 |
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 |
| |
| OH | Signed into law 12/2006 | P-12
Postsec. | Requires that the partnership for continued learning, in conjunction with the Ohio board of regents and the state board, recommend a means of assessing high school students' college and work readiness, especially in English and mathematics. The partnership is to recommend one or more assessments that can achieve the following goals:
(A) Measure students' skills against identified college and work-ready expectations in English and mathematics and serve as an indicator of students' readiness to successfully complete introductory level coursework at an institution of higher education and to avoid remedial coursework;
(B) Promote consistency in high school academic course content, quality, and expectations;
(C) Provide individual students with information to assist in planning the remaining high school learning experience;
(D) Serve as one indicator for college admission or placement;
(E) Assist institutions of higher education in aligning remedial coursework with the college and work-ready expectations measured by the assessments.
In evaluating the range of assessment tools, the partnership is to consult with the state board of education and the board of regents to consider the suitability for this purpose of existing state and commercial assessments, including the Ohio graduation tests. The partnership's recommendations are to describe how its recommended assessments fit within the existing system of state achievement tests. Recommendations are due not later than July 30, 2007. Sec. 3301.46 requires the state department and board of regents to propose a standard method and form for documenting on high school transcripts high school credits earned that are compatible with the standards for credit transfer and arcitulation adopted by the board of regents.
Section 3302.032 requires the state board to select one or more methods of measuring high school graduates' preparedness for higher education and the workforce. Measures may include, but need not be limited to, measures such as performance on assessments, percentage of students who earn credit toward a degree while in high school, or the percentage of students who take remedial coursework upon enrollment in an institution of higher education. School district and school report cards must report on each applicable measure but measures do not contribute to district or school rating.
http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_311
Title: S.B. 311-- Sec. 3301.43
Source: http://www.legislature.state.oh.us/
| |
| OH | Signed into law 12/2006 | P-12 | Increases high school graduation requirements for students entering grade 9 during the 2010-2011 school year (Class of 2014). Increases math units from 3 to 4; requires one unit of Algebra II or its equivalent. Existing 3-unit requirement in science calls for one unit biological sciences and one unit physical sciences. New requirements specify that 3 units science must all be lab sciences that include 1 unit physical sciences, 1 unit biology and 1 unit in one or more of the following: (1) chemistry, physics or other physical science; (2) advanced biology or other life science; or (3) astronomy, physical geology, or other earth or space science.
Division (K) of this section addtionally requires students entering grade 9 for the first time during the 2010-2011 school year (Class of 2014) to complete two semesters of fine arts, which requirement may be completed in any grade 7-12. Students who receive a waiver from the Ohio core graduation requirements, either through a parental agreement or through enrollment in an approved dropout prevention and recovery program, are not required but encouraged to enroll in a fine arts course as an elective.
Division (L) allows local boards to adopt policies excusing any student who has participated in interscholastic athletics, marching band or cheerleading for at least two full seasons during high school from the high school physical education requirement. A student who receives an excusal must complete a half unit of credit in another course of study.
Directs schools to integrate economics and financial literacy into one or more of the existing social studies credit requirements (American history and American government). In developing this integrated curriculum, schools must use available public-private partnerships and resources and materials that exist in business, industry, and through the centers for economics education at institutions of higher education in the state.
Replaces existing 6 units of electives with 5-unit elective requirement. Directs that these be fulfilled by one or any combination of foreign language, fine arts, business, career-technical education, family and consumer sciences, technology, agricultural education, or English language arts, mathematics, science, or social studies courses not otherwise required in the core curriculum.
Clarifies that a student may meet the Ohio core curriculum graduation requirements through a variety of methods, including integrated, applied, career-technical and traditional coursework.
Includes legislative intent: "Ohioans must be prepared to apply increased knowledge and skills in the workplace and to adapt their knowledge and skills quickly to meet the rapidly changing conditions of the twenty-first century. National studies indicate that all high school graduates need the same academic foundation, regardless of the opportunities they pursue after graduation. The goal of Ohio's system of elementary and secondary education is to prepare all students for and seamlessly connect all students to success in life beyond high school graduation, regardless of whether the next step is entering the workforce, beginning an apprenticeship, engaging in post-secondary training, serving in the military, or pursuing a college degree."
See section 3313.603: http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_0311
Title: S.B. 311-- Sec. 3313.603(A), (B), (C) Part 1, (K) adn (L)
Source: www.legislature.state.oh.us
| |
| UT | Adopted 11/2006 | P-12 | Allows exceptions to the minimum number of instructional hours and schools days per year for individual students and schools; requires Local Education Agencies (LEAs) and Career and Technical Education (CTE) programs to ensure that accurate records of daily student attendance and school entrance and completion are maintained in each school, as well student disability status; requires each school to contract with an independent auditor to review attendance/completion records; provides new eligibility standards for funding students, including electronic high school students; provides new guidelines for indicating the high school completion or exit status of each student who leaves the state's public education system; provides new guidelines for the student identification and tracking system. http://www.rules.utah.gov/publicat/bull_pdf/2006/b20061001.pdf (see pg. 15)
Title: R277-419
Source: http://www.rules.utah.gov/main/
| |
| CA | Vetoed 09/2006 | P-12
Postsec.
Community College | Establishes the Career Technical Education Coordinating Council for purposes of identifying state and federal career education programs in kindergarten and grades 1 to 12, inclusive and recommending ways to coordinate programs and funding to enhance the economy of those programs, to identify barriers to the articulation of the programs with the various state institutions of higher education and ways to link such grades programs with community college certificate and degree programs. Requires reports.
http://www.leginfo.ca.gov/pub/bill/asm/ab_2101-2150/ab_2115_bill_20060906_enrolled.pdf
Title: A.B. 2115
Source: California Legislature
| |
| CA | Signed into law 09/2006 | Postsec. | Adds a provision to the Donahoe Higher Education Act that if either the University of California or California State University had not adopted model uniform academic standards for career technical education that will satisfy the completion of a general elective course requirement for the purposes of admission to their universities, the Regents are requested to, and trustees required to, recognize the completion of all career technical education courses that meet the model curriculum standards.
http://www.leginfo.ca.gov/pub/bill/sen/sb_1501-1550/sb_1543_bill_20060906_enrolled.pdf
Title: S.B. 1543
Source: California Legislature
| |
| CA | Vetoed 09/2006 | P-12 | Establishes the Digital Arts Studio Partnership Program to train youth in digital technology arts. Requires the program to be administered by the Lieutenant Governor's Office. Requires the office to contract with a nonprofit corporation to implement the program in partnership with other participating regional organizations, to convene a advisory panel, and to report annually on the progress of the program.
Title: A.B. 252
Source: California Legislature
| |
| LA | Adopted 08/2006 | P-12 | Updates Career and Technical course offerings to make these more aligned with national standards. Pages 3-5 of 55: http://www.doa.louisiana.gov/osr/reg/0608/0608RUL.pdf
Title: LAC 28:CXV.2319, 2377, and 2387
Source: Lexis-Nexis/StateNet
| |
| WA | Adopted 08/2006 | P-12 | Amends the formula for and distribution of state moneys for state incentive grants for increased enrollment in vocational skills centers programs. Implements language in the 2006 budget directing the Office to develop criteria to award incentive grants to encourage school districts to increase enrollment in vocational skills centers. http://www1.leg.wa.gov/documents/wsr/2006/17/06-17-141.htm
Title: WAC 392-121-465
Source: Lexis-Nexis/StateNet
| |
| LA | Adopted 07/2006 | P-12 | Updates Career and Technical course offerings to be more aligned with national standards. http://www.doa.louisiana.gov/osr/reg/0607/0607RUL.pdf
Title: LAC 28:CXXVII.Chapters 1-7
Source: Lexis-Nexis/StateNet
| |
| PA | Adopted 07/2006 | P-12 | Establishes rules relating to academic standards and assessment. Adds academic standards for Career Education and Work. Specifies academic standards to be achieved by students enrolled at various grade levels in the public schools of this Commonwealth. PENNSYLVANIA 4072
http://www.pde.state.pa.us/stateboard_ed/lib/stateboard_ed/CHAPTER44-12-05_GED_.pdf
Title: 22 PA. Code Ch. 4
Source: Pennsylvania Regulations
| |
| TX | Adopted 07/2006 | P-12 | Allows for students who are at higher proficiency levels to meet the graduation requirements by taking higher level language courses. Clarifies that Tech prep is a program of study, not a course. TEXAS 99898
Title: 19 TAC 2.74.D.74.43, .44
Source: Texas Regulations
| |
| TX | Adopted 07/2006 | P-12
Postsec.
Community College | Establishes purpose, authority and general provisions for Tech-Prep Consortia. Outlines the state administration of Tech-Prep Programs and Consortia. Establishes the responsibilities of the consortia. Establishes the criteria for a statewide system to evaluate each consortium biennially, the process for the evaluations, and any requisite action that results from the evaluations. TEXAS 99895
Title: 19 TAC 1.9.K.9.201 -.206
Source: Texas Higher Ed. Board
| |
| VA | Rule Adoption 07/2006 | P-12 | Amends regulations establishing standards for accrediting public schools in Virginia. The amendments include additional options for students to meet the requirements for graduation; change the methodology for calculating accreditation ratings; create greater flexibility for transfer students; add more rigorous benchmarks for accreditation; and better define sanctions for schools, superintendents, and school boards if a school loses its accreditation. Revisions also require all elementary and middle schools to require students to participate in a program of physical fitness during the regular school year in accordance with guidelines established by the Board of Education. Changes made to the proposed regulations (i) add defined terms and clarify existing terms; (ii) clarify that students who are limited English proficient (LEP) may be granted an exemption from Standards of Learning (SOL) testing in the areas of writing, science, and history and social science; (iii)add a provision encouraging elementary schools to provide instruction in foreign languages; (iv) allow advanced courses to include Cambridge courses, in addition to Advanced Placement, International Baccalaureate, and college level courses for degree credit; (v) beginning with the academic year 2008-2009, limit middle school teachers to a teaching load of no more than 25 class periods a week; (vi) restore language removed in the proposed regulation regarding teachers of block programs that encompass more than one class period with no more than 120 student periods per day may teach 30 class periods per week; (vii) add a provision for one planning period per day or equivalent for middle and secondary teachers; (viii) cross reference the responsibility of the division superintendent in reporting compliance with preaccreditation eligibility requirements; and (ix) repeal Appendix I, which is expired. http://legis.state.va.us/codecomm/register/vol22/iss24/f8v20131.doc
Title: 8 VAC 20-131-10 thru -320 non seq.
Source: http://legis.state.va.us/codecomm/register/vol22/iss24/v22i24.pdf (pg. 137 of 336)
| |
| HI | Signed into law 06/2006 | P-12 | Provides for the establishment of a vocational agriculture education program to provide assistance to school districts for the coordination of the activities of student agricultural organizations and associations.
Requires the director of the vocational agriculture education program to:
1) Assess the agricultural needs of the state and devise methods of meeting those needs with the vocational agriculture education program;
(2) Assist school districts in establishing vocational agriculture programs;
(3) Review school district applications for approval of vocational agriculture programs;
(4) Evaluate existing programs;
(5) Plan research and studies for the improvement of curriculum materials for specialty areas of vocational agriculture;
(6) Ensure that the standards and criteria developed under this section satisfy the mandates of federally-assisted vocational education;
(7) Develop in-service programs for teachers and administrators of vocational agriculture;
(8) Review applications for vocational agriculture teacher certification;
(9) Assist in teacher recruitment and placement in vocational agriculture programs;
(10) Serve as a liaison with the Future Farmers of America, representatives of business, industry, appropriate public agencies, and institutions of higher education to facilitate dissemination of information;
(11) Promote improvement of vocational agriculture programs;
(12) Assist in the development of adult and continuing education programs in vocational agriculture; and
(13) Establish an advisory task force of agriculturists, who represent the diverse areas of the agricultural industry in the state, that shall make annual recommendations on the development of curriculum, staffing, and strategies to establish a source of trained and qualified individuals in agriculture and strategies for developing the state program in vocational agriculture education, including youth leadership throughout the public schools.
Appropriates $100,000 to the vocational agriculture education program.
http://www.capitol.hawaii.gov/sessioncurrent/bills/hb2179_cd1_.htm
Title: H.B. 2179
Source: www.capitol.hawaii.gov
| |
| HI | Signed into law 06/2006 | P-12 | Increases the number of vocational, technical, and career pathway education teachers by directing the Hawaii Teachers Standards Board to set alternative criteria and establish other measures of qualification necessary for these types of teachers to meet licensing standards. Specifies that the department has the authority to waive the requirement of a bachelor's degree to teach in a vocation, technical, or career pathway education program. http://www.capitol.hawaii.gov/sessioncurrent/bills/sb2887_cd1_.htm
Title: S.B. 2887
Source: Lexis-Nexis/StateNet, www.capitol.hawaii.gov
| |
| IA | Signed into law 06/2006 | P-12
Community College
Postsec. | Deletes provision requiring the director of the department of education to develop an application and review process for the identification of quality instructional centers at community colleges (section 256.9, subsection 40). Program identification criteria were to be designed to increase student access to programs, establish high quality occupational and vocational education programs, and enhance interinstitutional cooperation in program offerings.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=SF2272
Title: S.B. 2272 - Section 18
Source: coolice.legis.state.ia.us
| |
| 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
| |
| OK | Signed into law 06/2006 | P-12
Postsec. | Appropriates funds to the state board of career and technology education. Sets budgetary limitations, requires performance measures for budget categories, provides a formula for the salary calculation of vocational teachers and provides for grants.
http://webserver1.lsb.state.ok.us/2005-06bills/HB/HB1013X_ENR.RTF
Title: H.B. 1013B
Source: http://webserver1.lsb.state.ok.us/
| |
| FL | Signed into law 05/2006 | P-12 | District school boards and superintendents must prescribe and adopt standards and policies to provide each student the opportunity to receive a complete education program, including language arts, mathematics, science, social studies, health, physical education, foreign languages, and the arts, as defined by the Sunshine State Standards. The standards and policies must emphasize integration and reinforcement of reading, writing, and mathematics skills across all subjects, including career awareness, career exploration, and career and
technical education.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 10)
Source: Florida Legislature
| |
| FL | Signed into law 05/2006 | P-12 | Creates the Florida Ready to Work Certification Program to enhance the workplace skills of Florida's students to better prepare them for successful employment in specific occupations. The program may be conducted in public middle and high schools, community colleges, technical centers, one-stop career centers, vocational rehabilitation centers, and Department of Juvenile Justice educational facilities. The program may be made available to other entities that provide job training. Requires the state department to establish institutional readiness criteria for program implementation.
The Program must be composed of: (a) A comprehensive identification of workplace skills for each occupation identified for inclusion in the program by the Agency for Workforce Innovation and the Department of Education. (b) A preinstructional assessment that delineates the student's mastery level on the specific workplace skills identified for that occupation. (c) A targeted instructional program limited to those identified workplace skills in which the student is not proficient as measured by the preinstructional assessment. (d) A certificate and portfolio awarded to students upon successful completion of the instruction.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 35)
Source: Florida Legislature
| |
| FL | Signed into law 05/2006 | P-12 | Creates career and professional academies, defined as a research-based program that integrates a rigorous academic curriculum with an industry-driven career curriculum. The academies may be offered by public schools, school districts, or the Florida Virtual School. Students completing career and professional academy programs receive a standard high school diploma, the highest available industry certification, and postsecondary credit if the academy partners with a postsecondary institution.
The goals of career and professional academies are to: (a) Increase student academic achievement and graduation rates through integrated academic and career curricula. (b) Focus on career preparation through rigorous academics and industry certification. (c) Raise student aspiration and commitment to academic achievement and work ethics. (d) Support the revised graduation requirements by providing creative, applied majors. (e) Promote acceleration mechanisms, such as dual enrollment, articulated credit, or occupational completion points, so that students may earn postsecondary credit while in high school. (f) Support the state's economy by meeting industry needs for skilled employees in high-demand occupations.
The legislation describes the possible locations and configurations of the career academies. Each academy must: (a) Provide a rigorous standards-based academic curriculum integrated with a career curriculum. (b) Include one or more partnerships with postsecondary institutions, businesses, industry, employers, economic development organizations, or other appropriate partners from the local community. (c) Provide creative and tailored student advisement and coordinate with middle schools. (d) Provide a career education certification on the high school diploma. (e) Provide instruction in careers designated as high growth, high demand, and high pay. (f) Deliver academic content through instruction relevant to the career, including intensive reading and mathematics intervention. (g) Provide instruction resulting in competency, certification, or credentials in workplace skills. (h) Provide opportunities for students to obtain the Florida Ready to Work Certification; and (i) Include an evaluation plan developed jointly with the Department of Education. T
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 27)
Source: Florida Legislature
| |
| GA | Signed into law 05/2006 | P-12 | Creates the Career and Technical Education Oversight Commission. Requires the head of the career and technical education program of the department of education to report annually to the commission regarding the conditions, needs, issues and problems of the program. Requires the commission to periodically review the conditions, needs, issues and problems related to the career and technical education program, annually issue a report on the same to the General Assembly, and recommend any action or legislation which the commission deems necessary or appropriate. Repeals commission effective December 31, 2012.
http://www.legis.state.ga.us/legis/2005_06/pdf/hb1228.pdf
Title: H.B. 1228
Source: www.legis.state.ga.us
| |
| GA | Signed into law 05/2006 | P-12 | Creates the Agricultural Education Advisory Commission. Requires the head of the agricultural education program of the Department of Education to report annually to commission regarding the conditions, needs, issues and problems of the program. Requires the commission to periodically review the conditions, needs, issues and problems related to the agricultural education program, issue annually a report on the same to the General Assembly, and recommend any action or legislation which the commission deems necessary or appropriate. Repeals commission effective December 31, 2012.
http://www.legis.state.ga.us/legis/2005_06/pdf/hb1227.pdf
Title: H.B. 1227
Source: www.legis.state.ga.us
| |
| 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
| |
| LA | Signed into law 05/2006 | P-12
Postsec.
Community College | Requires the Board of Supervisors of Community and Technical Colleges to work with Board of Elementary and Secondary Education (BESE) to improve linkages and career and technical education pathways between high schools and community and technical colleges. Requires collaboration to include:
(a) Aligning existing career and technical education programs to more industry-driven programs.
(b) Expanding career and technical education programs and related opportunities for high school students.
(c) Creating articulated courses and programs between high schools and community and technical colleges.
Title: H.B. 1023
Source: Lexis-Nexis/StateNet
| |
| MO | Signed into law 05/2006 | P-12 | Directs the department of education to develop a "ready to work" endorsement program by June 30, 2007. Provides that the program must include:
(1) Voluntary participation by high school seniors who choose to participate;
(2) Academic components;
(3) Work readiness components;
(4) Assessment tools and techniques for a third-party, independent, and objective assessment and endorsement of individual student achievement through an existing workforce investment service delivery system; and
(5) An easily identifiable guarantee to potential employers that the entry-level employee is ready to work.
Requires the department to involve representatives of the division of workforce development, employers, students, career center providers, local workforce investment boards, and school district personnel. See end of page 16: http://www.senate.mo.gov/06info/pdf-bill/tat/SB894.pdf
Title: S.B. 894
Source: www.senate.mo.gov
| |
| OK | Signed into law 05/2006 | P-12
Postsec.
Community College | Expands powers and duties of the State Board of Career and Technology Education.
http://webserver1.lsb.state.ok.us/2005-06bills/HB/HB2983_ENR.RTF
Title: H.B. 2983
Source: http://webserver1.lsb.state.ok.us/
| |
| TN | Signed into law 05/2006 | P-12 | Concerns Education; renames the division of vocational-technical education within the department of education as the division of career and technical education; revises membership of the Tennessee council for vocational-technical education.
http://www.legislature.state.tn.us/bills/currentga/BILL/HB4040.pdf
Title: H.B. 4040; S.B. 3919
Source: Tennessee Legislature
| |
| VT | Signed into law 05/2006 | P-12
Postsec.
Community College | Relates to higher education. Creates a commission to develop the next generation initiative to encourage Vermonters to live and work in Vermont. Proposes the commission consider a broad range of ideas to meet this goal, including:
(1) Strategies to ensure that postsecondary education is accessible and affordable for all Vermonters through grants, loans, and scholarships, and that funds flow directly to students and their families.
(2) Options such as loan forgiveness, tax incentives, loan repayments, and leveraging federal resources.
(3) The integration, where appropriate, of Vermont's secondary and postsecondary workforce training programs with Vermont's postsecondary institutions.
(4) The use of strategic investments in Vermont's postsecondary education system to:
(A) increase the postsecondary aspiration, continuation, retention, and completion rates of Vermonters;
(B) stimulate specific economic sectors which are particularly appropriate for or unique to Vermont; and
(C) serve critical marketplace needs.
Requires the plan to include a funding level for implementation, identify a funding source, and include a system for overseeing use of the funds. Makes an appropriation for college scholarships.
Establishes a next generation initiative fund in the office of the state treasurer. http://www.leg.state.vt.us/docs/legdoc.cfm?URL=/docs/2006/acts/ACT204.HTM
Title: S.B. 312
Source: www.leg.state.vt.us
| |
| ID | Adopted 04/2006 | P-12 | Requires all high schools, effective July 1, 2007, to provide Advanced Opportunities (defined as Advanced Placement courses, dual credit courses, Tech Prep, or International Baccalaureate programs), or provide opportunities for students to take courses at the postsecondary campus. http://adm.idaho.gov/adminrules/rules/idapa08/0203.pdf
Title: IDAPA 08.02.03
Source:
| |
| IL | Adopted 04/2006 | P-12 | Identifies 10 criteria the department must use when reviewing grant proposals and making awards for the High Technology School-to-Work Program. Criteria include the appropriateness of the targeted industries and occupations; the appropriateness of the targeted student population; the efforts to recruit female and minority students into the project; and the strength of the local partnership and private sector involvement. http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue16.pdf (beginning page 1303 of 1408).
Title: 14 IAC 110.170
Source: www.cyberdriveillinois.com
| |
| IL | Adopted 04/2006 | P-12 | Changes reference to "career education" to "career and technical education." Clarifies differences between courses high schools must offer, courses students must take, and courses students must pass to graduate. Clarifies that all high school students must take a course in American patriotism and the principles of representative government, as enunciated in the American Declaration of Independence, the Constitution of the United States of America and the Constitution of the State of Illinois, and the proper use and display of the American flag for not less than one hour per week, or the equivalent.
Adds policy that a student may be permitted to retake a course that he or she has already successfully completed (for example, to earn a better grade) but that credit may not be awarded more than once for completion of the same course, and the same course may not be counted more than once toward
fulfillment of the state high school graduation requirements.
Establishes criteria for approval of a "writing intensive" course as required for high school graduation effective with the Class of 2010. Pages 483-496 of 705 http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue18.pdf
Title: 23 IAC 1.440
Source: www.cyberdriveillinois.com
| |
| KY | Signed into law 04/2006 | P-12 | Relates to reorganization; designates the Kentucky Workforce Investment Board as the sole state agency responsible for the administration of vocational and technical education and the supervision of the administration of vocational and technical education; permits the board to delegate responsibilities to the Office of Career and Technical Education; confirms Executive Order 2005- 327. http://www.lrc.ky.gov/RECORD/06RS/SB57/bill.doc
Title: S.B. 57
Source: Lexis-Nexis/StateNet
| |
| LA | Adopted 04/2006 | P-12 | Revises current course offerings, bringing them in line with current industry standards. http://www.doa.state.la.us/osr/reg/0604/0604RUL.pdf (page 5 of 106)
Title: LAC 28:CXV.2377
Source: Lexis-Nexis/StateNet
| |
| MI | Signed into law 04/2006 | P-12 | Establishes statewide high school graduation requirements effective with the class of 2010, including 4 units English; 3 units science, including biology and either chemistry or physics. Strongly encourages students to complete a fourth credit in science, such as forensics, astronomy, Earth science, agricultural science, environmental science, geology, physics or chemistry, physiology, or microbiology.
Directs the department to develop content area expectations in each of the subject areas required for high school graduation. Requires the process to include input from a number of stakeholder groups, including representatives from 4-year colleges or universities, community colleges, and other postsecondary institutions; from the business community; and from vocational and career and technical education providers
Directs the department to determine the basic level of technology and internet access required for students to complete the online course or learning experience requirement set forth in S.B. 1124 http://www.legislature.mi.gov/documents/2005-2006/publicact/pdf/2006-PA-0124.pdf and determine the assessments through which students may demonstrate proficiency. Requires the department to develop material to assist schools in implementing the graduation requirements here and in S.B. 1124, including guidelines for alternative instructional delivery methods.
Authorizes a parent to request a personal curriculum for the student that modifies certain graduation requirements. Establishes a procedure for this process. Bars a personal curriculum from deviating from the statewide English and science requirements. Establishes limitations on the modifications possible to the math, social studies, health/physical education and arts graduation requirements in a personal curriculum.
Authorizes schools to provide the high school graduation requirement curriculum through alternative instructional delivery methods such as alternative course
work, humanities course sequences, career and technical education, industrial technology courses, or vocational education, or by a combination of these. Encourages schools operating career and technical education programs to integrate the high school graduation requirements into those programs.
Beginning with the 2008-2009 school year, links a high school's accreditation to its offering of the curriculum necessary to fulfill high school graduation requirements. Provides that if a school does not offer all the required credits, the school must ensure student access to the required units via alternate means, such as dual enrollment; enrollment in an online course; a cooperative arrangement with a neighboring school district or with a public school academy; or granting approval for the student to be counted in membership in another school district.
If a student is not successfully completing a unit required for graduation, or is identified as being at risk of withdrawing from high school, requires the student's district or charter school to notify the student's parent of the availability of tutoring or other supplemental educational support and counseling services that may be available to the student under existing state or federal programs, such as those programs or services available under section 31a of the state school aid act of 1979, MCL 388.1631a, or under the No Child Left Behind Act of 2001.
Mandates that units required for high school graduation be taught by highly qualified teachers. Provides that if a district or charter school demonstrates to the
department that it is unable to do so because it is unable to hire enough highly qualified teachers, the department must work with the district or charter school to develop a plan to allow it to hire enough highly qualified teachers to meet the highly qualified teachers requirement.
Requires schools to ensure that each grade 7 student has the opportunity to develop an educational development plan, and that each student has developed
an educational development plan before he or she begins high school. Mandates that an educational development plan be developed by the student under the supervision of the student's school counselor or another qualified designee qualified selected by the high school principal and be based on a career pathways program or similar career exploration program.
Allows districts and charter schools unable to implement all of the curricular requirements to apply to the department for permission to phase in one or more of the requirements. Provides that if a district or charter school does not offer all of the required credits or provide options to have access to the required credits and legislation is enacted to allow districts and charter schools to apply for a contract that waives certain state or federal requirements, then the school district or public school academy is encouraged to apply for a contract to improve student performance.
Clarifies that students may complete high school graduation requirements through advanced studies such as accelerated course placement, advanced placement, dual enrollment in a postsecondary institution, or participation in the international baccalaureate program or an early college/middle college program.
Requires the department to submit an annual report to the legislature that evaluates the overall success of the new graduation requirements, the rigor and relevance
of the course work required by the curriculum, the ability of public schools to implement the curriculum and the required course work, and the impact of the curriculum on pupil success, and that details any activities the department has undertaken to implement these requirements and the requirements in S.B.1124 or to assist public schools in implementing the new graduation requirements. http://www.legislature.mi.gov/documents/2005-2006/publicact/pdf/2006-PA-0123.pdf
Title: H.B. 5606
Source: www.legislature.mi.gov
| |
| MS | Signed into law 04/2006 | P-12 | Directs the department of education to design and implement an alternative high school diploma for students who are interested in direct entry into the workforce immediately following high school graduation.
http://billstatus.ls.state.ms.us/documents/2006/html/HB/0200-0299/HB0214SG.htm
Title: H.B. 214
Source: http://billstatus.ls.state.ms.us/
| |
| NE | Signed into law 04/2006 | P-12 | Adopts the Career Education Partnership Act. The bill provides for the state department of education to administer a
program to provide grants to collaborative partnerships of two or more school districts that are collaborating on a project with an
educational service unit, or a public postsecondary institution and an advisory group. Grants may not exceed $75,000 per project and
may be expended over a two year period. Appropriates $450,000 of general funds in 2006-07 and 2007-08 for grants.
http://www.unicam.state.ne.us/pdf/FINAL_LB690_1.pdf
Title: L.B. 690
Source: http://www.unicam.state.ne.us/
| |
| OK | Signed into law 04/2006 | P-12
Postsec.
Community College | Authorizes and directs the state board of career and technology education to accept and expend funds from any source in order to market, advertise or promote programs and services available through the career and technology education system.
http://www.okhouse.gov/Legislation/BillFiles/hb2139.PDF
Title: H.B. 2139
Source: http://www.okhouse.gov/
| |
| WA | Signed into law 03/2006 | Postsec.
Community College | Finds that skill centers provide students with high quality educational opportunities through programs that combine academics with career and technical education. Finds that skill centers provide extremely valuable support to local businesses seeking skilled entry-level employees and to communities attempting to enhance local economic development opportunities. Finds that skill centers permit a number of school districts to cooperatively offer programs that the school districts cannot provide individually. Directs the work force training and education
coordinating board, in collaboration with the office of the superintendent of public instruction, to conduct a study and report back to the 2007 legislature regarding how best to provide increased opportunities for students living in areas of the state that are currently not adequately served by a skill center. If plausible, the work force training and education coordinating board, in collaboration with the office of the superintendent of public instruction, shall provide preliminary recommendations to Washington Learns by June 2006.
http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Session%20Law%202006/5717-S2.SL.pdf
Title: S.B. 5717
Source: http://www.leg.wa.gov/
| |
| WA | Signed into law 03/2006 | P-12
Community College | Requires the following to be implemented to expand opportunities for secondary school students to prepare for technical careers and related apprenticeships: (1) Centers of excellence and other colleges with a high density of apprenticeship programs shall act as brokers of relevant
information and resources as provided for in this act; (2) An educational outreach program coordinated by the Washington state apprenticeship and training council as provided for in this act; and (3) The development of direct-entry programs for graduating secondary students, approved and overseen by the Washington state apprenticeship and training council as provided for in this act. Provides that, subject to funding provided for the purposes of this act, the superintendent of public instruction in consultation with the Washington state apprenticeship and training council shall allocate grants on a competitive basis to up to four pilot projects to expand enrollment of secondary school students in career and technical programs that enable them to enter apprenticeships, particularly building and construction apprenticeships, upon graduation. The purpose of the pilot projects is to develop new collaborations among K-12 education and work force education providers and try new
approaches to delivering instruction and career and technical education to secondary school students. Provides that two of the pilot projects shall involve skill centers or high schools working collaboratively with local or regional apprenticeship programs and the Washington state apprenticeship and training council to design and offer the programs. Provides that two of the pilot projects shall involve community or technical colleges working collaboratively with local high schools, local or regional apprenticeship programs, and the Washington state apprenticeship and training council to design and offer the programs. Provides that at least one of the pilot projects is encouraged to involve small or rural high schools.
http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Session%20Law%202006/2789-S2.SL.pdf
Title: H.B. 2789
Source: http://www.leg.wa.gov/pub/billinfo/2005-06/
| |
| WA | Signed into law/partial veto 03/2006 | P-12 | Declares an intent to create a rigorous, high quality career and technical high school graduation option that assures students meet state standards in fundamental academic content areas, but also reflects nationally recognized standards for the knowledge and skills needed to pursue employment and careers in technical fields, and provides students with flexibility in other areas such as social studies, health and fitness, or the arts. It is the legislature's intent that the career and technical education within the new graduation option be extensive and reflective of a significant, multiyear commitment by the student. Requires each high school or school district board of directors to adopt course equivalencies for career and technical high school courses offered to students at the high school. A career and technical course equivalency may be for whole or partial credit. Each school district board of directors shall develop a course equivalency approval procedure. Provides that career and technical courses determined to be equivalent to academic core courses, in full or in part, by the high school or school district shall be accepted as meeting core requirements, including graduation requirements, if the courses are recorded on the student's transcript using the equivalent academic high school department designation and title. Full or partial credit shall be recorded as appropriate. Directs the superintendent of public instruction to develop a list of approved career and technical education programs that qualify for the high school graduation option under RCW 28A.230.090. Programs on the list must meet the following minimum criteria: (1) Lead to a certificate or
credential that is state or nationally recognized by trades, industries, or other professional associations as necessary for employment or advancement in that field; (2) Require a sequenced progression of multiple courses, both exploratory and preparatory, that are vocationally intensive and rigorous; and (3) Have a high potential for providing the program completer with gainful employment or entry into a postsecondary work force training program.
Partial veto message: http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Vetoes/2973-S.VTO.pdf
http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Session%20Law%202006/2973-S.SL.pdf
Title: H.B. 2973
Source: http://www.leg.wa.gov/
| |
| NJ | Signed into law 02/2006 | P-12
Postsec. | Reforms State's workforce investment system, establishes the Center forOccupational Employment Information to provide information supporting career guidance and academic counseling programs, to make information and planning resources relating education to careers available to workforce investment system clients, and equipping teachers, administrators, and counselors to assist clients.
http://www.njleg.state.nj.us/2004/Bills/AL05/354_.PDF
Title: S.B. 2826
Source: http://www.njleg.state.nj.us
| |
| SD | Line Item Veto 02/2006 | P-12 | Appropriates $1 million for enhancement of secondary career and technical education from the state general fund; provides for grants. Requires priority consideration to those programs that are innovative or enhanced, that are collaborative efforts, or that include entrepreneurial activities, internships, or career guidance.
http://legis.state.sd.us/sessions/2006/bills/SB168enr.pdf
Title: S.B. 168
Source: http://legis.state.sd.us
| |
| 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 |
| |
| 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 |
| |