 |
State |
Status/Date |
Level |
Summary |
|
 | 21st Century Skills |
| |
| Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
| |
| Accountability--Rewards |
| |
| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--No Pass No Drive |
| |
| Accountability--Sanctions/Interventions--No Pass No Play |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
| |
| Adult Basic Education |
| |
 | Assessment |
| |
| ID | Adopted 12/2007 | P-12 | Proposes to align the Alternative Assessment Extended Content Standards with the Idaho Content Standards; Sets appropriate cut scores; Implements the Alternative Assessment Extended Achievement Standards. IDAHO 7472
Title: IDAPA 08.02.03
Source: Lexis-Nexis/StateNet
| |
| OH | Signed into law 11/2007 | P-12 | One section of this bill revises the scheduling of the spring administration of the elementary achievement tests from no earlier than the week containing May 1, as under current law, to no earlier than the week containing April 24. Provides for the elementary achievement tests to be administered over a two-week period, instead of five consecutive days. Clarifies that the elementary achievement tests must be submitted to the scoring company after all of the tests have been administered for the designated testing period.
Analysis and background: http://www.lsc.state.oh.us/analyses127/h0190-rs-127.pdf
Title: H.B. 190 - Multiple Components
Source: http://www.lsc.state.oh.us
| |
| CA | Vetoed 09/2007 | P-12 | Authorizes the Department of Education to make a primary language assessment available to public schools for assessing pupils enrolled in dual language immersion programs that include the primary language of the assessments at their own expense. Requires districts to enter an agreement with the state testing contractor. Requires the Superintendent of Public Education to release annually to the public a percentage of test items from any of the state Standards Tests administered in previous years.
http://www.leginfo.ca.gov/pub/07-08/bill/asm/ab_1501-1550/ab_1540_bill_20070925_enrolled.pdf
Veto message: http://info.sen.ca.gov/pub/07-08/bill/asm/ab_0251-0300/ab_252_vt_20071013.html
Title: A.B. 252
Source: http://www.leginfo.ca.gov/
| |
| GA | Adopted 09/2007 | P-12 | Adds language regarding the Assessing Comprehension and Communication in English State to State for English Language Learners (ACCESS for ELLs), an English language proficiency test administered annually to all English language learners (ELLs) to determine students' level of English language proficiency level.
Adds provision regarding "conditional administration," a test administration in which a more expansive accommodation is utilized to provide access for a small percentage of students with more severe disabilities who would not be able to access the assessment without such assistance.
Adds provision regarding Georgia Kindergarten Inventory of Developing Skills (GKIDS), a performance assessment designed to provide teachers with information about the level of instructional support needed by individual students entering kindergarten and first grade. Provides this assessment will replace the Georgia Kindergarten Assessment Program-Revised (GKAP-R).
Replaces Middle Grades Writing Assessment (IMGWA) with Grade 8 Writing Assessment.
Adds science to areas in which a first-year ELL student may participate in the appropriate state board approved language proficiency assessment rather than the standard assessment.
Clarifies that only state-approved accommodations may be included in an IEP or Section 504 IAP. Eliminates certain provisions regarding the Georgia Alternate Assessment.
Specifies that students with significant cognitive disabilities participating in the GAA must be provided access to the state-adopted curriculum. Clarifies that educators may adjust the learning expectations for this group of unique students provided the instruction is based on and aligned to the grade-level curriculum standards. Provides that instruction may reflect pre-requisite skills but must be sufficiently challenging for the individual student.
Directs local school systems to provide individual student score reports for all state-mandated assessments to the parent(s) or legal guardian(s) in a timely manner.
http://www.doe.k12.ga.us/_documents/doe/legalservices/160-3-1-.07.pdf
Title: GAC 160-3-1-.07
Source: www.doe.k12.ga.us
| |
| WV | Adopted 09/2007 | P-12 | Amends rules regarding standards, assessment, and accountability for student performance and progress. Incorporates 21st Century skills into the standards; revises the statewide assessment program; provides annual performance measures for the No Child Left Behind Act of 2001; revises the criteria for accreditation status; and provides an appeal process for on-site review findings in the accountability system.
Title: Title 126, Series 13
Source: Lexis-Nexis/StateNet
| |
| MA | Issued 08/2007 | P-12
Postsec.
Community College | Establishes the Readiness Project to develop a plan to implement fundamental and systemic reforms to public education in the Commonwealth over the next ten years. The project will have three chairs appointed by the Governor.
The plan will include recommendations to:
(1) Deliver universal and high quality early education for three- and four-year-olds as well as Full-Day kindergarten;
(2) Expand time for teaching and learning in primary and secondary schools;
(3) Extend education an additional two years beyond secondary school to better prepare students for higher education, work and citizenship;
(4) Align curricula from pre-Kindergarten through high school, higher education and work force development, including with an emphasis on science, technology, engineering and math as well as other subjects and methods that enhance creativity and problem-solving skills;
(5) Structure and support a reasonable degree of school choice, including charter and pilot schools, so that all serve as complementary components of a comprehensive system; (6) Recruit, retain and develop strong educators and administrators at all levels;
(7) Streamline and strengthen teacher certification and licensing;
(8) Improve the Massachusetts Comprehensive Assessment System and introduce additional appropriate standards and assessments to measure other aspects of students' academic development;
(9) Fund the education system adequately, equitably and reliably, including for students with special educational needs;
(10) Facilitate collaboration between and among the Commonwealth's public and private institutions of higher education;
(11) Strengthen the structure and clarify the mission of the institutions that comprise the University of Massachusetts system and all public higher education institutions in the Commonwealth;
(12) Implement an effective and efficient accountability system for students, instructors and administrators from pre-Kindergarten through higher education that enables authorities both to review performance and to target assistance where it is most needed; and
(13) Leverage information technology throughout the system to improve instruction, student acquisition of skills, administrative processes, and the quality of and access to data. implements fundamental and systemic reforms to public education in the Commonwealth over the next 10 years.
http://www.mass.gov/Agov3/docs/Executive%20Orders/executive_order_489.pdf
Title: Executive Order No. 489
Source: http://www.mass.gov
| |
| DE | Passed 06/2007 | P-12 | This Resolution requires a transition to a statewide student assessment system that is economical, focused, requires less testing time, measures each child's academic growth, and returns faster and more useful results to teachers, parents and students. It creates a Task Force of educators, parents, legislators and other stakeholders to oversee the development of the Request(s) for Proposals and the vendor selection.
http://legis.delaware.gov/LIS/LIS144.NSF/vwlegislation/HCR%2032?opendocument
Title: H.C.R. 32
Source: http://legis.delaware.gov
| |
| LA | Adopted 06/2007 | P-12 | Provides information regarding addition of achievement level descriptors for iLEAP, which causes a reformatting of a chapter. Adds language regarding iLEAP accommodations for special populations (page 21 of 168). Pages 2- of 168: http://www.doa.louisiana.gov/osr/reg/0706/0706rul.pdf
Title: LAC 28:CXI.1709-1729, 3306, and 3307
Source: Lexis-Nexis/StateNet
| |
| TX | Signed into law 06/2007 | P-12 | Establishes a program for school districts to administer international assessment tests to students in the district and specifies a funding source for the program. This program allows
the commissioner of education to compare the performance of Texas students to students of the same grade level in other countries. Requires the results of student performance on the international assessments to be reported to certain elected officials and each school district.
http://www.legis.state.tx.us/tlodocs/80R/billtext/pdf/HB03259F.pdf
Title: H.B. 3259
Source: http://www.legis.state.tx.us/
| |
| TX | Signed into law 06/2007 | P-12 | From bill analysis: This bill would phase out TAKS and replace it with end of course exams in the four core subject areas in grades 9-12. The end of course exams would count as 15% of the student's overall grade in a class. The bill would maintain accountability for schools while providing multiple pathways to graduation for students by allowing a student to satisfy graduation requirements in different ways instead rather than a single pass/fail test. The bill promotes college readiness by allowing satisfactory performance on AP/IB or similar college level avenues to substitute for end of course exams. The bill also requires students to complete college readiness diagnostics and college entrance exams at state expense. Finally, the bill provides for safeguards and criminal penalties to maintain the security and integrity of our assessment system.
http://www.capitol.state.tx.us/tlodocs/80R/billtext/pdf/SB01031F.pdf
Title: S.B. 1031
Source: http://www.capitol.state.tx.us
| |
| MN | Signed into law 05/2007 | P-12 | Amends laws concerning state's assessment system. Transitions from to MCA IIs to GRAD assessment program at the high school level.
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H2245.2.html&session=ls85
Title: H.F. 2245 [Statewide Testing and Reporting System]
Source: http://www.revisor.leg.state.mn.us
| |
| MN | Signed into law 05/2007 | P-12 | Amends state's high school assessment system. Phases out MCA II's and phases in Graduation Required Assessment for Diploma (GRAD) exam. Establishes achievement levels necessary for passge of exam. (Sections 10 + 36)
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H2245.2.html&session=ls85
Title: H.F. 2245 [High School Assessment]
Source: http://www.revisor.leg.state.mn.us
| |
| NE | Signed into law 05/2007 | P-12 | Requires the state board to implement a statewide assessment and reporting reporting system; grade level standards and assessments; and the tracking of individual student achievement. Requires a statewide assessment of reading beginning in 2009-10 and a statewide assessment of mathematics beginning in 2010-11.
http://uniweb.legislature.ne.gov/FloorDocs/Current/PDF/Slip/LB653.pdf
Title: L.A. 653
Source: http://uniweb.legislature.ne.gov
| |
| NV | Signed into law 05/2007 | P-12 | Limits the district-wide tests, examinations and assessments that the board of trustees of a school district may administer between July 1, 2007, and January 1, 2009. Authorizes the board of trustees of each school district to require, beginning on January 1, 2009, the administration of district-wide tests, examinations and assessments that the board of trustees determines are vital to measuring pupil achievement and progress. Requires the board of trustees of each school district to submit a report to the legislative committee on education concerning the testing of pupils within the school district during the 2006-2007 school year.
http://www.leg.state.nv.us/74th/Bills/SB/SB110_EN.pdf
Title: S.B. 110
Source: http://www.leg.state.nv.us
| |
| TX | Signed into law 05/2007 | P-12 | Requires development and implementation of college-prep courses and end-of-course assessments (mathematics, science, social studies, and English language arts) in school districts beginning with the 2014-2015 school year, with implementation of the requirement for the end-of-course assessment to account for 15% of a student's course grade beginning with the 2014-2015 school year.
http://www.legis.state.tx.us/tlodocs/80R/billtext/pdf/HB02237F.pdf
Title: H.B. 2237 (End of Course Assessment Provisions)
Source: http://www.legis.state.tx.us
| |
| TX | Vetoed 05/2007 | P-12 | Extends the provision allowing students transferring into Texas schools to use their SAT or ACT scores to "test out" of the math and language arts portions of the TAKS exit exams to military dependents in their junior or senior year and requires the Texas Education Agency to establish performance levels that would allow a student to test out of specified portions of the TAKS exit exams.
http://www.capitol.state.tx.us/tlodocs/80R/billtext/pdf/SB00960F.pdf
Title: S.B. 960
Source: http://www.capitol.state.tx.us
| |
| AR | Signed into law 04/2007 | P-12 | Act makes corrections in code including modifying references to state-mandated tests or benchmark exams to references to "augmented, criterion-referenced or norm-referenced assessments" and changing the term "certified" to "licensed", repealing and amending out-of-date or obsolete language. (Act No. 1573)
http://www.arkleg.state.ar.us/ftproot/bills/2007/public/SB274.pdf
Title: S.B. 274 (Technical corrections)
Source: http://www.arkleg.state.ar.us
| |
| AR | Adopted 04/2007 | P-12 | Adopts rules to develop a single comprehensive testing, assessment and accountability program which utilizes the most current and effective testing, evaluation and assessment research information designed to achieve the following: 1) clear academic standards that are reviewed and revised periodically; 2) professional development standards for all administrators, teachers and instructional support personnel; 3) expected achievement levels; 4) reporting on student achievement and other indicators; 5) school and school district evaluation data; 6) system of sanctions and rewards based on performance of schools and school districts; and 7) compliance with current federal and state law and the State Board of Education policies.
Ensures all students in Arkansas public schools have an equal opportunity to demonstrate grade-level academic proficiency through the application of knowledge and skills in the core academic students consistent with state curriculum frameworks, performance standards and assessments.
Adopts rules to improve student learning and classroom instruction and to support high academic standards for all students, including identifiable subgroups, by establishing the provisions, procedures and requirements for the student assessment program.
Also requires point-in-time intervention when it is determined that a student is not performing at grade level; outlines testing and assessment security and confidentiality requirements; and, establishes a program to identify, evaluate, assist and advise public school districts in academic distress. ARKANSAS 4790
http://arkedu.state.ar.us/rules/rules_current.html
Title: 005.19.06-002, ADE 247
Source: http://arkedu.state.ar.us
| |
| MS | Adopted 04/2007 | P-12 | Proposes approval of the Administrative Procedures Act process.Revises the policy for Statewide Assessment System Assessment of SpecialPopulations.
http://board.mde.k12.ms.us/May_2007/May_18_2007_Friday.htm
Title: State Board of Education Policy 7601
Source: http://board.mde.k12.ms.us
| |
| NH | Signed into law 04/2007 | P-12 | Adds civics and economics to the required areas of assessment in the statewide improvement and assessment program. Specifies that the assessment will be conducted in grades 3rd-8th and one grade in high school.
http://www.gencourt.state.nh.us/legislation/2007/hb0167.html
Title: H.B. 167
Source: http://www.gencourt.state.nh.us
| |
| NM | Signed into law 04/2007 | P-12 | Requires the public education department to provide districts with their respective students' scores on all required standards-based academic performance tests prior to the commencement of the school year.
http://legis.state.nm.us/Sessions/07%20Regular/final/SB1004.pdf
Title: S.B. 1004
Source: http://legis.state.nm.us
| |
| NM | Vetoed 04/2007 | P-12 | Requires the public education department to pay the costs of mandatory assessments.
http://legis.state.nm.us/Sessions/07%20Regular/final/SB0501.pdf
Title: S.B. 501
Source: http://legis.state.nm.us/
| |
| AR | Signed into law 03/2007 | Postsec. | Relates to an act to repeal the requirement that college juniors take the Rising Junior Exam.
http://www.arkleg.state.ar.us/ftproot/bills/2007/public/SB203.pdf
Title: S.B. 203
Source: http://www.arkleg.state.ar.us
| |
| LA | Adopted 03/2007 | P-12 | Approves for advertisement revisions to Bulletin 118- Statewide Assessment Standards and Practices. Consolidates statewide test information. Provides easy access to that information. Incorporates guidelines for newly adopted statewide assessments. Adds new language to established assessment guidelines. Reflects the renaming of the division to the Division of Standards, Assessments, and Accountability. Pages 3-8 of 118: http://www.doa.louisiana.gov/osr/reg/0703/0703rul.pdf
Title: LAC 28:CXI.305 and Chapter 19
Source: Lexis-Nexis/StateNet
| |
| UT | Signed into law 03/2007 | P-12 | Modifies U-PASS (Utah Performance Assessment System for Students) by: expanding the basic skill courses tested to include intermediate algebra; eliminating criterion-referenced testing in grade 1; eliminating norm-referenced testing in grade 11; and adding a reading test in grade 3; modifies assessment, intervention, and reporting elements of schools' reading achievement plans for students in kindergarten through grade 3; modifies reporting requirements regarding U-PASS test results; modifies eligibility requirements for stipends for basic skills education to enable students to pass the Utah Basic Skills Competency Test; and requires the State Board of Education to consider administering the Utah Basic Skills Competency Test on a Saturday to preserve instructional time. http://le.utah.gov/~2007/bills/hbillenr/hb0155.htm
Title: H.B. 155
Source: http://www.le.state.ut.us/
| |
| WV | Signed into law 03/2007 | P-12 | From Fiscal Note: The purpose of this bill is to revise the standards, assessment and accountability system to accommodate the higher order thinking and learning skills consistent with the state's 21st Century Initiative. School and district improvement plans are to be electronic. The annual performance measures used for school and school system accreditation are separated from those required by the federal No Child Left Behind Act. The comprehensive statewide student assessment program will define a system of assessments to be administered under the direction of the state board. The assessment program is broadened to authorize formative assessments across the grade levels to support summative assessment, improve student achievement and promote 21st Century skills. The grade levels tested for calculating adequate yearly progress (AYP) would be 3 through 8 and 11.Allows the state board to require that student proficiencies be measured through the ACT EXPLORE and the ACT PLAN assessments or approved comparable assessments. Sets a uniform statewide assessment rate of at least 95% or the average of the participation rate for the current and the precenting two years is nine-five percent for the school, county and state. Another level of accreditation status is added for schools called "Distinguished" status, and the current "Seriously Impaired" status is renamed as "Low Performing" status.
http://www.legis.state.wv.us/Bill_Text_HTML/2007_SESSIONS/RS/BILLS/sb657%20enr.htm
Title: S.B. 657
Source: http://www.legis.state.wv.us
| |
| AK | Adopted 02/2007 | P-12 | Amends rules to the Department of Education and Early Development.Provides test security guidelines for the English Language assessment. Adds newsubsection that sets out guidelines for breach of test security. Clarifies theplan of service for Limited English proficient students. ALASKA 3418
Title: 4 AAC 06.765, 34.055
Source: Lexis-Nexis/StateNet
| |
| SD | Signed into law 02/2007 | P-12 | Revises the required grade levels for assessment of writing skills by every public school district. Changes from grades 5 and 9 to "at least two grade levels."
http://www.legis.state.sd.us/sessions/2007/bills/HB1035enr.pdf
Title: H.B. 1035
Source: http://www.legis.state.sd.us
| |
| NJ | Active 01/2007 | P-12 | States that beginning in spring 2008, New Jersey will begin administering an end-of-course assessment in biology. Per memo: "This direction will entail not merely a redesign of science testing specifications, but recommendations to the state board for establishing specific course requirements in high school science, including a requirement that all students take biology. Other course requirements may be prescribed as well."
http://www.state.nj.us/njded/assessment/sciencememo.pdf
Title: Department Policy
Source: www.state.nj.us
| |
| Assessment--Accommodations |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--High Stakes/Competency |
| |
| Assessment--NAEP (NAEP Results and NAEP Organization) |
| |
| 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--Charter Districts |
| |
| Choice of Schools--Charter Schools--Closings |
| |
| 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 |
| |
| 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 |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Aid to Private Schools |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Funding Formulas |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| 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--Mandates |
| |
| 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--Constructivism |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
| |
| Instructional Approaches--Official English |
| |
| Instructional Approaches--Problem Based Learning |
| |
| Integrated Services/Full-Service Schools |
| |
| 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 |
| |
| 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 |
| |
| 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 |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Students--Foster Youth |
| |
| Postsecondary Students--Graduate/Professional |
| |
| Postsecondary Students--Military |
| |
| Postsecondary Students--Minority |
| |
| Postsecondary Success--Completion--Completion Rates (Statistics) |
| |
| Postsecondary Success--Developmental/Remediation |
| |
| Postsecondary Success--Retention/Persistence |
| |
| Postsecondary Success--Transfer/Articulation |
| |
| Private Schools |
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| Privatization |
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| Public Involvement |
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| Reading/Literacy |
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| Religion |
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| Religion--Prayer/Meditation |
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| Rural |
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| Scheduling/School Calendar |
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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--District Size |
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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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| Special Populations--Migrant Education |
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| Special Populations--Military |
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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--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 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--Incentives |
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| Students--Mobility |
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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--Recruitment and Retention--High-Needs Subjects |
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| Teaching Quality--Reduction in Force |
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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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| Teaching Quality--Working Conditions |
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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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| Urban |
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| Whole Child |
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