation; and
(3) A student's scores on the ACT examination or WorkKeys assessments. Requires scores from the state-sponsored ACT exam to be recorded on the student's official high school transcript.
Section 2:
Mandates that a high school student whose scores on the grade 8 high school readiness exam, on the grade 10 college readiness exam, or on the WorkKeys indicate that additional assistance is required in English, reading, or math must have intervention strategies for accelerated learning incorporated into his or her learning plan. Mandates that a high school student whose score on the state-administered ACT exam in English, reading, or math is below the system-wide standard established by the Council on Postsecondary Education for entry into a credit-bearing course at a public postsecondary institution without placement in a remedial course or an entry-level course with supplementary academic support must be provided the opportunity to participate in accelerated learning designed to address his or her identified academic deficiencies prior to high school graduation.
Requires a high school, in collaboration with its school district, to develop and implement accelerated learning that:
(a) Allows a student's learning plan to be individualized to meet the student's academic needs based on an assessment of test results and consultation among parents, teachers, and the student; and
(b) May include changes in a student's class schedule.
Directs the department of education, the council on postsecondary education, and public postsecondary institutions to offer support and technical assistance to schools and school districts in the development of accelerated learning. Provides that a student who participates in accelerated learning due to inadequate scores on the grade 8 high school readiness exam, the grade 10 college readiness exam, the WorkKeys or the ACT must be allowed to take the ACT exam a second time prior to high school graduation at the expense of the Kentucky Department of Education. The cost of any subsequent administrations of the achievement test shall be the responsibility of the student.
http://www.lrc.ky.gov/RECORD/06RS/SB130/bill.doc
Title: S.B. 130
Source: www.lrc.ky.gov
| |
| WY | Signed into law 03/2006 | P-12
Postsec. | Effective school year 2006-2007 and each requires the state Commissioner to establish a program of administering a standardized, curriculum based, achievement college entrance examination and a job skills assessment test selected by the state superintendent to all students in the eleventh grade. Students with an individual education plan may be excused from taking either the college entrance examination or the job skills test. The examination and test selected by the state superintendent needs to meet certain criteria: be administered throughout the United States, be relied upon by institutions of higher education, and at a minimum test in the areas of reading, writing and mathematics. The jobs skills assessment test is required at a minimum to test in the areas of applied math, reading for information and locating information. The state pays all costs and schedules a day during which both examinations shall be provided to and one (1) shall be administered to all eleventh grade students throughout the state. The date is to be selected so that following receipt of scores, students may timely register for senior year classes which may be necessary to allow the student to qualify for a state provided scholarship. The state superintendent may enter into agreements with an administrator of the college entrance examination and an administrator of the jobs skills assessment test and adopt rules as necessary to ensure compliance with any requirements of an administrator, such as a secure environment. School districts are required to provide the opportunity for all home school and private school students in the eleventh grade and residing within the district to take the test. The results of the examination or jobs skills assessment test taken shall be included in each student's transcript. http://legisweb.state.wy.us/2006/Enroll/SF0100.pdf
Fiscal note: http://legisweb.state.wy.us/2006/Fiscal/SF0100.htm
Title: Act 59
Source: http://legisweb.state.wy.us
| |
| Postsecondary Participation--Affirmative Action |
| |
| Postsecondary Participation--Outreach |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Students--Foster Youth |
| |
| Postsecondary Students--Military |
| |
| Postsecondary Students--Minority |
| |
| Postsecondary Success--Completion |
| |
| Postsecondary Success--Developmental/Remediation |
| |
| Postsecondary Success--Transfer/Articulation |
| |
| Private Schools |
| |
| Promising Practices |
| |
| Promotion/Retention |
| |
| Reading/Literacy |
| |
| Religion |
| |
| Religion--Scientific Creationism (Evolution) |
| |
| Rural |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Year |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Code of Conduct |
| |
| School Safety--Disaster/Emergency Preparedness |
| |
| School Safety--Expulsion/Suspension |
| |
| School Safety--No Child Left Behind--Safe Schools |
| |
| School Safety--Sexual Harassment and Assault |
| |
| School Safety--Special Education |
| |
| School Safety--Uniforms/Dress Codes |
| |
| School/District Structure/Operations |
| |
| School/District Structure/Operations--District Consolidation/Deconsolidation |
| |
| School/District Structure/Operations--Facilities |
| |
| School/District Structure/Operations--Food Service |
| |
| School/District Structure/Operations--Libraries |
| |
| School/District Structure/Operations--Personnel (Non-Teaching) |
| |
| School/District Structure/Operations--School Size |
| |
| School/District Structure/Operations--Shared Services |
| |
| School/District Structure/Operations--Transportation |
| |
| Service-Learning |
| |
| Special Education |
| |
| Special Education--Federal Law/Regulations |
| |
| Special Education--Finance |
| |
| Special Education--Inclusion (Mainstreaming) |
| |
| Special Education--Placement |
| |
| Special Education--Transition |
| |
| Special Populations--Corrections Education |
| |
| Special Populations--Foster Care |
| |
| Special Populations--Gifted and Talented |
| |
| Special Populations--Homeless Education |
| |
| Standards |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
| State Policymaking--Ballot Questions |
| |
| State Policymaking--Politics |
| |
| State Policymaking--Task Forces/Commissions |
| |
| STEM |
| |
| Student Achievement |
| |
| Student Achievement--Closing the Achievement Gap |
| |
| Student Achievement--State Trends |
| |
| Student Supports--Counseling/Guidance |
| |
| Student Supports--Mentoring/Tutoring |
| |
| Student Supports--Remediation |
| |
| Students |
| |
| Students--Athletics/Extracurricular Activities |
| |
| Students--Records/Rights |
| |
| Teaching Quality |
| |
| Teaching Quality--Certification and Licensure |
| |
| Teaching Quality--Certification and Licensure--Alternative |
| |
| Teaching Quality--Certification and Licensure--Assignment |
| |
| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
| |
| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
| |
| Teaching Quality--Certification and Licensure--Special Education |
| |
| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
| |
| Teaching Quality--Certification and Licensure--Substitute Teachers |
| |
| Teaching Quality--Compensation and Diversified Pay |
| |
| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
| |
| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
| |
| Teaching Quality--Evaluation and Effectiveness |
| |
| Teaching Quality--Induction Programs and Mentoring |
| |
| Teaching Quality--Paraprofessionals |
| |
| Teaching Quality--Preparation |
| |
| Teaching Quality--Professional Development |
| |
| Teaching Quality--Recruitment and Retention |
| |
| Teaching Quality--Recruitment and Retention--At-Risk Schools |
| |
| Teaching Quality--Teacher Rights |
| |
| Teaching Quality--Tenure or Continuing Contract |
| |
| Teaching Quality--Unions/Collective Bargaining |
| |
| Technology |
| |
| Technology--Computer Skills |
| |
| Technology--Devices/Software/Hardware |
| |
| Technology--Equitable Access |
| |
| Technology--Funding Issues |
| |
| Technology--Internet Safety |
| |
| Technology--Teacher/Faculty Training |
| |
| Textbooks and Open Source |
| |