 |
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 |
| |
| 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 |
| |
| CA | Signed into law 09/2006 | P-12 | Requires a contract for developing the Longitudinal Teacher Integrated Data System (LTIDS). Requires the Education Information System to include the LTIDS and the Longitudinal Pupil Achievement Data System. Provides the LTIDS house information regarding teachers for developing state policy, identifying workforce trends and needs. Prohibits its use for individual teacher employment decisions and from including personal information. Establishes a teacher identification number for each public school teacher.
http://www.leginfo.ca.gov/pub/bill/sen/sb_1601-1650/sb_1614_bill_20060905_enrolled.pdf
Title: S.B. 1614
Source: California Legislature
| |
| CA | Vetoed 09/2006 | P-12 | Authorizes state funds to school districts for fees of teachers who seek certification from the National Board for Professional Teaching Standards employed by districts or charter schools to teach in state public schools. Provides a certified person is not required to take the state basic skills proficiency test under certain conditions. Relates to the number and to whom fellowships are awarded under the Governor's Teaching Fellowships Program. Establishes the Teacher Cadet Program.
http://www.leginfo.ca.gov/pub/bill/sen/sb_0801-0850/sb_842_bill_20060908_enrolled.pdf
Title: S.B. 842
Source: California Legislature
| |
| CA | Signed into law 08/2006 | P-12 | Prohibits the transferring of a teacher who requests to be transferred to a school offering kindergarten or any of grades 1 to 12, inclusive, that is ranked in deciles 1 to 3, inclusive, on the Academic Performance Index if the principal of the school refuses to accept the transfer. Prohibits a school district board from adopting a policy or regulation regarding priority of a teacher requesting that a school over certified individuals applying for positions at that school. Relates to collective agreements.
http://www.leginfo.ca.gov/pub/bill/sen/sb_1651-1700/sb_1655_bill_20060824_enrolled.pdf
Title: S.B. 1655
Source: California Legislature
| |
| FL | Signed into law 05/2006 | P-12 | Defines secondary schools as those serving grades 6-12. Specifies that the following guiding principles must be used in the annual preparation of each secondary school's improvement plan:
(a) Struggling students, especially those in failing schools, need the highest quality teachers and dramatically different, innovative approaches to teaching and learning.
(b) Every teacher must contribute to every student's reading improvement.
(c) Quality professional development provides teachers and principals with the tools they need to better serve students.
(d) Small learning communities allow teachers to personalize instruction to better address student learning styles, strengths, and weaknesses.
(e) Intensive intervention in reading and math must occur early and through innovative delivery systems.
(f) Parents need access to tools they can use to monitor their child's progress in school, communicate with teachers, and act early on behalf of their child.
(g) Applied and integrated courses help students see the relationships between subjects and relevance to their futures.
(h) School is more relevant when students choose courses based on their goals, interests, and talents.
(i) Master schedules should not determine instruction and must be designed based on student needs, not adult or institutional needs.
(j) Academic and career planning engages students in developing a personally meaningful course of study so they can achieve goals they have set for themselves.
Requires local boards to adopt policies to address:
(a) Procedures for placing and promoting grade 6-12 students entering from out of state or from a foreign country, including a review of the student's prior academic performance.
(b) Alternative methods for students to demonstrate competency in required courses and credits, with special support for students who have been retained.
(c) Applied, integrated, and combined courses that provide flexibility for students to enroll in courses that are creative and meet individual learning styles and student needs.
(d) Credit recovery courses and intensive reading and math intervention courses based on student performance on the FCAT. These courses should be competency based and offered through innovative delivery systems, including computer-assisted instruction. Districts should use learning gains as well as other appropriate data and provide incentives to identify and reward high-performing teachers who teach credit recovery and intensive intervention courses.
(e) Grade forgiveness policies that replace a grade of "D" or "F" with a grade of "C" or higher earned subsequently in the same or a comparable course.
(f) Summer academies for students to receive intensive reading and mathematics intervention courses or competency-based credit recovery courses. A student's participation in an instructional or remediation program prior to or immediately following entering grade 9 for the first time shall not affect that student's classification as a first-time 9th grader for reporting purposes.
(g) Strategies to support teachers' pursuit of the reading endorsement and emphasize reading instruction professional development for content area teachers.
(h) Creative and flexible scheduling designed to meet student needs.
(i) Procedures for high school students who have not prepared an electronic personal education plan to prepare such plan.
(j) Tools for parents to regularly monitor student progress and communicate with teachers.
(k) Additional course requirements for promotion and graduation which may be determined by each school district in the student progression plan and may include additional academic, fine and performing arts, physical education, or career and technical education courses in order to provide a complete education program.
Requires the department to:
(a) By February 1, 2007, increase the number of approved applied, integrated, and combined courses available to districts.
(b) By the beginning of the 2006-2007 school year, make available a professional development package designed to provide the information that content area teachers need to become proficient in applying scientifically based reading strategies through their content areas.
(c) Share best practices for providing a complete education program to students enrolled in course recovery, credit recovery, intensive reading intervention, or intensive math intervention.
(d) Expedite assistance and decisions and coordinate policies throughout all divisions within the department to provide districts with support to implement the Florida Secondary School Redesign Act.
(e) Use data to provide the Legislature with an annual longitudinal analysis of the success of this reform effort, including the progress of 6th grade students and 9th grade students scoring at Level 1 on FCAT Reading or FCAT Math.
Directs the commissioner of education to create and implement the Secondary School Improvement Award Program to reward public secondary schools that demonstrate continuous student academic improvement and show the greatest gains in student academic achievement in reading and math.
Pages 35-39 of 160: http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 - Section 19
Source: www.myfloridahouse.gov
| |
| FL | Signed into law 05/2006 | P-12 | School districts may use teaching strategies that include the assignment of more than one teacher to a classroom of students and that were implemented before July 1, 2005. Effective July 1, 2005, school districts may implement additional teaching strategies that include the assignment of more than one teacher to a classroom of students for the following purposes only: 1. Pairing teachers for the purpose of staff development. 2. Pairing new teachers with veteran teachers. 3. Reducing turnover among new teachers. 4. Pairing teachers who are teaching out-of-field with teachers who are in-field. 5. Providing for more flexibility and innovation in the classroom. 6. Improving learning opportunities for students, including students who have disabilities.
Teaching strategies implemented on or after July 1, 2005 may be implemented subject to the following restrictions: 1. Reasonable limits shall be placed on the number of students in a classroom so that classrooms are not overcrowded. Teacher-to-student ratios within a curriculum area or grade level must not exceed constitutional limits. 2. At least one member of the team must have at least 3 years of teaching experience. 3. At least one member of the team must be teaching in-field. 4. The teachers must be trained in team-teaching methods within 1 year after assignment.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 16)
Source: Florida Legislature
| |
| FL | Signed into law 05/2006 | P-12 | The Legislature finds disparities between teachers assigned to teach in a majority of "A" graded schools and teachers assigned to teach in a majority of "F" graded schools. The disparities can be found in the average years of experience, the median salary, and the performance of the teachers on teacher certification examinations. It is the intent of the Legislature that district school boards have flexibility through the collective bargaining process to assign teachers more equitably across the schools in the district.
School districts may not assign a higher percentage than the school district average of first-time teachers, temporarily certified teachers, teachers in need of improvement, or out-of-field teachers to schools with above the school district average of minority and economically disadvantaged students or schools that are graded "D" or "F." Each school district must annually certify to the Commissioner of Education that this requirement has been met. If the commissioner determines that a school district is not in compliance, the State
Board of Education will be notified and take action.
INCENTIVES District school boards are authorized to provide salary incentives to meet this requirement. A district school board may not sign a collective bargaining agreement that precludes the school district from providing sufficient incentives to meet this requirement.
Schools graded "D" or "F" must annually report their teacher-retention rate. Included in this report shall be reasons listed for leaving by each teacher who left the school for any reason.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 57)
Source: Florida Legislature
| |
| AR | Signed into law 04/2006 | P-12 | Establishes Teacher of the Year program, directs state board to recognize annually a Teacher of the Year. That teacher will be placed on paid administrative leave for one year to provide professional development and other assistance. District to be reimbursed by the state for cost of administrative leave. Teacher of the year also to be a non-voting advisory member for the state board. Clarifies state and district responsibilities.
http://www.arkleg.state.ar.us/ftproot/bills/2006S1/public/HB1031.pdf
Title: H.B. 1031
Source: http://www.arkleg.state.ar.us/
| |
| TN | Signed into law 04/2006 | P-12 | Requires tenured teacher who resigns and subsequently returns to the school system to serve one-year probationary period before tenure can be regained unless such probationary period is waived by the local board of education upon request of the director of schools.
http://www.legislature.state.tn.us/bills/currentga/BILL/SB2781.pdf
Title: S.B. 2781
Source: Tennessee Legislature
| |
| TN | Signed into law 04/2006 | P-12 | Concerns education; prohibits discrimination based on age against teachers in employment decisions. Removes provision for teacher's tenure to end following teacher's 65th birthday. - Amends TCA Section 49-5-507.
http://www.legislature.state.tn.us/bills/currentga/BILL/HB2863.pdf
Title: H.B. 2863
Source: Tennessee Legislature
| |
| 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 |
| |