 |
State |
Status/Date |
Level |
Summary |
|
 | 21st Century Skills |
| |
| Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
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| 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 |
| |
| 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 |
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| 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 |
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| Finance--Lotteries |
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| 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 |
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| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| Health--Teen Pregnancy |
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| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
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| High School--Dropout Rates/Graduation Rates |
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| 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 |
| |
| NY | Adopted 12/2007 | P-12 | Complies with 2007 S.B. 2107, Part B, section 19, which authorizes the board of regents and the commissioner to prescribe uniform quality standards for universal prekindergarten programs.
Title: Title 8 NYCRR Subpart 151-1
Source: Lexis-Nexis/StateNet
| |
| IA | Adopted 11/2007 | P-12 | Reflects that education programs are not to discriminate on the basis of the added characteristics of sexual orientation and gender identity. Clarifies that a preschool program must meet accreditation standards on the same basis as any prekindergarten program offered by a school district. Makes various other updates. IOWA 6161
Title: IAC 281, 12.1(1), 281-12.2(256), 12.3(6), 12.3(13), 12.8(1)
Source: Lexis-Nexis/StateNet
| |
| NY | Adopted 09/2007 | P-12 | Amends regulations regarding program requirements for students in prekindergarten and kindergarten. Directs each school operating a prekindergarten and/or kindergarten to adopt and implement curricula, aligned with the State learning standards, that ensures continuity with instruction in the early elementary grades and is integrated with the instructional program in grades 1-12. Provides that this program must include:
(i) background knowledge
(ii) phonological awareness
(iii) expressive and receptive language
(iv) vocabulary development
(v) phonemic awareness
(vi) fluency
(vii) comprehension.
Provides the instructional program for prekindergarten and kindergarten must be based on the ages, interests, strengths and needs of the children, and that learning experiences in such programs must include:
(i) differentiated instruction to support the acquisition of new concepts and skills
(ii) materials and equipment which allow for active and quiet play in indoor and outdoor environments
(iii) instruction in the content areas of English language arts, mathematics, science, social studies and the arts, including dance, music, theatre and visual arts; that is designed to facilitate student attainment of the State learning standards and is aligned with the instructional program in the early elementary grades
(iv) opportunities for participation in inquiry-based activities and projects
(v) opportunities to use a wide variety of information in print and electronic mediums
(vi) fine and gross motor activities in prekindergarten, and instruction in physical education in kindergarten pursuant to section 135.4 (c)(2)(i) of this Title
(vii) instruction on health and nutrition topics for students in prekindergarten and health education for students in kindergarten pursuant to section 135.3(b) of this Title.
Requires each school operating a prekindergarten and/or kindergarten program to develop procedures to ensure the active engagement of parents in the education of their children. Provides such procedures must include support to children and their families for a successful transition into prekindergarten or kindergarten and into the early elementary grades.
Title: Title 8 NYCRR Section 100.3
Source: Lexis
| |
| PA | Signed into law 07/2007 | P-12 | Section 13 (Article XV-D of the Act) is amended to add a subarticle that establishes the Pre-K Counts Program (to the extend funds are appropriated). Competitive grants procedures and mechanisms are spelled out.
http://www.legis.state.pa.us/CFDOCS/Legis/PN/Public/btCheck.cfm?txtType=PDF&sessYr=2007&sessInd=0&billBody=H&billTyp=B&billNbr=0842&pn=2347
Title: H.B. 842 - Early Learning Provisions
Source: http://www.legis.state.pa.us
| |
| TN | Signed into law 06/2007 | P-12 | Provides that the Office of Education Accountability coordinate a study of the effectiveness of pre-kindergarten programs and shall specifically assess the effectiveness of such pre-kindergarten programs on student achievement, both short term effects and long term effects.
http://www.legislature.state.tn.us/bills/currentga/Chapter/PC0357.pdf
Title: H.B. 1530
Source: Lexis-Nexis/StateNet
| |
| VT | Signed into law 06/2007 | P-12 | Require the state board of education and the secretary of human services to adopt joint rules regarding prekindergarten education; clarifies that a public school choosing to offer prekindergarten education services to three- and four-year-old residents may count those children receiving ten hours of service per week within its average daily membership, with a weight of 0.46; limits the number of prekindergarten students that a school district may count.
http://www.leg.state.vt.us/docs/legdoc.cfm?URL=/docs/2008/bills/passed/H-534.HTM
Title: H.B. 534
Source: http://www.leg.state.vt.us
| |
| IA | Signed into law 05/2007 | P-12 | Creates a statewide voluntary preschool program for four-year-old children. Provides that preschool teachers in the program must be certified and possess a bachelor's or graduate degree in early childhood education or another appropriate major from an accredited college or university with a major.
Directs preschool program teachers to collaborate with other agencies, organizations, and boards to enhance program capacity to meet the diverse needs of children and families participating in the program, including needs for early care, health and human services. Directs teachers in the program to work to maintain relationships with each child's family to enhance the child's development in all settings by collaborating with providers of parent education and family support opportunities.
Directs the state board to further define the following program requirements, which must be used to determine whether a district program is an approved local program:
a. Maximum and minimum teacher-to-child ratios and class sizes.
b. Applicable state and federal program standards.
c. Student learning standards.
d. Provisions for the integration of children from other state and federally funded preschools.
e. Collaboration with participating families, early care providers, and community partners including community empowerment area boards, head start programs, shared visions and other programs provided through the child development coordinating council, licensed child care centers, registered child development homes, area education agencies, child care resource and referral services, early childhood special education programs, Title I programs, and family support programs.
f. A minimum of 10 hours a week of instruction on the skills and knowledge included in the preschool student learning standards.
g. Parental involvement.
h. Provision for ensuring that children receiving care from other child care arrangements can participate in the preschool program with minimal disruption due to transportation issues.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&frame=1&GA=82&hbill=HF877
Title: H.F. 877
Source: coolice.legis.state.ia.us
| |
| IN | Signed into law 05/2007 | P-12 | From Center for Evaluation & Education Policy: Appropriates money for state agencies and makes other distributions. Specifies a school funding formula. Requires a study of the efficiency and effectiveness of charter schools. Changes references from vocational education to career and technical education. Creates a prekindergarten pilot program. Increases tuition support by approximately 3.7% in FY2008 and 3.6% in FY2009. Funds the Early Literacy Intervention Grant and the Reading Diagnostic Assessment programs at the continued level of $3.7 million/year and $1 million/year, respectively. Increases textbook reimbursement from $19.9 million to $39.9 million. Funds Full-Day Kindergarten at $33.5 million in FY2008 and $58.5 million in FY2009 with a cap of $2,500 per FDK student. Non-English Speaking Program funds were increased by $6.2 million to $6.9 million/year. Gifted and Talented Program funds were increased by $7.18 million to a level of $12.78 million/year. Testing and Remediation monies were increased by $10 million to a total of $41 million/year, while GQE Remediation funds remained level at $4.9 million/year. Creates funding of up to $100,000/year for school consolidation studies that school corporations can apply directly to the IDOE to use in order to assess the feasibility of consolidation or merging services with another corporation. Funds the school finance studies conducted by the Center for Evaluation and Education Policy at Indiana University at $140,000/year. Requires a comprehensive study of the efficiency and effectiveness of charter schools in Indiana and commissions the Center for Evaluation and Education Policy to complete the study. Keeps funding for summer school constant at $18.36 million/year. Funds education service centers at $2.32 million/year. Funds the Principals' Leadership Academy at $462,832/year. The Technology Grant Program was funded at $5 million for the biennium. Funds the School
Business Officials Academy at $150,000/year.
Title: H.B. 1001
Source: Center for Evaluation & Education Policy
| |
| ME | Signed into law 05/2007 | P-12 | Defines "public preschool program" in the laws governing education. This definition differentiates a public preschool program from a one-or-two-year kindergarten program. The bill also integrates approval of early childhood education plans for programs for children 4 years of age into the laws governing basic school approval.
http://www.mainelegislature.org/legis/bills/billpdfs/LD056001.pdf
Title: S.B. 172; LD 560
Source: Maine Legislature
| |
| WV | Adopted 05/2007 | P-12 | Amends rules governing the standards for pre- kindergarten education.
Title: Title 126, Series 28
Source: Lexis-Nexis/StateNet
| |
| NY | Signed into law 04/2007 | P-12 | Eliminates references to district-level prekindergarten policy advisory boards and their authority to adopt prekindergarten programs.
Provides that two or more districts may submit a joint application to operate a joint universal prekindergarten program.
In New York City, transfers authority for decisionmaking on prekindergarten programs from community school boards and the city board to community school superintendents and the chancellor.
Specifies that, to be eligible for approval by the commissioner, proposed programs must provide for:
(1) Assessment of the development of language, cognitive and social skills
(2) Staff development and teacher training must be provided to staff and teachers in all settings in which prekindergarten services are provided
(3) Random selection must be used to select children when there are more eligible children than can be served in a given school year
(4) Provides that a district that operated a targeted prekindergarten program in the base year may use the selection process established for such program.
Deletes earlier references to prekindergarten aid and supplemental prekindergarten aid funding levels and formulas. Provides that each district is eligible to receive a grant amount equal to the lesser of:
(1) The sum of its prekindergarten aid base plus the product of its selected aid per kindergarten pupil multiplied by the number of additional aidable prekindergarten pupils served in the current year, or
(2) The maximum allocation computed using the methodology defined in statute.
Defines "selected aid per kindergarten pupil," "base aidable prekindergarten pupils," "unserved prekindergarten pupils," "additional aidable prekindergarten pupils" and the "prekindergarten aid base." Provides that the total grant payable through the universal prekindergarten program must equal the lesser of:
(1) The total grant amounts computed for the current year, based on data on file with the commissioner as of September 1, 2007, or
(2) The total actual grant expenditures incurred by the school district as approved by the commissioner.
Authorizes the board of regents and the commissioner to prescribe uniform quality standards for universal prekindergarten programs. Directs the regents when developing regulations to consider and recognize the diversity of settings and models available for the delivery of prekindergarten programs operated by eligible agencies in alternative settings, including libraries and community-based organizations, that comply with statute related to universal prekindergarten. Provides that the uniform quality standards must include minimum qualifications for personnel providing instructional and other services for prekindergarten programs. Directs the commissioner and board of regents to take into account, in promulgating these regulations, the availability of certified prekindergarten teachers and teaching assistants, and consider ways to increase the pool of qualified personnel. Also directs the commissioner and board of regents to include in regulations:
(1) Minimum curriculum standards that ensure such programs have strong instructional content that is integrated with the district's K-12 instructional program
(2) Performance standards for prekindergarten programs, which must include procedures for assessing the performance of such programs and establishing mechanisms for tracking progress of such programs and reporting such progress to the parents of prekindergarten students and the public
(3) Transitional guidelines and rules that allow a program to meet the required staff qualifications and any other requirements set forth in this statute or regulations
(4) A provision for a waiver of any inconsistent provisions so as to allow districts that operated a targeted prekindergarten program in the 2006-2007 school year to continue to operate such program pursuant to the regulations that applied to the program in such school year; provided that the amounts allocated to such targeted prekindergarten program must not exceed the amount of targeted prekindergarten grant funds received by the district for the 2006-2007 school year.
http://assembly.state.ny.us/leg/?bn=s2107
http://assembly.state.ny.us/leg/?bn=s2107
Title: S.B. 2107 - Part B, Section 19
Source: assembly.state.ny.us
| |
| 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 |
| |
| Privatization |
| |
| Public Involvement |
| |
| Reading/Literacy |
| |
| Religion |
| |
| Religion--Prayer/Meditation |
| |
| Rural |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Year |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Code of Conduct |
| |
| School Safety--Disaster/Emergency Preparedness |
| |
| School Safety--Expulsion/Suspension |
| |
| School Safety--No Child Left Behind--Safe Schools |
| |
| School Safety--Sexual Harassment and Assault |
| |
| School Safety--Special Education |
| |
| School Safety--Uniforms/Dress Codes |
| |
| School/District Structure/Operations |
| |
| School/District Structure/Operations--District Consolidation/Deconsolidation |
| |
| School/District Structure/Operations--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 |
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| State Policymaking--Task Forces/Commissions |
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| 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 |
| |
| Teaching Quality--Certification and Licensure--Assignment |
| |
| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
| |
| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
| |
| Teaching Quality--Certification and Licensure--Special Education |
| |
| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
| |
| Teaching Quality--Certification and Licensure--Substitute Teachers |
| |
| Teaching Quality--Compensation and Diversified Pay |
| |
| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
| |
| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
| |
| Teaching Quality--Evaluation and Effectiveness |
| |
| Teaching Quality--Induction Programs and Mentoring |
| |
| Teaching Quality--Paraprofessionals |
| |
| Teaching Quality--Preparation |
| |
| Teaching Quality--Professional Development |
| |
| Teaching Quality--Recruitment and Retention |
| |
| Teaching Quality--Recruitment and Retention--At-Risk Schools |
| |
| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
| |
| Teaching Quality--Reduction in Force |
| |
| Teaching Quality--Teacher Rights |
| |
| Teaching Quality--Tenure or Continuing Contract |
| |
| Teaching Quality--Unions/Collective Bargaining |
| |
| Teaching Quality--Working Conditions |
| |
| 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 |
| |