 |
State |
Status/Date |
Level |
Summary |
|
 | 21st Century Skills |
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| Accountability |
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| Accountability--Accreditation |
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| Accountability--Measures/Indicators |
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| Accountability--Reporting Results |
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| Accountability--Rewards |
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| Accountability--Sanctions/Interventions |
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| Accountability--Sanctions/Interventions--No Pass No Drive |
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| Accountability--Sanctions/Interventions--No Pass No Play |
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| Accountability--Sanctions/Interventions--Takeovers |
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| Accountability--School Improvement |
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| Adult Basic Education |
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| Assessment |
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| Assessment--Accommodations |
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| Assessment--Computer Based |
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| Assessment--End-of-Course |
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| Assessment--Formative/Interim |
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| Assessment--High Stakes/Competency |
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| Assessment--NAEP (NAEP Results and NAEP Organization) |
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| Assessment--Value Added |
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| At-Risk (incl. Dropout Prevention) |
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| At-Risk (incl. Dropout Prevention)--Alternative Education |
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| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
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| Attendance |
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| Attendance--Compulsory |
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| Attendance--Statutory Ages (Upper and Lower) |
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| Attendance--Truancy |
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| Background Checks |
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| Bilingual/ESL |
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| Business Involvement |
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| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
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| Cheating |
| |
| Choice of Schools--Charter Schools |
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| Choice of Schools--Charter Schools--Charter Districts |
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| Choice of Schools--Charter Schools--Closings |
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| Choice of Schools--Charter Schools--Finance |
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| Choice of Schools--Charter Schools--Research |
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| Choice of Schools--Choice/Open Enrollment |
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| Choice of Schools--Magnet or Specialized Schools |
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| Choice of Schools--Tax Credits |
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| Choice of Schools--Vouchers |
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| Civic Education |
| |
| Civic Education--Character Education |
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| Class Size |
| |
| Curriculum |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Censorship |
| |
| Curriculum--Core Curriculum |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Excusal |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Geography Education |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Curriculum--Speech Education |
| |
| Data-Driven Improvement |
| |
| Demographics |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Education Research |
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| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Aid to Private Schools |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Funding Formulas |
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| Finance--Local Foundations/Funds |
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| Finance--Lotteries |
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| Finance--Private Giving |
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| Finance--Resource Efficiency |
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| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
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| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--Mandates |
| |
| Governance--School Boards |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--Mental Health |
| |
| Health--Nutrition |
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| Health--School Based Clinics or School Nurses |
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| Health--Suicide Prevention |
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| Health--Teen Pregnancy |
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| High School |
| |
| High School--Advanced Placement |
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| High School--College Readiness |
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| High School--Dropout Rates/Graduation Rates |
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| High School--Dual/Concurrent Enrollment |
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| High School--Early Colleges/Middle Colleges |
| |
| High School--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches--Constructivism |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
| |
| Instructional Approaches--Official English |
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| Instructional Approaches--Problem Based Learning |
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 | Integrated Services/Full-Service Schools |
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| NY | Vetoed 12/2007 | P-12
Postsec. | Directs the department of health to approve the establishment of a college-linked senior living community that has a formal, jointly defined program in collaboration with a local college offering degree programs in gerontology and allied health professions to develop and evaluate a new intergenerational model of delivering long-term care services to the elderly. Provides this college-linked senior living community must consist of senior independent living apartments, an adult care facility and a residential health care facility. Provides that services within the college-linked senior living community must be provided based on a partnership that includes a teaching, training, research and clinical affiliation with shared resources including student, staff, faculty, facilities, equipment and scheduled social and recreational activities.
Provides that the partnership must be located in a county with a population of more than 96,000 and less than 97,000, according to federal decennial census of 2000 by a college offering degrees in, but not limited to, gerontology and allied health professions to develop and evaluate a new intergenerational model of delivering long-term care services to the elderly.
Provides that after the residential health care facility has been operational for two years, the college-linked senior living community project must submit a report to the commissioner of health, the governor, the speaker of the assembly and the temporary president of the senate that includes: an assessment of the cost-effectiveness of the project; the number of individuals served by the project; a description of the demographic and clinical characteristics of the residents served by the project; a survey of the residents and/or family members regarding the quality of life of residents served by the project; a description of the partnership between the senior living community and the college, with an accounting of the exchange of resources, including sharing of space, equipment and personnel, including students and faculty; and recommendations for the replication of the project in other areas of the state.
Bill text: http://assembly.state.ny.us/leg/?bn=S02139&sh=t
Title: S.B. 2139
Source: assembly.state.ny.us
| |
| IL | Adopted 07/2007 | P-12 | Creates new Part of rules, "Children's Mental Health Initiative Grants." Subpart A, "School Mental Health Support Grants," (pages 136-141 of 201 http://www.cyberdriveillinois.com/departments/index/register/register_volume31_issue30.pdf) includes the following sections:
555.10 Purpose and Applicability
555.20 Eligible Applicants
555.30 Program Specifications
555.40 Application Procedure
555.50 Criteria for the Review of Initial Proposals
555.60 Allocation of Funds
Provides that programs will support students' mental health by:
(a) enhancing the recipients' capacity to identify and meet students' needs for early, coordinated mental health intervention services in "natural" settings;
(b) contributing to the development of a mental health support system for students that is integrated with community mental health agencies and other agencies and
systems that serve children; and
(c) reducing the stigma associated with mental health and mental illness within the school community.
Provides that eligible applicants for both "School Mental Health Support Grants" and "Grants for Implementation of Social and Emotional Learning Standards" (below) include school districts, public university laboratory schools, charter schools and area vocational centers. Provides that it is expected that 20% of the available funds will be allocated to the Chicago Public Schools and that approximately 25% of grant recipients will be districts that either operate only one school or enroll no more than 1,000 students.
Subpart B, "Grants for Implementation of Social and Emotional Learning Standards," (pages 141-147 of 201 http://www.cyberdriveillinois.com/departments/index/register/register_volume31_issue30.pdf) includes the following sections:
555.110 Purpose and Applicability
555.120 Eligible Applicants
555.130 Program Specifications – Planning and Training Grants
555.135 Program Specifications – Implementation Grants
555.140 Application Procedure
555.150 Criteria for the Review of Planning and Training Grant Proposals
555.155 Criteria for the Review of Implementation Grant Proposals
555.160 Allocation of Funds
555.APPENDIX A Social and Emotional Learning Standards
Provides that the goal of each planning and training grant project is the development of a three-year plan for implementation of the state social and emotional learning (SEL) standards. Provides each participating school must establish an implementation team responsible for:
(1) Participation in training and technical assistance activities made available by the state-designated regionally based training entity
(2) Conducting at least two family education sessions on the social and emotional learning standards
(3) Identifying gaps in available resources and services related to social and emotional learning
(4) Preparing a plan setting forth a specific, three-year sequence of steps for moving toward the comprehensive integration of the social and emotional learning standards into the participating schools' educational programs, school environment, and other mental health supports.
Title: 23 IAC 555.10 thru .160, and Appendix A
Source: www.cyberdriveillinois.com
| |
| LA | Signed into law 06/2007 | P-12 | Gives permanent status to truancy and assessment and service centers (which were initially established through a pilot program). Deletes language directing the Families in Need of Services program to serve in a coordinating and facilitating capacity for the centers. http://www.legis.state.la.us/billdata/streamdocument.asp?did=447939
Title: S.B. 187
Source: www.legis.state.la.us
| |
| TX | Signed into law 06/2007 | P-12 | Codifies provisions concerning program performance goals, objectives, and measures and provides the commissioner of education authority to withhold funding from a Communities
In Schools (CIS) program that consistently fails to achieve performance criteria. (CIS has become the largest dropout prevention program in the state.)
http://www.legis.state.tx.us/tlodocs/80R/billtext/pdf/HB01609F.pdf
Title: H.B. 1609
Source: http://www.legis.state.tx.us
| |
| MD | Signed into law 05/2007 | P-12 | Requires the State Superintendent of Schools, in collaboration with the Department of Health and Mental Hygiene, to establish and promote in schools in the State a public awareness campaign related to self-injury by cutting; provides for the components of the campaign; authorizes the State Superintendent to use specified resources to carry out the provisions of the Act.
http://mlis.state.md.us/2007RS/bills/hb/hb1046t.pdf
Title: H.B. 1046
Source: Maryland
| |
| ID | Signed into law 03/2007 | P-12 | Defines "teens at risk" as public school students in grades 7-12 who have been identified as expressing or exhibiting indications of depression, suicidal inclination, emotional trauma, substance abuse or other behaviors or symptoms that indicate the existence of, or that may lead to, the development of mental illness or substance abuse. Authorizes the department of health and welfare, the state department of education, the department of juvenile corrections, counties, courts and local school districts to collaborate in planning and developing mental health counseling, substance abuse treatment and recovery support services and individual service plans for teens at risk.
Creates new section creating a 3-year pilot teen early intervention mental health and substance abuse specialist program. Provides that teen early intervention specialists are to work with individual at-risk teens to offer group counseling, recovery support, suicide prevention and other mental health and substance abuse counseling services to teens as needed, regardless of mental health diagnosis. Provides that districts wishing to have a teen early intervention mental health and substance abuse specialist placed in the district may apply may apply to the department of health and welfare for such placement.
For 3-year period beginning at the start of the 2008 school year, directs the department of health and welfare to work with districts where teen early intervention specialists have been placed to gather data on the effectiveness of this program. Session Law Chapter 309
http://www3.state.id.us/oasis/S1147.html
Title: S.B. 1147
Source: www3.state.id.us
| |
| International Benchmarking |
| |
| 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 |
| |
| Leadership--Principal/School Leadership--Tenure |
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| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--African American |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| 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--Finance |
| |
| No Child Left Behind--Parent Involvement |
| |
| 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 |
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| Online Learning--Digital/Blended Learning |
| |
| Online Learning--Virtual Schools/Courses |
| |
| P-16 or P-20 |
| |
| P-3 |
| |
| P-3 Child Care |
| |
| P-3 Content Standards and Assessment |
| |
| P-3 Early Intervention (0-3) |
| |
| P-3 Ensuring Quality |
| |
| P-3 Evaluation/Economic Benefits |
| |
| P-3 Family Involvement |
| |
| P-3 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Health and Mental Health |
| |
| P-3 Kindergarten |
| |
| P-3 Kindergarten--Full-Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Partnerships--University/School |
| |
| 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 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 |
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| Postsecondary Students--Disabled |
| |
| Postsecondary Students--Foster Youth |
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| Postsecondary Students--Graduate/Professional |
| |
| Postsecondary Students--Military |
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| Postsecondary Students--Minority |
| |
| Postsecondary Success--Completion--Completion Rates (Statistics) |
| |
| Postsecondary Success--Developmental/Remediation |
| |
| Postsecondary Success--Retention/Persistence |
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| Postsecondary Success--Transfer/Articulation |
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| Private Schools |
| |
| Privatization |
| |
| Public Involvement |
| |
| Reading/Literacy |
| |
| Religion |
| |
| Religion--Prayer/Meditation |
| |
| Rural |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
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| 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--District Size |
| |
| 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 |
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| Special Populations--Migrant Education |
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| Special Populations--Military |
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| Standards |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
| State Policymaking--Ballot Questions |
| |
| State Policymaking--Task Forces/Commissions |
| |
| STEM |
| |
| Student Achievement |
| |
| Student Achievement--Closing the Achievement Gap |
| |
| Student Supports--Counseling/Guidance |
| |
| Student Supports--Mentoring/Tutoring |
| |
| Student Supports--Remediation |
| |
| Students |
| |
| Students--Athletics/Extracurricular Activities |
| |
| Students--Incentives |
| |
| Students--Mobility |
| |
| Students--Records/Rights |
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| Teaching Quality |
| |
| Teaching Quality--Certification and Licensure |
| |
| Teaching Quality--Certification and Licensure--Alternative |
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| 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. |
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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 |
| |
| 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 |
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| 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--Recruitment and Retention--High-Needs Subjects |
| |
| Teaching Quality--Reduction in Force |
| |
| Teaching Quality--Teacher Rights |
| |
| Teaching Quality--Tenure or Continuing Contract |
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| Teaching Quality--Unions/Collective Bargaining |
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| Teaching Quality--Working Conditions |
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| 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 |
| |
| Urban |
| |
| Whole Child |
| |