 |
State |
Status/Date |
Level |
Summary |
|
 | Accountability |
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| Accountability--Accreditation |
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| Accountability--Measures/Indicators |
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| Accountability--Reporting Results |
| |
| Accountability--Rewards |
| |
| Accountability--Sanctions/Interventions |
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| 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 |
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| Assessment--High Stakes/Competency |
| |
| Assessment--Legal Issues |
| |
| Assessment--Value Added |
| |
 | At-Risk (incl. Dropout Prevention) |
| |
| MT | Rule Adoption 12/2006 | P-12 | Adopts and amends rules relating to quality educator payments, at-risk student payments - general fund, Indian education for all payments, American Indian achievement gap payments - general fund and school finance.
http://www.opi.mt.gov/pdf/legaldivision/10-7-115pro-arm.pdf
Title: ARM 10.7.106, .106A, .113 through .115,10.10.301 to .315, 10.15.101, 10.16.3804, .3811, .3812, .3816, 10.20.102 to 10.30.415
Source: http://www.opi.mt.gov/pdf/legaldivision/10-7-115pro-arm.pdf
| |
| OH | Signed into law 12/2006 | P-12 | Provides that a student in a dropout prevention and recovery program may graduate from high school by completing a competency-based instructional program administered by the dropout prevention and recovery program instead of the Ohio core curriculum. The program must have applied for and received a waiver from the department of education; a waiver will be granted if the program meets all of the following criteria:
(1) The program serves only students between the ages of 16-21.
(2) The program enrolls students who, at the time of their initial enrollment, either, or both, are at least one grade level behind their cohort age groups or experience crises that significantly interfere with their academic progress such that they are prevented from continuing their traditional programs.
(3) The program requires students to attain at least the applicable score designated for each portion of the Ohio graduation test.
(4) The program develops an individual career plan for the student that specifies the student's matriculating to a two-year degree program, acquiring a business and industry credential, or entering an apprenticeship.
(5) The program provides counseling and support for the student related to the individual career plan during the remainder of the student's high school experience.
(6) The program requires the student and the student's parent to sign and file a written statement asserting the parent's consent to the student's graduating without completing the Ohio core curriculum and acknowledging that one consequence of not completing the Ohio core curriculum is ineligibility to enroll in most state universities in Ohio without further coursework.
(7) Prior to receiving the waiver, the program has submitted to the department an instructional plan that demonstrates how the state academic content standards will be taught and assessed.
If the department does not act either to grant the waiver or to reject the program application for the waiver within sixty days, the waiver must be considered granted.
See section 3313.603, division (F): http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_0311
Title: S.B. 311-- Sec. 3313.603(F)
Source: www.legislature.state.oh.us
| |
| IL | Signed into law 07/2006 | P-12 | Provides that counties and municipalities may adopt ordinances to regulate truants within their jurisdiction and may impose a graduated fine schedule for repeat violations, or community service, or both. Provides that if the violator is under 10 years of age, the parent or custodian of the violator is subject to the fine or community service, or both.
Provides that a chronic truant may be petitioned for adjudication and adjudged a truant minor in need of supervision, provided an entity has previously certified that the local school has provided appropriate truancy intervention services to the truant minor and the minor's family. Defines "truancy intervention services" as assessments, counseling, mental health services, shelter, optional and alternative education programs, tutoring, and educational advocacy to assist the minor's return to an educational program.
Provides that if it is determined the local school did not provide the appropriate interventions, then the minor must be referred to a comprehensive community based youth service agency for truancy intervention services. Establishes reporting requirements for comprehensive community based youth service agencies subsequent to a truant's referral for services. http://www.ilga.gov/legislation/94/SB/PDF/09400SB2197lv.pdf
Title: S.B. 2197
Source: www.ilga.gov
| |
| IL | Signed into law 07/2006 | P-12 | Relates to grants for a preschool educational program administered by the state board July 1, 2006 through June 30, 2008. Provides that appropriated funds shall be distributed to achieve a goal of preschool for all children whose families choose to participate. Defines "at-risk" children as those who because of their home and community environment are subject to such language, cultural, economic and like disadvantages to cause them to have been determined as a result of screening procedures to be at risk of academic failure. Provides that first priority for newly-funded preschool programs must be given to qualified programs serving primarily at-risk children and second priority to qualified programs serving primarily children with a family income of less than 4 times the federal poverty level.
Directs the state board to annually report to the general assembly on what percentage of new funding was provided to programs serving primarily at-risk children, what percentage of new funding was provided to programs serving primarily children with a family income of less than 4 times the federal poverty level, and what percentage of new funding was provided to other programs. http://www.ilga.gov/legislation/publicacts/94/PDF/094-1054.pdf
Title: S.B. 1497
Source: www.ilga.gov
| |
| VA | Rule Adoption 07/2006 | P-12 | Provides a structured procedure for reenrollment of students into the public school system when they have been in the custody of the juvenile justice system and receiving instruction through the Department of Correctional Education. Establishes a process for the exchange of educational information concerning students among the Department of Juvenile Justice, the Department of Correctional Education and the public school divisions, with procedures, responsibilities, and timelines delineated so that reenrollment and planning for the student's continued education can take place on a timely basis prior to a student's release from the juvenile justice system. http://legis.state.va.us/codecomm/register/vol22/iss22/f8v20660.doc
Title: 8 VAC 20-660-10 thru -40
Source: http://legis.state.va.us/search/reg_query.htm
| |
| GA | Adopted 06/2006 | P-12 | Clarifies rules regarding grants for juvenile delinquency prevention and treatment, Title V prevention, abstinence education and juvenile accountability block grants.
96-1-.01 Juvenile Delinquency Prevention and Treatment: http://rules.sos.state.ga.us/docs/96/1/01.pdf
96-1-.02 Title V Prevention http://rules.sos.state.ga.us/docs/96/1/02.pdf
96-1-.04 Abstinence Education http://rules.sos.state.ga.us/docs/96/1/04.pdf
96-1-.05 Juvenile Accountability Block Grants http://rules.sos.state.ga.us/docs/96/1/05.pdf
Title: GAC 96-1-.01, .02, .04, .05
Source: Lexis-Nexis/StateNet
| |
| IA | Signed into law 06/2006 | P-12 | Beginning January 15, 2007, requires the department to submit an annual report to the legislature that includes the ways districts in the previous school year used modified allowable growth for programs for returning dropouts and dropout prevention; identifies, by grade level, age, and district size, the students in the dropout and dropout prevention programs for which the department approves a request; describes school district progress toward increasing student achievement and attendance for the students in the programs; and describes how the school districts are using the revenues from the modified allowable growth to improve student achievement among minority subgroups. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=SF2272
Title: S.B. 2272 - Section 28
Source: coolice.legis.state.ia.us
| |
| IA | Signed into law 06/2006 | P-12 | Deletes provision that a local board may provide an extended school tuition-free program for district residents over the maximum school age of 21 who do not have a high school diploma or high school equivalency diploma and who are currently enrolled in an education program in the district. Repeals related provisions. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=SF2272
Title: S.B. 2272 - Section 38
Source: coolice.legis.state.ia.us
| |
| IL | Signed into law 06/2006 | P-12 | Amends the Vehicle Code and the School Code. Provides for cancellation or refusal to renew a driver's license or learner's permit of a person under 18 who is a chronic or habitual truant. Requires districts to include in quarterly reporting to the state the names of: pupils whose withdrawal is due to extraordinary circumstances, including but not limited to economic or medical necessity or family hardship, as determined by district criteria; pupils who have re-enrolled in school since their names were removed from the attendance rolls; any pupil certified to be a chronic or habitual truant; and pupils previously certified as chronic or habitual truants who have resumed regular school attendance.
Requires districts to establish criteria for the local superintendent to use in determining whether a pupil's failure to attend school is the result of extraordinary circumstances, including economic or medical necessity or family hardship.
Provides for listing of pupils who have re-enrolled. Includes non-public schools. Provides for provision of a comparison of drop out rates. Includes economic or family hardship and medical necessity. Requires a report to the Secretary of State.
Directs the state board to, if possible, make available to any person, upon request, a comparison of dropout rates before and after enactment of these provisions. http://www.ilga.gov/legislation/94/HB/PDF/09400HB1463lv.pdf
Title: H.B. 1463
Source: www.ilga.gov
| |
| KS | Signed into law 06/2006 | P-12 | Directs the state board to determine the high density at-risk pupil weighting of each school district based on enrollment density and high-density of at-risk pupils. http://www.kslegislature.org/bills/2006/2809.pdf
Title: H.B. 2809
Source: www.kslegislature.org
| |
| LA | Signed into law 06/2006 | P-12
Community College | Requires and provides incentives for high schools and postsecondary institutions to maximize the shared use of facilities, technology, faculty, and other resources to provide articulated and reciprocal technical training to high school students and recent high school dropouts age 16-21.
Defines "shared student" as any secondary student who is at least 16 and is enrolled as a regular education student in a public high school and enrolled in a technical training program at a community or technical college. Defines "technical training" as training based on national standards of performance and for which articulated postsecondary technical college credit and Carnegie unit credit toward high school graduation are reciprocally provided for successful completion of units of training regardless of whether the training occurred in a community or technical college or high school.
Requires state board of education and the board of supervisors of community and technical colleges to establish by January 1, 2007 a basis for schools to award postsecondary technical college credit and high school credit for units taken in either a technical college or high school. Requires the agreement to include:
(1) A description of students most likely to benefit from the dual enrollment program, and to make encouraging such students' participation in the program a main focus of partnership agreements between local boards and community/technical colleges.
(2) List of courses that can be most effectively offered on a dual enrollment basis, taking into account courses have been effectively offered on a dual enrollment basis across the state, the availability of courses, access to courses, preparation necessary for such courses, and other information relevant to making workable, desirable, and effective options available to potential dropouts.
(3) An evaluation of the high school and postsecondary resources and facilities available and applicable to dual enrollment partnerships. Requires such evaluation to include information regarding the best practice for high schools and postsecondary institutions to most effectively share such facilities and resources.
(4) An evaluation of the financial resources available to support the costs of dual enrollment partnerships, including funding sources that are public and private, K-12 and postsecondary, and state, federal, and local.
(5) Recommendations about a financing scheme that is adequate to provide high quality programming for students and meet the needs of participating high schools and postsecondary institutions.
Requires the final basis to be sent to all local boards and each public high school not under the jurisdiction of a local board, and to all community and technical colleges. Requires every community and technical college to notify every public high school in its service area of the institution's technical training programs, and to meet with appropriate local board representatives and representatives of local high schools not under the jurisdiction of a local board to establish articulation agreements aimed at enrolling at least 10% of the potential dropouts identified by the local board. Requires every local board and every high school not under the jurisdiction of a local board whose mission includes technical training to meet with their local community and technical colleges to implement technical training programs for shared students, with the goal of enrolling at least 10% of the potential dropouts identified by the local board.
Directs the state board, during the 2007-2008 school year, to select at least two such partnerships to undertake sharing at least 10% of the potential dropouts identified by the local board in the high schools under its jurisdiction and providing for the dual enrollment of such students. Directs the state board and the board of supervisors to provide assistance and support to the piloting partnerships. Directs the participating schools and institutions to report the effect of the implementation on students, the difficulties of such partnership, and all other relevant information to the board of supervisors and the state board. Authorizes the state board, based on information gathered during the pilot year, to extend the pilot and increase the number of partnerships for a second school year, or scale dual enrollment partnerships up to include any number of partnerships that appear viable and supportable.
Provides that by the beginning of the 2010-2011 school year or as soon as funding is available, any eligible student age 16-21 must have the opportunity to be simultaneously enrolled in high school and in a technical training program at a community or technical college, in addition to any other option available to such student to gain such training. Specifies that to be eligible to participate in such a program, a student must have an up-to-date career option program plan, be enrolled in a public high school and not suspended or expelled, and if a minor, have written parental permission.
Requires local boards to establish systems to share postsecondary students with community or technical colleges in order to provide access for such students to the facilities, resources, and faculty of any technical training program existing at any such school or to provide any academic classwork to such students in a manner that does not jeopardize the safe and appropriate operation of a high school. Directs the state board to estabish rules and guidelines, including on (1) incorporating programs for alternative and recognized completer programs to high school graduation such as GED diploma completion, into a range of programming available to shared students and (2) local board/community or technical college agreements permitting community or technical college students to enroll in a
program or class offered on the high school campus.. Directs the board of supervisors to adopt rules, including on providing assistance to local boards and leadership in the development of the minimum standards of technical and skill programs in order for such programs to meet the standard necessary to be included in an industry certification program.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=405975
Title: S.B. 749
Source: www.legis.state.la.us
| |
| AZ | Signed into law 05/2006 | P-12 | Relates to school attendance; expands the services of the Arizona Instrument to Measure Standards Intervention and Dropout Prevention Program to include middle school pupils and any pupil for 12 months after the student exits the program.
http://www.azleg.gov/legtext/47leg/2r/bills/sb1382s.pdf
Title: S.B. 1382
Source: Arizona Legislature
| |
| CO | Vetoed 05/2006 | P-12 | Creates the student delinquency prevention program, within the Tony Grampsas youth services program, to provide funding for before-and-after school programs for youth enrolled in grades 6 through 8; describes the types of before-and-after school programs that qualify for funding; creates the student delinquency prevention program fund, and identifies the source of moneys for the fund as gifts, grants, and donations and moneys collected from the juvenile crime prevention surcharge.
http://www.leg.state.co.us/clics2006a/csl.nsf/fsbillcont3/E757888D540771A587257102005E1899?Open&file=1363_rer.pdf
Title: H.B. 1363
Source: Colorado Legislature
| |
| GA | Signed into law 05/2006 | P-12 | Changes certain provisions relating to mandatory education for children between ages six and 16; provides that an unemancipated minor older than the age of mandatory attendance may not withdraw from enrollment in school without the permission of his or her parent or guardian. Requires the school principal or designee, prior to accepting such permission, to convene a conference with the child and parent within 2 school days of receiving notice of the intent of the child to withdraw from school. Requires the principal or designee to share with the student and parent the educational options available, including the opportunity to pursue a general educational development (GED) diploma and the consequences of not having earned a high school diploma, including lower lifetime earnings, fewer jobs for which the student will be qualified, and the inability to avail oneself of higher educational opportunities.
Requires local boards to adopt a policy on the process of voluntary withdrawal of unemancipated minors who are older than the mandatory attendance age, to be filed with the department by January 1, 2007. Requires the department to annually provide local superintendents with model forms for the parent signature requirement and updated information from reliable sources relating to the consequences of withdrawing from school without completing all requirements for a high
school diploma. Requires superintendents to distribute such forms and information to all of principals of schools serving grades 6-12 for the principals to use
during the required conference with the child and parent or legal guardian."
Clarifies that student who has completed all requirements for a high school diploma is released from attendance requirements.
http://www.legis.state.ga.us/legis/2005_06/pdf/sb413.pdf
Title: S.B. 413 Section 1 and 2
Source: www.legis.state.ga.us
| |
| IL | Adopted 05/2006 | P-12 | Creates the Task Force on Re-enrolling Students Who Dropped Out Of School in order to examine and develop ways to address the growing issue of students who left school before earning a high school diploma. Directs the task force to examine policies, programs, and other issues related to developing a variety of successful approaches using best program practices. Establishes membership and directs the task force to hold public hearings throughout the state to address specified issues. Provides that the state board is responsible for facilitating the task force. Directs the task force to provide the governor and general assembly with an interim report on its findings by January 10, 2007 and a final report by January 2008. http://www.ilga.gov/legislation/94/HJR/PDF/09400HJ0087lv.pdf
Title: H.J.R. 87
Source: www.ilga.gov
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| KS | Repealed by H.B. 2809 05/2006 | P-12 | Creates a new weighting called the "high density at-risk weighting" for districts with high percentages of students who receive free meals. Those districts with free meal percentages between 40.0% and 49.9% are to receive an additional weighting of 0.04% in the 2006-2007 school year. Districts with 50% or more free meals are to receive an additional weighting of 0.08% in the 2006-2007 school year. Districts with a density of 212.1 students per square mile and a free lunch rate of 35.1% and above will receive an additional weighting of 0.8% during school year 2007-2008.
All weightings increase each year between 2006-2007 and 2008-2009.
Bill: http://www.kslegislature.org/bills/2006/549.pdf
Conference Committee Report Brief: http://www.kslegislature.org/supplemental/2006/CCRB549.pdf
2006 H.B. 2809: http://www.kslegislature.org/bills/2006/2809.pdf
Title: S.B. 549 - Section 5
Source: www.kslegislature.org
| |
| KS | Signed into law 05/2006 | P-12 | Authorizes districts to spend funds received from the bilingual weighting to pay the cost of providing at-risk and preschool-aged at-risk education programs and services. Authorizes districts to spend funds received from the preschool-aged at-risk weighting to pay the cost of providing at-risk, bilingual and vocational education programs and services.
Requires every local board to annually submit to the state board a report on the preschool-aged at-risk program or assistance provided by the district. Requires this report to include information specifying the number of students who were served or provided assistance, the type of service provided, the research upon which the district relied in determining that a need for service or assistance existed, the results of providing such service or assistance and any other information required by the state board.
Requires every local board to submit to the state board a report on the bilingual education program and assistance provided by the district. Requires this report to include information specifying the number of pupils who were served or provided assistance, the type of service provided, the research upon which the district relied in determining that a need for service or assistance existed, the results of providing such service or assistance and any other information required by the state board.
Bill: http://www.kslegislature.org/bills/2006/549.pdf
Conference Committee Report Brief: http://www.kslegislature.org/supplemental/2006/CCRB549.pdf
Title: S.B. 549 - Section 13, 16, 27
Source: www.kslegislature.org
| |
| TN | Signed into law 05/2006 | P-12 | Concerns Education; specifies that when the education of a child becomes the state's direct responsibility for any reason, the commissioner of education must pay to the state agency responsible for the child an amount equal to the state funds, plus the local funds, which would otherwise be expended on the child if the child had not been placed in state care.
http://www.legislature.state.tn.us/bills/currentga/BILL/SB3922.pdf
Title: S.B. 3922
Source: Tennessee Legislature
| |
| 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
| |
| TX | Signed into law 05/2006 | P-12 | The department, the Texas Education Agency, and the Health and Human Services Commission shall ensure that applicable information
maintained by each entity is used on at least a quarterly basis to identify children who are categorically eligible for free meals under the national free or reduced-price breakfast and lunch program. In complying with this subsection, the department, agency, and commission shall use information that corresponds to the months of the year in which enrollment in the food stamp program is customarily higher than average.
(b)AAThe department shall determine the feasibility
The department shall determine the feasibility of establishing a process under which school districts verify student eligibility for the national free or reduced-price breakfast and lunch program through a direct verification process that uses information maintained under the food stamp and Medicaid programs,
http://www.capitol.state.tx.us/data/docmodel/793/billtext/pdf/HB00001F.PDF
Title: H.B. 1 C (Section 1.19)
Source: Texas Legislature
| |
| VT | Signed into law 05/2006 | P-12 | Relates to a high school completion program for persons who are 16 to 22 years of age, have not received a high school diploma, and are not enrolled in a public school. Provides for reimbursement to a town school district, city school district, union school district, unified union school district, incorporated school district, or member school district of an interstate school district which has agreed to a graduation education plan.
Specifies that the plan must define the scope and rigor of services necessary for the student to attain a high school diploma, and may describe educational services to be provided by a public high school, an approved independent high school, an approved provider, or a combination of these. http://www.leg.state.vt.us/docs/legdoc.cfm?URL=/docs/2006/acts/ACT176.HTM
Title: S.B. 222
Source: www.leg.state.vt.us
| |
| VT | Signed into law 05/2006 | P-12 | Directs the commissioner of education to gather information to facilitate discussion during the next legislative session about increasing the compulsory education age to 18, and to present the data to the senate and house committees on education during January, 2007. Requires information gathered to include the number of young people who have dropped out of school in each of the last 10 years, the types of facilities and programs that are available to help young people at risk of not completing school to obtain a high school diploma or its equivalent, costs of services alternative to the public school system, and other information which will inform the discussion. http://www.leg.state.vt.us/docs/legdoc.cfm?URL=/docs/2006/acts/ACT182.HTM
Title: H.B. 867 - Section 20 (h)
Source: www.leg.state.vt.us
| |
| CO | Signed into law 04/2006 | P-12 | Concerns the continuation of the statewide program for teen pregnancy and dropout prevention; changes the required report date for the statewide program for teen pregnancy and dropout prevention; extends the repeal date for the program.
http://www.leg.state.co.us/clics2006a/csl.nsf/fsbillcont3/40136B02668FA1D287257115005DF692?open&file=1351_enr.pdf
Title: H.B. 1351
Source: Lexis-Nexis/StateNet
| |
| KY | Signed into law 04/2006 | P-12 | Encourages the Cabinet for Health and Family Services to establish the Kentucky Youth Development Coordinating Council; establishes membership and permits the creation of subcommittees of the council; requires the University of Kentucky Cooperative Extension Service to perform the administrative functions of the council; establishes the duties of the council; requires the council to submit a report to the Governor and the General Assembly as specified.
Includes among the council's duties collaboration with public and private partnerships to support statewide networks connecting quality and sustainable state and local youth development efforts, such as mentoring partnerships and after-school and extended-learning opportunities, and to leverage private, state, and federal resources to support these efforts; and encouraging state agencies and nonprofit organizations to collaborate on model programs and demonstration projects that promote youth and parental involvement, strengthen families, and focus on target populations of youth. http://www.lrc.ky.gov/RECORD/06RS/SJ184/bill.doc
Title: S.J.R. 184
Source: Lexis-Nexis/StateNet
| |
| MD | Signed into law 04/2006 | P-12 | Authorizes the establishment of residential boarding education programs for at risk youth to be operated under the supervision of the State Department of Education; requires the Board of Trustees to submit to the Department on or before July 1 each year specified information regarding the program including the students who participate and budget information. Requires the Governor to appropriate at least $2,000,000 to the Department to cover the transportation, boarding, and administrative costs of a program serving up to 80 students; etc
http://mlis.state.md.us/2006rs/bills/hb/hb1432t.pdf
Title: H.B. 1432
Source: Maryland Legislature
| |
| MD | Signed into law 04/2006 | P-12 | Establishes an advisory council to the children's cabinet to make recommendations to the children's cabinet on methods for meeting the policy and program goals of the state for integrated children and family programs, coordinate state programs with local programs, reduce reliance on institutions as the primary mode of intervention for at-risk youth offenders, promote positive outcomes for youths, fund juvenile crime and delinquency prevention practices, and reduce disproportionate minority confinement.
http://mlis.state.md.us/2006rs/bills/sb/sb0882e.pdf
Title: S.B. 882
Source: Maryland Legislature
| |
| IN | Signed into law 03/2006 | P-12 | Allows a student who is at least 16 but less than 18 years old to withdraw from school if the withdrawal is due to:
(A) financial hardship and the individual must be employed to support the individual's family or a dependent;
(B) illness; or
(C) an order by a court that has jurisdiction over the student.
Requires a written acknowledgment of withdrawal by a student who is at least 16 but less than 18 years old to include a statement that the student and the student's parent understand that withdrawing from school is likely to:
(1) reduce the student's future earnings; and
(2) increase the student's likelihood of being unemployed in the future.
Requires the department to develop guidelines for districts to follow in implementing the written acknowledgement provision above.
http://www.in.gov/legislative/bills/2006/HE/HE1347.1.html
Title: H.B. 1347 Section 12 and 18
Source: www.in.gov/legislative/bills
| |
| IN | Signed into law 03/2006 | P-12 | Requires a student's guidance counselor, in consultation with the student and the student's parent, to review annually a student's career plan to determine if a student is progressing toward fulfillment of the career plan. If a student is not progressing toward fulfillment of the career plan, requires the school counselor to provide counseling services for the purpose of advising the student of credit recovery options and services available to help the student progress toward graduation. http://www.in.gov/legislative/bills/2006/HE/HE1347.1.html
Title: H.B. 1347 Section 8
Source: www.in.gov/legislative
| |
| IN | Signed into law 03/2006 | P-12 | Requires district report cards to report:
--The number and percentage of students participating in the school flex program, if offered (see IC 20-30-2-2.2 http://www.in.gov/legislative/ic/code/title20/ar30/ch2.html)
--The number of students who have dropped out of school, including the reasons for dropping out.
--The number of student work permits revoked.
--The number of student driver's licenses revoked.
--The number of students who have not advanced to grade 10 due to a lack of completed credits.
--The number of students suspended for any reason.
--The number of students receiving an international baccalaureate diploma.
http://www.in.gov/legislative/bills/2006/HE/HE1347.1.html
Title: H.B. 1347 Section 7
Source: www.in.gov/legislative
| |
| MS | Signed into law 03/2006 | P-12 | Enacts the Education Reform Act of 2006. Section 6 creates the office of dropout prevention within the state department of education. Requires each district to implement a dropout prevention program by the 2008-09 school year. Section 13 establishes the Lifelong Learning Commission and defines membership. Duties include: (2) assessing the dropout crisis in the state and recommending action steps to address it; (2) creating a set of common definitions for graduation and dropout rates which can be used to compare the commission's progress relative to other states; (3) facilitating agreements that will make the state's high school experience more meaningful; (4) encouraging more rigor and relevance in the high school experience; (5) facilitating the transferability of education from secondary to postsecondary institutions; (6) raising awareness on the need for improving the state's high schools; (7) developing a series of best practices policy actions that state policymakers and legislators can implement to achieve system-wide high school reform; and (8) convening town hall meetings around the state where students, teachers, administrators and parents can discuss high school, the senior year and impediments to greater success.
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
| |
| LA | Adopted 02/2006 | P-12 | Authorizes the Office of Family Support to enter into Memoranda of Understanding or contracts to establish Truancy Assessment and Service Centers designed to identify, assess, and intervene to ensure that children in kindergarten through sixth grade attend school regularly. These services meet the TANF goal to prevent and
reduce the incidence of out-of-wedlock births by providing counseling to children and family members designed to assure regular school attendance and improved academic and behavioral outcomes. Specifies that eligibility for services is not limited to needy families.
http://www.doa.state.la.us/osr/reg/0602/0602RUL.pdf (pages 37 and 38)
Title: LAC 67:III.5539
Source: Lexis-Nexis/StateNet, www.doa.state.la.us
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| At-Risk (incl. Dropout Prevention)--Alternative Education |
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| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
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| Attendance |
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| Attendance--Compulsory |
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| Attendance--Statutory Ages (Upper and Lower) |
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| Attendance--Truancy |
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| Background Checks |
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| Bilingual/ESL |
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| Business Involvement |
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| Career/Technical Education |
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| Career/Technical Education--Career Academies/Apprenticeship |
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| Cheating |
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| Choice of Schools--Charter Schools |
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| Choice of Schools--Charter Schools--Closings |
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| Choice of Schools--Charter Schools--Cyber Charters |
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| Choice of Schools--Charter Schools--Finance |
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| Choice of Schools--Charter Schools--Research |
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| Choice of Schools--Choice/Open Enrollment |
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| Choice of Schools--Magnet or Specialized Schools |
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| Choice of Schools--Tax Credits |
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| Choice of Schools--Vouchers |
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| Civic Education |
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| Civic Education--Character Education |
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| Civic Education--Pledge of Allegiance |
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| Class Size |
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| Curriculum |
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| Curriculum--Alignment |
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| Curriculum--Arts Education |
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| Curriculum--Core Curriculum |
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| Curriculum--Drivers Education |
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| Curriculum--Environmental Education |
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| Curriculum--Family Living Education |
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| Curriculum--Financial Literacy/Economics Ed. |
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| Curriculum--Foreign Language/Sign Language |
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| Curriculum--Geography Education |
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| Curriculum--Health/Nutrition Education |
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| Curriculum--International Education |
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| Curriculum--Language Arts |
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| Curriculum--Language Arts--Writing/Spelling |
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| Curriculum--Mathematics |
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| Curriculum--Physical Education |
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| Curriculum--Science |
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| Curriculum--Sex Education |
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| Curriculum--Social Studies/History |
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| Data-Driven Improvement |
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| Demographics--Condition of Children/Adults |
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| Demographics--Enrollments |
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| Economic/Workforce Development |
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| Education Research |
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| Equity |
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| Federal |
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| Finance |
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| Finance--Adequacy/Core Cost |
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| Finance--Bonds |
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| Finance--District |
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| Finance--Equity |
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| Finance--Facilities |
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| Finance--Federal |
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| Finance--Funding Formulas |
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| Finance--Lotteries |
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| Finance--Performance Funding |
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| Finance--Private Giving |
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| Finance--Resource Efficiency |
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| Finance--State Budgets/Expenditures |
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| Finance--Student Fees |
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| Finance--Taxes/Revenues |
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| Finance--Taxes/Revenues--Alternative Revenues |
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| Governance |
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| Governance--Deregulation/Waivers/Home Rule |
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| Governance--Ethics/Conflict of Interest |
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| Governance--School Boards |
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| Governance--Site-Based Management |
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| Governance--State Boards/Chiefs/Agencies |
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| Health |
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| Health--Child Abuse |
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| Health--Mental Health |
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| Health--Nutrition |
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| Health--School Based Clinics or School Nurses |
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| Health--Suicide Prevention |
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| Health--Teen Pregnancy |
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| High School |
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| High School--Advanced Placement |
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| High School--College Readiness |
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| High School--Dropout Rates/Graduation Rates |
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| High School--Dual/Concurrent Enrollment |
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| High School--Early Colleges/Middle Colleges |
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| High School--Exit Exams |
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| High School--GED (General Education Development) |
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| High School--Graduation Requirements |
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| High School--International Baccalaureate |
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| Instructional Approaches |
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| Instructional Approaches--Constructivism |
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| Instructional Approaches--Homeschooling |
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| Instructional Approaches--Problem Based Learning |
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| Instructional Approaches--Single-Sex Education |
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| Integrated Services/Full-Service Schools |
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| Leadership |
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| Leadership--District Superintendent |
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| Leadership--Principal/School Leadership |
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| Leadership--Principal/School Leadership--Certification and Licensure |
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| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
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| Leadership--Principal/School Leadership--Preparation |
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| Leadership--Principal/School Leadership--Recruitment and Retention |
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| Middle School |
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| Minority/Diversity Issues |
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| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
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| Minority/Diversity Issues--Hispanic |
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| No Child Left Behind |
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| No Child Left Behind--Adequate Yearly Progress |
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| No Child Left Behind--Assessment |
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| No Child Left Behind--Choice/Transfer |
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| No Child Left Behind--Consequences for Schools |
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| No Child Left Behind--Reauthorization Issues/Waivers |
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| No Child Left Behind--Report Cards |
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| No Child Left Behind--School Support |
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| No Child Left Behind--Special Populations |
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| No Child Left Behind--Supplemental Services |
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| Online Learning--Digital/Blended Learning |
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| Online Learning--Virtual Schools/Courses |
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| P-16 or P-20 |
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| P-3 |
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| P-3 Child Care |
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| P-3 Early Intervention (0-3) |
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| P-3 Ensuring Quality |
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| P-3 Evaluation/Economic Benefits |
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| P-3 Finance |
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| P-3 Governance |
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| P-3 Grades 1-3 |
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| P-3 Kindergarten--Full-Day Kindergarten |
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| P-3 Preschool |
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| P-3 Teaching Quality/Professional Development |
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| Parent/Family |
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| Parent/Family--Parent Rights |
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| Parent/Family--Research |
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| Postsecondary |
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| Postsecondary Accountability |
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| Postsecondary Accountability--Accreditation |
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| Postsecondary Accountability--Diploma Mills |
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| Postsecondary Affordability--Financial Aid |
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| Postsecondary Affordability--Tuition/Fees |
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| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
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| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
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| Postsecondary Faculty |
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| Postsecondary Faculty--Compensation |
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| Postsecondary Faculty--Intellectual Property |
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| Postsecondary Faculty--Teaching Assistants |
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| Postsecondary Finance |
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| Postsecondary Governance and Structures |
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| Postsecondary Institutions--Community/Technical Colleges |
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| Postsecondary Institutions--For-Profit/Proprietary |
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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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