 |
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 |
| |
| 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 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/
| |
| TX | Adopted 11/2006 | P-12 | Increases the requirements for the Recommended and Distinguished high school curriculum options effective with the Class of 2011. Increases the total number of units required for both these options from 24 to 26. Increases Carnegie unit requirements in both math and science from 3 to 4. For Recommended program, requires 4th unit math to be selected from any of 12 courses, many of which are above Algebra II. For Distinguished program, requires 4th unit to be chosen from units above Algebra II (in addition to existing 3-unit sequence for both programs of Algebra I, II and geometry).
Requires 4 units in Distinguished program to include 1 unit biology, 1 unit chemistry and 1 unit physics, with 4th unit chosen from state-specified lab sciences. Effective with the Class of 2016, requires 3 non-elective science units in Recommended program to meet these criteria (4th lab science may be selected from larger pool of lab sciences).
http://info.sos.state.tx.us/pls/pub/readtac$ext.ViewTAC?tac_view=5&ti=19&pt=2&ch=74&sch=F&rl=Y
Title: TX 19 TAC 74.61 through 74.64
Source: info.sos.state.tx.us
| |
| WV | Adopted 10/2006 | P-12 | Amends rules regarding mathematics content standards and objectives for West Virginia schools. http://wvde.state.wv.us/policies/p2520.2_ne.pdf
Title: Title 126, Series 44B
Source: Lexis-Nexis/StateNet
| |
| CA | Signed into law 09/2006 | P-12 | Prohibits the State Board of Education from adopting the same basic instructional materials in language arts or mathematics for the same grade level in successive years. Requires that instructional materials for language arts be submitted to the state board for adoption in 2008. Requires school districts to ensure each pupil is provided with language-arts textbooks.
http://www.leginfo.ca.gov/pub/bill/asm/ab_2701-2750/ab_2722_bill_20060915_enrolled.pdf
Title: A.B. 2722
Source: California Legislature
| |
| 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/
| |
| 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
| |
| OK | Signed into law 06/2006 | P-12 | Requires each public school district to ensure that a majority of the instructional time each day of the school year in kindergarten through third grade is focused on reading and mathematics (Chapter No. 146).
http://webserver1.lsb.state.ok.us/2005-06bills/HB/hb2712_enr.rtf
Title: H.B. 2712
Source: http://webserver1.lsb.state.ok.us/
| |
| OK | Signed into law 06/2006 | P-12 | Appropriates funds to the state school of science and mathematics. Directs the board of trustees to develop outcome-based performance measures for each budget category, defines eligibility for certain students. Sets budgetary limitations and provides for duties and compensation of employees.
http://webserver1.lsb.state.ok.us/2005-06bills/HB/HB1021X_ENR.RTF
Title: H.B. 1021B
Source: http://webserver1.lsb.state.ok.us/
| |
| FL | Signed into law 05/2006 | P-12 | Defines secondary schools as those serving grades 6-12. Specifies that the following guiding principles must be used in the annual preparation of each secondary school's improvement plan:
(a) Struggling students, especially those in failing schools, need the highest quality teachers and dramatically different, innovative approaches to teaching and learning.
(b) Every teacher must contribute to every student's reading improvement.
(c) Quality professional development provides teachers and principals with the tools they need to better serve students.
(d) Small learning communities allow teachers to personalize instruction to better address student learning styles, strengths, and weaknesses.
(e) Intensive intervention in reading and math must occur early and through innovative delivery systems.
(f) Parents need access to tools they can use to monitor their child's progress in school, communicate with teachers, and act early on behalf of their child.
(g) Applied and integrated courses help students see the relationships between subjects and relevance to their futures.
(h) School is more relevant when students choose courses based on their goals, interests, and talents.
(i) Master schedules should not determine instruction and must be designed based on student needs, not adult or institutional needs.
(j) Academic and career planning engages students in developing a personally meaningful course of study so they can achieve goals they have set for themselves.
Requires local boards to adopt policies to address:
(a) Procedures for placing and promoting grade 6-12 students entering from out of state or from a foreign country, including a review of the student's prior academic performance.
(b) Alternative methods for students to demonstrate competency in required courses and credits, with special support for students who have been retained.
(c) Applied, integrated, and combined courses that provide flexibility for students to enroll in courses that are creative and meet individual learning styles and student needs.
(d) Credit recovery courses and intensive reading and math intervention courses based on student performance on the FCAT. These courses should be competency based and offered through innovative delivery systems, including computer-assisted instruction. Districts should use learning gains as well as other appropriate data and provide incentives to identify and reward high-performing teachers who teach credit recovery and intensive intervention courses.
(e) Grade forgiveness policies that replace a grade of "D" or "F" with a grade of "C" or higher earned subsequently in the same or a comparable course.
(f) Summer academies for students to receive intensive reading and mathematics intervention courses or competency-based credit recovery courses. A student's participation in an instructional or remediation program prior to or immediately following entering grade 9 for the first time shall not affect that student's classification as a first-time 9th grader for reporting purposes.
(g) Strategies to support teachers' pursuit of the reading endorsement and emphasize reading instruction professional development for content area teachers.
(h) Creative and flexible scheduling designed to meet student needs.
(i) Procedures for high school students who have not prepared an electronic personal education plan to prepare such plan.
(j) Tools for parents to regularly monitor student progress and communicate with teachers.
(k) Additional course requirements for promotion and graduation which may be determined by each school district in the student progression plan and may include additional academic, fine and performing arts, physical education, or career and technical education courses in order to provide a complete education program.
Requires the department to:
(a) By February 1, 2007, increase the number of approved applied, integrated, and combined courses available to districts.
(b) By the beginning of the 2006-2007 school year, make available a professional development package designed to provide the information that content area teachers need to become proficient in applying scientifically based reading strategies through their content areas.
(c) Share best practices for providing a complete education program to students enrolled in course recovery, credit recovery, intensive reading intervention, or intensive math intervention.
(d) Expedite assistance and decisions and coordinate policies throughout all divisions within the department to provide districts with support to implement the Florida Secondary School Redesign Act.
(e) Use data to provide the Legislature with an annual longitudinal analysis of the success of this reform effort, including the progress of 6th grade students and 9th grade students scoring at Level 1 on FCAT Reading or FCAT Math.
Directs the commissioner of education to create and implement the Secondary School Improvement Award Program to reward public secondary schools that demonstrate continuous student academic improvement and show the greatest gains in student academic achievement in reading and math.
Pages 35-39 of 160: http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 - Section 19
Source: www.myfloridahouse.gov
| |
| MD | Rule Adoption 05/2006 | P-12 | Amends rules regarding exemption of students from taking the Maryland High School Assessment for algebra/data analysis if they completed and passed algebra in a nonpublic middle school or an out-of- state middle school and have mastered the core learning goals.
http://www.dsd.state.md.us/comar/13a/13a.03.02.04.htm
Title: COMAR 13A.03.02.04, .12
Source: Maryland Rules
| |
| NY | Adopted 05/2006 | P-12 | Amends requirements for Regents or local high school and Regents diploma with avanced designation.
Regents or local high school diploma:
Three units of credit of mathematics more advanced than 8th grade level and that meet commencement-level learning standards as determined by the commissioner, provided that no more than two credits may be earned for any Integrated Algebra, Geometry, or Algebra 2 and Trigonometry commencement level mathematics course;
Advanced Designation:
Students entering 9th grade prior to September 2009 must pass two of the three commencement level Regents examinations in mathematics through one of the following combinations: Mathematics A and Mathematics B, or Mathematics A and Algebra 2 and Trigonometry (or the three Regents examinations titled Course I, Course II and Course III or the two Regents examinations titled Mathematics A and Course III). Students entering 9th grade in September 2009 and thereafter must pass all three commencement level Regents examinations in mathematics titled Mathematics A or Integrated Algebra, Geometry, and Algebra 2 and Trigonometry.
Students who first enter 9th grade in September 2009 and thereafter who complete all coursework and testing requirements for the Regents diploma with advanced designation in mathematics and/or science, and who pass, with a score of 85 or better, three commencement level Regents examinations in mathematics and/or three commencement level Regents examinations in science, will earn a Regents diploma with advanced designation, with an annotation on the diploma that denotes mastery in mathematics and/or science, as applicable.
http://www.regents.nysed.gov/2006Meetings/May2006/0506emscvesida2.htm
Title: Title 8 NYCRR section 100.5
Source: http://www.regents.nysed.gov/
| |
| KS | Signed into law 04/2006 | P-12 | Establishes the Kansas Academy of Mathematics and Science as either:
(1) An accelerated residential, or on-line distance learning program for Kansas high school-age pupils who are academically talented in science and mathematics; or
(2) a rigorous, two-year program of college coursework tailored to individual abilities and taught by the faculty of a postsecondary educational institution designated by the board, or
(3) both. Both options are to allow gifted students to earn college credits and a high school diploma at the same time. Requires the state board of regents to determine whether KAMS is a residential program, a distance learning program or a combination of on-line and in person course work, seminars and learning activities.
Defines eligible students. Requires the state board of regents to prescribe the curriculum of KAMS, including coursework in mathematics through calculus II, chemistry, biology, physics, computer science, English and history. Specifies that the course of study for KAMS pupils must be subject to the state board's approval and must be designed to meet both the high school graduation requirements and the requirements for an associate of arts or an associate of science degree.
Requires the state board of regents to establish fees for students attending the KAMS program, which must be paid by the school district where the student is enrolled but must not exceed the base state aid per pupil.
Allows a total of at least 40 pupils to be admitted to KAMS. Requires 20 of the students to be chosen based on residence with no more than five residing in a single congressional district. Requires the remaining 20 pupils to be chosen without regard to residence in the state. Allows the Board of Regents the authority to expand the number of students beyond 40, but the same geographic distribution apply.
Gives the board authority to aid regent institutions in developing short-term summer academies and requires budget requests to include funds for operating such academies, which may be residential or use the KAN-ED system.
http://www.kslegislature.org/bills/2006/139.pdf
Title: S.B. 139
Source: www.kslegislature.org
| |
| 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
| |
| UT | Signed into law 03/2006 | P-12 | This bill provides stipends for supplemental instruction to students who have not passed the Utah Basic Skills Competency Test, funding to implement proposals to improve mathematics achievement test scores in grades four through six, and makes modifications to the Utah Orderly School Termination Procedures Act (see separate record in this database for more details on dismissal provision). Specifies eligibility requirements for students to receive a stipend for basic skills education; establishes stipend amounts; requires basic skills providers to accept students for instruction on a first come/first served basis; allows a basic skills provider to charge a stipend recipient an additional amount above the stipend amount; provides that a basic skills provider shall receive payment in the amount of the stipend if the stipend recipient passes the subtest for which the basic skills provider provided instruction; requires the State Board of Education to administer the Basic Skills Education Stipend Program and make rules; requires the Legislature to annually appropriate money from the General Fund for stipends for basic skills education; directs the State Board of Education to issue a request for proposals from school districts and charter schools to improve mathematics achievement test scores of students in grades four through six; requires the proposals to use professional development, incentive bonuses, or a combination of both, as a strategy to improve mathematics achievement test scores; requires the State Board of Education to: give priority to Title I schools in awarding funding to implement proposals; and report to the Education Interim Committee on the implementation of proposals to improve mathematics achievement test scores; specifies procedures for the termination or discontinuation of a career employees's contract; and appropriates money for stipends for basic skills education and to implement proposals to improve mathematics achievement test scores of students in grades four through six.Appropriates for fiscal year 2006-07 only, $7,500,000 from the General Fund to the State Board; and for fiscal year 2006-07 only, $7,500,000 from the Uniform School Fund to the State Board of Education.
http://www.le.state.ut.us/~2006/bills/hbillenr/hb0181.pdf
Title: H.B. 181
Source: http://www.le.state.ut.us
| |
| UT | Signed into law 03/2006 | P-12
Postsec. | Modifies the requirements to qualify for a New Century scholarship; allows a student to qualify for such scholarship who completes and approved math and science curriculum; requires scholarship requirements to be completed with at least a B average; requires the Board of Regents to approve a math and science curriculum.
http://www.le.state.ut.us/~2006/bills/hbillenr/hb0326.pdf
Title: H.B. 326
Source: http://www.le.state.ut.us
| |
| 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 |
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| Scheduling/School Calendar--Extended Day Programs |
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| Scheduling/School Calendar--Summer School |
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| Scheduling/School Calendar--Year |
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| School Safety |
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| School Safety--Bullying Prevention/Conflict Resolution |
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| School Safety--Code of Conduct |
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| School Safety--Disaster/Emergency Preparedness |
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| School Safety--Expulsion/Suspension |
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| School Safety--No Child Left Behind--Safe Schools |
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| School Safety--Sexual Harassment and Assault |
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| School Safety--Special Education |
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| School Safety--Uniforms/Dress Codes |
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| School/District Structure/Operations |
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| School/District Structure/Operations--District Consolidation/Deconsolidation |
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| School/District Structure/Operations--Facilities |
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| School/District Structure/Operations--Food Service |
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| School/District Structure/Operations--Libraries |
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| School/District Structure/Operations--Personnel (Non-Teaching) |
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| School/District Structure/Operations--School Size |
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| School/District Structure/Operations--Shared Services |
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| School/District Structure/Operations--Transportation |
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| Service-Learning |
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| Special Education |
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| Special Education--Federal Law/Regulations |
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| Special Education--Finance |
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| Special Education--Inclusion (Mainstreaming) |
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| Special Education--Placement |
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| Special Education--Transition |
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| Special Populations--Corrections Education |
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| Special Populations--Foster Care |
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| Special Populations--Gifted and Talented |
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| Special Populations--Homeless Education |
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| Standards |
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| State Longitudinal Data Systems |
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| State Policymaking |
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| State Policymaking--Ballot Questions |
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| State Policymaking--Politics |
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| State Policymaking--Task Forces/Commissions |
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| STEM |
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| Student Achievement |
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| Student Achievement--Closing the Achievement Gap |
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| Student Achievement--State Trends |
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| Student Supports--Counseling/Guidance |
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| Student Supports--Mentoring/Tutoring |
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| Student Supports--Remediation |
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| Students |
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| Students--Athletics/Extracurricular Activities |
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| Students--Records/Rights |
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| Teaching Quality |
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| Teaching Quality--Certification and Licensure |
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| Teaching Quality--Certification and Licensure--Alternative |
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| Teaching Quality--Certification and Licensure--Assignment |
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| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
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| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
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| Teaching Quality--Certification and Licensure--Special Education |
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| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
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| Teaching Quality--Certification and Licensure--Substitute Teachers |
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| Teaching Quality--Compensation and Diversified Pay |
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| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
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| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
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| Teaching Quality--Evaluation and Effectiveness |
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| Teaching Quality--Induction Programs and Mentoring |
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| Teaching Quality--Paraprofessionals |
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| Teaching Quality--Preparation |
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| Teaching Quality--Professional Development |
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| Teaching Quality--Recruitment and Retention |
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| Teaching Quality--Recruitment and Retention--At-Risk Schools |
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| Teaching Quality--Teacher Rights |
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| Teaching Quality--Tenure or Continuing Contract |
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| Teaching Quality--Unions/Collective Bargaining |
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| Technology |
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| Technology--Computer Skills |
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| Technology--Devices/Software/Hardware |
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| Technology--Equitable Access |
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| Technology--Funding Issues |
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| Technology--Internet Safety |
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| Technology--Teacher/Faculty Training |
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| Textbooks and Open Source |
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