 |
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 |
| |
| 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 |
| |
| OH | Signed into law 12/2006 | P-12 | Directs the general assembly to appropriate funds for strategic initiatives to strengthen schools' capacity to hire and retain highly qualified teachers in the subject areas required by the curriculum. Provides that such initiatives are expected to require an investment of $120,000,000 over five years.
See section 3313.603: http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_0311
Title: S.B. 311--Sec. 3313.603(C)(7) Part 2
Source: www.legislature.state.oh.us
| |
| UT | Adopted 12/2006 | P-12
Postsec. | Provides eligibility and award distribution requirements for the Public Education Job Enhancement Program (PEJEP), which offers funding to cover the tuition costs for a teaching endorsement, master's degree or graduate education to selected public school teachers in mathematics, physics, chemistry, physical science, learning technology, or information technology, and special education teachers; provides time lines for the submission and approval of applications; provides procedures for the distribution of awards and scholarships; provides procedures for monitoring PEJEP award participant compliance with the law and this rule. http://www.rules.utah.gov/publicat/code/r690/r690-100.htm; http://le.utah.gov/~code/TITLE53A/htm/53A02034.htm
Title: R690-100
Source: http://www.rules.utah.gov/main/
| |
| NC | Signed into law 08/2006 | P-12 | Creates a pilot program providing for a salary supplement for newly hired teachers of mathematics or science at the middle or high school level. Directs the state board of education to develop the pilot program and select three local school administrative units to participate in the pilot program, targeting low-performing local school administrative units. Allocates funds for program.
http://www.ncleg.net/Sessions/2005/Bills/Senate/HTML/S1741v8.html
Title: S.B. 1741
Source: http://www.ncleg.net/
| |
| HI | Signed into law 07/2006 | P-12 | Allows the department of education to employ retired teachers full time to teach in teacher shortage areas and serve as mentors for new classroom teachers. Allows the department to employ retired administrators to teach or administer in teacher shortage areas and to serve as mentors for new classroom teachers. Provides that a retired teacher or administrator who is rehired under this section shall not earn retirement service credit, contribute to the retirement system, or gain additional retirement system benefits as a result of the re- employment. Requires the person to have been retired for at least one year prior to re-employment. Provides repeal date of June 30, 2011. http://www.capitol.hawaii.gov/sessioncurrent/bills/HB1862_CD1_.pdf
Title: H.B. 1862
Source: www.capitol.hawaii.gov
| |
| HI | Signed into law 07/2006 | P-12 | Appropriates funds for teacher training and support to address educational needs, especially the teacher shortage in the state. http://www.capitol.hawaii.gov/sessioncurrent/bills/sb3195_cd1_.htm
Title: S.B. 3195
Source: Lexis-Nexis/StateNet
| |
| IL | Adopted 07/2006 | P-12
Postsec. | Clarifies rules to reflect the statutory changes contained in public law, which created this new program to encourage students to become teachers in schools with staff shortages. Sets forth the applicant eligibility requirements, program procedures and institutional procedures. pp 237-245 of 591: http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue27.pdf
Title: 23 IAC 2768.10, 15, 20, 30, 40
Source: www.cyberdriveillinois.com
| |
| CT | Signed into law 06/2006 | P-12 | Concerns the early childhood education workforce; expands the number of early childhood education teachers through development of an accelerated, alternate route program to initial teacher certification with an endorsement in early childhood education; provides for appropriations. Public Act No. 154
http://www.cga.ct.gov/2006/ACT/Pa/pdf/2006PA-00154-R00SB-00455-PA.pdf
Title: S.B. 455
Source: Connecticut Legislature
| |
| IA | Signed into law 06/2006 | P-12 | Rewrites section 284.11 (former "Pilot program for team-based variable pay for student achievement"). New section 284.11 encourages school districts to establish teacher compensation opportunities that recognize the need for geographic or other locally determined wage differentials and provides incentives for traditionally hard-to-staff schools and subject-area shortages. Provides for state assistance to allow school districts to add a market factor to teacher salaries paid by the school districts. Provides that funds are to supplement, but not supplant, wages and salaries paid as a result of a collective bargaining agreement.
Authorizes department to spend up to $250,000 of an allocation to support the implementation of a national board certification support program.
Authorizes area education agencies to receive funds to support beginning teacher mentoring and induction programs.
Deletes selected provisions from section 284.13 on authorized allocations for teacher salaries, professional development, etc.
Requires a preliminary study to measure the cost and effectiveness in raising student achievement of a compensation system that provides financial incentives based on student performance. Beginning July 1, 2006, requires the commission to gather sufficient information to identify a pay-for-performance program based on student achievement gains and global content standards where student achievement gains cannot be easily measured. Directs the commission to review pay-for-performance programs in both the public and private sector. Based on this information, requires the commission to design a program utilizing both individual and group incentive components. Requires at least half of any available funding identified by the commission to be designated for individual incentives. Commencing with the school year beginning July 1, 2007, requires the commission to initiate demonstration projects, in selected kindergarten through grade twelve schools, to test the effectiveness of the pay-for-performance program. Directs the commission to select 10 school districts as demonstration projects. To the extent practicable, requires participants to represent geographically distinct rural, urban, and suburban areas of the state. Requires the commission, beginning in the 2008-2009 school year, to select twenty additional school districts as demonstration projects.
Requires the commission to prepare an interim report by January 15, 2007, followed by interim progress reports annually, followed by a final study report analyzing the effectiveness of pay-for-performance in raising student achievement levels. Requires the final study report to be completed no later than six months after the completion of the demonstration projects. Directs the general assembly to consider implementing the pay-for-performance program statewide for the 2009-2010 school year.
Governor vetoed provisions establishing a pay-for-performance commission to design and implement a pay-for-performance program and provide a study relating to teacher and staff compensation containing a pay-for-performance component. Governor directs the Institute for Tomorrow's Workforce to take the lead on this study. Governor likewise vetoed provisions directing the department to create a teacher remediation program to provide counseling and assistance for teachers whose students do not demonstrate adequate increases in achievement.
Bill: http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=HF2792
Veto message: http://www.governor.state.ia.us/legislation/2006/veto/060601_HF2792_Item.html
Title: H.B. 2792 - Section 24 - 27
Source: coolice.legis.state.ia.us
| |
| IL | Signed into law 06/2006 | P-12 | Amends the Grow Your Own Teacher Act. Defines developmental classes and makes changes to the definition of parent and community leaders and schools serving a substantial percentage of low-income students. Makes an exception for existing cohorts with respect to requirement that the first programs under the Grow Your Own Teacher Education Initiative be awarded grants so as to allow candidates to begin their work at the beginning of the 2006-2007 school year. http://www.ilga.gov/legislation/fulltext.asp?DocName=&SessionId=50&GA=94&DocTypeId=SB&DocNum=2235&GAID=8&LegID=22716&SpecSess=&Session=
Title: S.B. 2235
Source: Lexis-Nexis/StateNet
| |
| IL | Signed into law 06/2006 | P-12 | Amends the Downstate Teacher Article of the Pension Code. Extends to 2011 the period during which an annuitant receiving a retirement annuity other than a disability retirement annuity may accept employment as a teacher without impairing retirement status. http://www.ilga.gov/legislation/94/HB/PDF/09400HB5331lv.pdf
Title: H.B. 5331
Source: Lexis-Nexis/StateNet
| |
| LA | Signed into law 06/2006 | P-12
Postsec. | Establishes the Teachers Education Trust Fund Incentive Program to provide additional financial incentives for qualified classroom teachers to locate and teach in low-performing schools in disadvantaged and under-served geographical areas of the state.
Defines eligible teacher as one who:
(a) Holds a valid Louisiana teaching certificate and teaches in the field of certification.
(b) Has not had a certification or licensure requirement waived by the state on an emergency, temporary, or provisional basis.
(c) Has the equivalent of an academic major, or has passed the Louisiana licensing content-specific Praxis exam, or has earned a master's degree in the content area taught.
(d) Meets the definition of a highly qualified teacher under the federal No Child Left Behind Act.
Provides that awards to participating teachers may not exceed $3,000 a year for 3 years, and may be used (but are not required to be used) to offset the teacher's qualified student debt.
Provides that the program must be administered by the Louisiana Student Financial Assistance Commission. http://www.legis.state.la.us/billdata/streamdocument.asp?did=402968
Title: S.B. 737
Source: www.legis.state.la.us
| |
| LA | Signed into law 06/2006 | P-12 | Allows any service retiree of the Louisiana School Employees' Retirement System to be rehired on a full-time basis, in any position covered by the system, including part-time, temporary, or substitute employee positions. Repeals language that bars earnings for any 12-month period from exceeding 50% of the employee's average compensation for such period. Replaces with language providing that reemployed retiree earning more than 50% of average compensation must repay earnings in excess of 50% of average compensation for the fiscal year to the retirement system, either through direct reimbursement to the system or by suspension of benefits. Provides, however, that the repayment amount must not exceed the amount of retirement benefits received by the retiree for the fiscal year. http://www.legis.state.la.us/billdata/streamdocument.asp?did=405955
Title: S.B. 88
Source: www.legis.state.la.us
| |
| OH | Signed into law 06/2006 | P-12
Postsec.
Community College | Appropriates funds for support of the Ohio Core Program. Funds will be used to:
(1) Support the participation of teachers licensed in Ohio and mid-career professionals not currently employed by a school district or licensed to teach at the primary or secondary education levels in a twelve-month intensive training program that leads to teacher licensure in a laboratory-based science, advanced mathematics, or foreign language field at the secondary education level and employment with an Ohio school district;
(2) Support alternative teacher licensure programs developed by educational service centers, in partnership with institutions of higher education. Participants shall be teachers licensed in Ohio and mid-career professionals not currently employed by a school district or licensed to teach at the primary or secondary education levels. Programs shall be consistent with the State Board of Education's alternative licensure requirements;
(3) Obtain contracted instruction with institutions of higher education in mathematics, science, or foreign language for high school students that results in dual high school and college credit. Costs shall be based upon reasonable expenses that institutions of higher education could incur for faculty, supplies, and other associated costs.
(4) Implement and support the Ohio Students Choosing On-line Resources for Educational Success Initiative that increases the educational options available for students in mathematics, advanced laboratory-based science, and foreign language. The eTech Ohio Commission shall work collaboratively with the Department of Education and the Board of Regents on this initiative.
(5) Support up to 10 regional summer academies that focus on foreign language, science, mathematics, engineering, and technology and prepare 11th and 12th grades to pursue college-level foreign language, mathematics, science, technology and engineering, with a focus on secondary teaching in these disciplines. Successful completion of these academics shall result in dual high school and college credits. Costs shall be based upon reasonable expenses, as determined by the Board of Regents, that institutions of higher education could incur for faculty, supplies, and other associated costs.
http://www.legislature.state.oh.us/BillText126/126_HB_115_PS_N.html
Title: H.B. 115
Source: http://www.legislature.state.oh.us
| |
| FL | Signed into law 05/2006 | P-12 | 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
| |
| KS | Signed into law 05/2006 | P-12 | Establishes the special education teacher service scholarship to award up to 50 scholarships a year of $3,000 a semester to Kansas residents with teacher certification who are accepted for admission to or enrolled in a program leading to licensure/endorsement to teach special education, and are in good standing at their postsecondary institution. Scholarship recipients must begin teaching special education within 6 months after licensure and agree to teach special education at an accredited public or private school in the state for at least 3 years. Establishes procedures for scholarship recipients to pay back monies with interest upon failure to satisfy any obligations of the agreement. Establishes in the state treasury the special education teacher service scholarship program fund and the special education teacher service scholarship repayment fund..
http://www.kslegislature.org/bills/2006/2578.pdf
Title: H.B. 2578 Section 1-8
Source: www.kslegislature.org
| |
| KS | Signed into law 05/2006 | P-12 | Establishes the teacher education scholarship program, to be administered by the state board of regents. Provides scholarships to a Kansas resident with demonstrated scholastic ability who has teacher certification and has been teaching in an accredited school for at least 4 years and has been accepted for admission to or is enrolled in a master's program in education. Also provides scholarships to a Kansas resident with demonstrated scholastic ability who holds an associate's degree and has been employed at an accredited school for at least 4 years and has been accepted for admission to or is enrolled in a program leading to teacher certification.
Provides that scholarships must be awarded first to qualified students enrolled in a course of instruction leading to teacher licensure in a teaching discipline for which the board determines is the greatest need. Provides that scholarships may cover up to 100% of tuition and fees in a public teacher education program or up to 100% of the average of tuition and fees at a nonpublic teacher education program. Requires scholarship recipients to begin teaching in Kansas within 6 months of licensure, and to teach in an accredited public or private elementary or secondary school for at least one year for each 15 credit hours of assistance received. Establishes procedures for scholarship recipients to pay back monies with interest upon failure to satisfy any obligations of the agreement.
Creates in the state treasury the teacher education scholarship program fund and the teacher education scholarship repayment fund.
http://www.kslegislature.org/bills/2006/2578.pdf
Title: H.B. 2578 Section 9-17
Source: www.kslegislature.org
| |
| LA | Adopted 05/2006 | P-12 | Establishes Content Standards Curriculum Framework for Students Teaching and Reaching (STAR) to serve as the one teacher preparation course to be used by all secondary teachers in Louisiana. Pages 4-8 of 75: http://www.doa.louisiana.gov/osr/reg/0605/0605rul.pdf
Title: LAC 28:CXXV.101, 301-317
Source: www.doa.louisiana.gov
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| MO | Signed into law 05/2006 | P-12
Postsec.
Community College | Creates the Urban Flight and Rural Needs Scholarship Program for scholarships for students entering teacher education programs who commit to teaching at certain high-risk population schools. Defines eligibility and amount of scholarship.
http://www.senate.mo.gov/06info/pdf-bill/tat/SB980.pdf
Title: S.B. 980
Source: http://www.senate.mo.gov
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| VT | Signed into law 05/2006 | P-12 | Directs the commissioner of education to annually convene a meeting of directors of Vermont educator preparation programs and representatives of school boards, superintendents, principals, educators, and the Vermont standards board to determine subject and geographic areas in which there is a critical need for educators and to discuss ways to meet the need.
Removes authority to oversee teacher licensing from the state board of education. Creates the Vermont standards board for professional educators to:
(1) Adopt rules with respect to the licensing of teachers and administrators, and of speech-language pathologists and audiologists;
(2) Establish standards for educator preparation programs in Vermont and approve those that meet the standards;
(3) Establish standards, including endorsements, according to which individuals may obtain a license or have one renewed or reinstated;
(4) Oversee and monitor the application and licensing process administered by the office; and
(5) Develop a code of professional ethics and act as advisor to professional educators regarding its interpretation.
Lists causes for licensing action. Includes provisions related to reports of alleged unprofessional conduct or incompetence and investigating such reports; hearing panels; the conduct of hearings; appeals; and accessibility and confidentiality of licensing matters.
Directs the commissioner of education to issue annually a report to the standards board including:
(1) the number of new licensees and endorsements they receive, the number of licenses that have lapsed without renewal, and the total number of licensees;
(2) a summary of all complaints requiring preliminary review, formal investigation and formal charges; and
(3) an accounting of all fees and administrative penalties received by the office and all expenditures and costs of the office for the year. http://www.leg.state.vt.us/docs/legdoc.cfm?URL=/docs/2006/acts/ACT214.HTM
Title: H.B. 677
Source: www.leg.state.vt.us
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| NY | Signed into law 04/2006 | P-12 | Provides that undergraduate and graduate students leading to a career as a secondary-level math or science teacher are eligible to apply for incentive program awards, provided they sign a contract agreeing to teach secondary math or science full-time in the state for a minimum of five years. Provides that up to 500 awards may be made each year to new recipients. Provides that awards entitle the recipient to reimbursement of tuition costs for up to four academic years of full-time undergraduate study and one academic year of full-time graduate study leading to certification as a math or science teacher. Provides circumstances under which the full amount of the award must be converted to a student loan.
See Part P: http://nysosc9.osc.state.ny.us/product/mbrdoc.nsf/6339293dcb6fa2de8525689e005203d7/310e01f681ac73a78525716100422281/$FILE/LAWS%20OF%20NEW%20YORK-2006-CHAPTER%2058.doc
Title: S.B. 9558
Source: www.budget.state.ny.us
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| UT | Signed into law 03/2006 | P-12 | This bill modifies the Terrel H. Bell Teaching Incentive Loans program. Modifies the class of students eligible for the Terrel H. Bell Teaching Incentive Loans program; Gives the State Board of Regents sole authority to make standard awards; Modifies prioritization criteria; Allows the State Board of Education to select certain recipients, subject to program appropriation levels. http://www.le.state.ut.us/~2006/bills/hbillenr/hb0081.pdf
Title: H.B. 81
Source: http://www.le.state.ut.us
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| VA | Signed into law 03/2006 | P-12 | Allows persons who retired as other than a teacher to teach in a critical shortage position while continuing to receive a retirement allowance, provided the person becomes licensed by the Board of Education to serve as a local school board instructional or administrative employees.
http://leg1.state.va.us/cgi-bin/legp504.exe?061+ful+CHAP0513
Title: S.B. 99
Source: http://leg1.state.va.us
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| IL | Adopted 01/2006 | P-12
Postsec. | Establishes rules to implement the Grow Our Own Teacher Education Act. Allows consortia of at least one postsecondary institution, at least one school district or group of schools and at least one community organization to apply for a grant provided the application proves at least a subset of teachers typically prepared by the institution seeks employment in communities where hard-to-staff schools are located, and that the institution is not applying for funding for an existing consortium currently serving a group of candidates under a model substantially similar to that described in the Act. Establishes other requirements for potential applicants. Establishes procedures for grant RFPs. Establishes criteria for the review of proposals, including that:
--programs seek to attract diverse teacher candidates reflecting the diversity of students in hard-to-staff schools;
--the plan of work for the program include specific strategies for overcoming known barriers faced by the targeted schools in retaining qualified teachers as well as barriers faced by the individuals who make up the cohort to be enrolled in the program;
--faculty and relevant staff of the institution are knowledgeable regarding the needs of hard-to-staff schools and the specific issues that candidates from non-traditional backgrounds encounter when attempting to complete preparation for teaching careers;
--the community organization that is a member of the consortium has conducted projects or initiatives with a specific focus on involving parents and others in school improvement, either in the targeted schools or schools with similar characteristics, and has the capacity to recruit candidates for and support them as they progress through the program.
Requires the State Superintendent of Education to approve proposals for funding and make final determinations regarding the amounts to be provided based on specified criteria.
Establishes requirements and procedures for continuation of implementation funding.
During Fiscal Year 2006, requires the State Superintendent of Education to invite proposals from existing entities already engaged in teacher preparation initiatives whose principal features are congruent with those established the Act. Allows one or more entities whose proposals demonstrate that an eligible consortium exists and that a cohort of eligible candidates is being prepared for service in hard-to-staff positions or schools to receive implementation funding in accordance with an approved proposal and budget, depending upon the preparation status of the candidates, the amounts requested, and the availability of funding.
Establishes procedures for awarding planning grants.
Provides loans of up to $25,000 to candidates in Grow Your Own programs to complete their teacher training. States that any candidate who completes 5 years of service in a hard-to-staff school or hard-to-staff teaching position will be fully forgiven. However, if an individual has not assumed employment in a hard-to-staff school or position within two years after receiving a teaching certificate, the individual shall be required to begin the repayment (without interest) of amounts loaned through the program.
http://www.isbe.net/rules/archive/pdfs/60ARK.pdf
Title: 23 IAC 60.10 thru 100
Source: Lexis/Nexis, /www.isbe.net/rules
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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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