 |
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 |
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| Career/Technical Education--Career Academies/Apprenticeship |
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| Cheating |
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| 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 |
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| Civic Education--Character Education |
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| Class Size |
| |
| Curriculum |
| |
| Curriculum--Arts Education |
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| 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 |
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| Curriculum--Physical Education |
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| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Curriculum--Speech Education |
| |
| Data-Driven Improvement |
| |
| Demographics |
| |
| Desegregation |
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| Economic/Workforce Development |
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| Education Research |
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| Equity |
| |
| Federal |
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| Finance |
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| Finance--Adequacy/Core Cost |
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| Finance--Aid to Private Schools |
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| Finance--Bonds |
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| Finance--District |
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| Finance--Equity |
| |
| Finance--Facilities |
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| 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 |
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| Finance--Taxes/Revenues |
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| 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 |
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| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--Mental Health |
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| 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 |
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| 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 |
| |
| 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 |
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| 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 |
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| Leadership--Principal/School Leadership--Recruitment and Retention |
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| Leadership--Principal/School Leadership--Tenure |
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| Middle School |
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| Minority/Diversity Issues |
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| Minority/Diversity Issues--African American |
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| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
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| No Child Left Behind |
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| No Child Left Behind--Adequate Yearly Progress |
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| No Child Left Behind--Assessment |
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| No Child Left Behind--Choice/Transfer |
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| No Child Left Behind--Consequences for Schools |
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| No Child Left Behind--Finance |
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| No Child Left Behind--Parent Involvement |
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| No Child Left Behind--Reauthorization Issues/Waivers |
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| No Child Left Behind--Report Cards |
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| No Child Left Behind--School Support |
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| No Child Left Behind--Special Populations |
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| No Child Left Behind--Supplemental Services |
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| Online Learning--Digital/Blended Learning |
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| Online Learning--Virtual Schools/Courses |
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| P-16 or P-20 |
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| P-3 |
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| P-3 Child Care |
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| P-3 Content Standards and Assessment |
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| P-3 Early Intervention (0-3) |
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| P-3 Ensuring Quality |
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| P-3 Evaluation/Economic Benefits |
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| P-3 Family Involvement |
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| P-3 Finance |
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| P-3 Governance |
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| P-3 Grades 1-3 |
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| P-3 Health and Mental Health |
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| P-3 Kindergarten |
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| P-3 Kindergarten--Full-Day Kindergarten |
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| P-3 Preschool |
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 | P-3 Teaching Quality/Professional Development |
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| 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
| |
| MD | Adopted 11/2007 | P-12 | Increases the required preservice and continued training requirements for child care center staff and change the nomenclature of child care center staff to make it consistent with the terminology used by most other states. MARYLAND 11170
http://www.dsd.state.md.us/comar/subtitle_chapters/13A_Chapters.htm
Title: COMAR 13A.14.02.02, .18, .21-.23, .25-.27
Source: MD Rules/Regulations
| |
| MD | Adopted 08/2007 | P-12 | Provides an incentive for licensed child care program administrators to increase their program management knowledge and skills by establishing an Administrator's Credential. Assists eligible child care professionals with the cost of early care and education college courses by establishing a Child Care Career and Professional Development Fund. MARYLAND 11052
http://www.dsd.state.md.us/comar/13a/13a.14.09.02.htm
Title: COMAR 13A.14.09.02-.07, .08, .09
Source: Maryland State Board
| |
| HI | Vetoed 07/2007 | P-12 | Directs the department to encourage inclusionary prekindergarten and kindergarten classes of both special education eligible and general education students, including consideration of the following options:
(1) Special education eligible preschool children may receive services in private preschool programs if required by their individual education program;
(2) Facilities for providing early education offer a variety of possibilities via partnerships between public and private offers;
(3) Special education staff may provide services at any site as provided in the individualized education plans process; and
(4) Departmental special education preschool staff may provide services to general education preschool students in their special education preschool classrooms.
Requires the department's kindergarten report card to assess an individual junior kindergarten or kindergarten student's readiness for first grade based on a range of characteristics.
Authorizes the department to give preference to teachers holding early childhood education credentials in placement in junior kindergarten and kindergarten programs.
Directs the department, prior to the 2008 legislative session, to
(1) Complete the planning and development of the appropriate curriculum for the junior kindergarten program; and
(2) Submit its findings and recommendations to the legislature on the planned junior kindergarten curricula, successful models, and assessments to be used in the placement and movement of students between junior kindergarten, kindergarten, and first grade, as well as facilities to be used for junior kindergarten.
Establishes in statute the pre-plus program, which was created as a private-public initiative in 2002. Directs the department of education and the department of human services to develop suitable pre-plus classrooms on department campuses statewide for early childhood education programs serving children ages 3-5. Directs the department to coordinate site selection for public school sites, giving first priority to sites that serve predominantly students who are low-income or with special needs who require full-inclusion opportunities, or schools in restructuring under the federal No Child Left Behind Act.
Directs the department to submit an annual report to the legislature on the number of classrooms that would be suitable for early childhood education programs and the cost of renovating these classrooms to meet early childhood education standards. Bill: http://www.capitol.hawaii.gov/sessioncurrent/Bills/SB613_CD1_.htm
Governor's veto message: http://www.capitol.hawaii.gov/sessioncurrent/bills/GM1037_.PDF
Title: S.B. 613
Source: www.capitol.hawaii.gov
| |
| WV | Adopted 07/2007 | P-12 | The most recent updates to Policy 2525: West Virginia's Universal Access to a Quality Early Education System support quality in the classroom and consistency among the programs across the state. They also strengthen personnel standards and continue to support collaboration. The major changes include increasing the minimum participation from two days a week to three days a week during the school year and limiting teacher caseloads to 30 students. The policy also requires five-year-olds to be assessed to determine if Pre-k placement is the best option for them when a parent requests Pre-k enrollment instead of kindergarten. It also authorizes the development of the permanent authorization credential for community partners with teachers who are not certified and requires all screenings to be completed using the HealthCheck protocol to create standardization of screenings and physicals.
Title: Policy 2525
Source: West Virginia Board
| |
| 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
| |
| IL | Adopted 03/2007 | P-12 | Goal of the grant program is to address the shortages experienced by all state-funded preschool education programs of teachers holding Type 04 certificates by assisting individuals to enroll as candidates in and complete a teacher preparation program leading to an Initial Early Childhood teaching certificate. The program will include a loan program that will forgive the loans of candidates who teach in a State-funded preschool education program for at least five years. Establishes provisions governing the Early Childhood Teacher Preparation Assistance Grant.
70.10 Purpose and Applicability
70.20 Eligible Applicants
70.30 Planning Grants – Procedures and Content of Proposals
70.40 Criteria for Review and Approval of Planning Proposals
70.50 Implementation Grants – Procedures and Content of Proposals
70.60 Criteria for Review and Approval of Implementation Proposals
70.70 Application Content and Approval Criteria for Continuation Programs
70.80 Loans; Waiver or Deferral of Repayment
Pages 377-394 of 399: http://www.cyberdriveillinois.com/departments/index/register/register_volume31_issue9.pdf
Title: 23 IAC 70.10, .20, .30, .40, .50, .60, .70, .80.
Source: /www.cyberdriveillinois.com
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| 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 |
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| 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 |
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| Private Schools |
| |
| Privatization |
| |
| Public Involvement |
| |
| Reading/Literacy |
| |
| Religion |
| |
| Religion--Prayer/Meditation |
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| 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 |
| |
| 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 |
| |
| 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 |
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| Teaching Quality--Paraprofessionals |
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| Teaching Quality--Preparation |
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| 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 |
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| 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 |
| |