 |
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 |
| |
| 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 |
| |
| 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 |
| |
| Special Populations--Migrant Education |
| |
| Special Populations--Military |
| |
| 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 |
| |
| GA | Adopted 12/2007 | P-12 | 505-2-.10: Adds provisions and clarification for National Guard personnel to apply for JROTC instructor positions, which is now authorized by the Department of Defense. http://rules.sos.state.ga.us/docs/505/2/10.pdf
505-2-.26: Makes available an optional Computer Science Endorsement (6-12) to provide strengthened and enhanced competency levels for teaching computer science skills in grades 6-12.
505-2-.96: Renames the Professional Foods specialization to Culinary Arts and deletes a temporary certificate "option" which will be replaced by a new endorsement.
505-2-.150: Adds the new endorsements of Culinary Arts and Computer Science to the list of teaching endorsements.
505-2-.166: Creates an optional endorsement for individuals assigned to teach secondary computer science courses.
505-2-.167: Creates an endorsement allowing teachers with Family and Consumer Sciences Education certification to teach the culinary arts curriculum to students in grades 6-12.
505-2-.202: Provides for issuing a Non-Renewable Certificate in School Counseling with a master's degree in Social Work.
505-2-.300: Establishes the certification requirements and guidelines for the new Educational Leadership certificates. The previous version of Rule 505-2-.300 is proposed to be repealed and replaced by this new rule.
505-2-.350: Establishes guidelines for the "grandfathering" of the previous endorsements (the individual rules are being repealed) and establishes the new Teacher Leader Endorsement.
505-2-.351: Repeals rule regarding "Director of Media Centers" endorsement. Replaces with new rule establishing a Teacher Leader Endorsement, which is intended to serve as the initial certification step for teachers to begin assuming basic leadership-type functions while remaining in the classroom. This endorsement is optional and is not required to perform the leadership-type functions as outlined in rule.
505-2-.352: Repeals rule regarding "Director of Pupil Personnel Services" endorsement. Current holders of the endorsement will be "grandfathered" and continue to be in-field to serve in this position, as outlined in proposed PSC Rule 505-2-.350. Future pupil personnel services directors must hold the Leadership certificate.
505-2-.353: Repeals rule regarding "Director of Special Education" endorsement. Current holders of the endorsement will be "grandfathered" and continue to be in-field to serve in this position, as outlined in proposed PSC Rule 505-2-.350. certificate.
505-2-.354: Repeals rule regarding "Director of Technology/Career Education" endorsement. Current holders of the endorsement will be "grandfathered" and continue to be in-field to serve in this position, as outlined in proposed PSC Rule 505-2-.350. Leadership certificate.
505-2-.355: Repeals rule regarding "Instructional Supervision" endorsement. Current holders of the endorsement will be "grandfathered" and continue to be in-field to serve in this position, as outlined in proposed PSC Rule 505-2-.350. Future instructional supervision educators must hold the Leadership certificate.
505-3-.062: This new rule establishes guidelines for a Computer Science Endorsement Program.
505-3-.063: This new rule establishes guidelines for a Culinary Arts Endorsement Program.
Title: GAC 505-2-.10, -.26, -.96, -.150, -.166, -.167, -.202,-.300, -.350, -.351, -.352, -.353, - .354, -.355; 505-3-.62, -.63
Source: www.lexis.com
| |
| MI | Enacted 11/2007 | P-12 | Revises high school personal curriculum requirements for transfer pupils; relates to advanced placement, diplomas and merit standards requirements; includes nonpublic schools and out-of-state transfers; provides for the presence of counselors and a school psychologist for special education students.
http://www.legislature.mi.gov/documents/2007-2008/publicact/pdf/2007-PA-0141.pdf
Title: S.B. 403
Source: Michigan Legislature
| |
| IA | Adopted 10/2007 | P-12 | Requires that each school district have a school nurse and a qualified (i.e., licensed by the Board of Education Examiners) guidance counselor. Requires a definition of and standards for an articulated sequential kindergarten through grade 12 school counseling program.
Title: IAC 281-12.2(256), 12.3(11), 12.4(12)
Source: Lexis-Nexis/StateNet
| |
| CA | Signed into law 09/2007 | P-12
Postsec. | Requires each school district offering any of grades 9 to 12, inclusive, prior to class registration, for each school in the district, to provide parents or guardians with written notification relating to the courses offered by the school satisfying the requirements for admission to the California State University and the University of California and information on career technical education, including a brief description of it, as defined by the State Department of Education. Chapter 527
http://info.sen.ca.gov/pub/07-08/bill/asm/ab_0401-0450/ab_428_bill_20071012_chaptered.pdf
Title: A.B. 428
Source: http://www.senate.ca.gov/
| |
| CA | Signed into law 09/2007 | P-12
Postsec. | Expands the Fair Competition for College and Career Opportunity Program to include provisions for individualized review of the career goals of the pupil and academic and career-related opportunities available to the pupil and for explanation of the coursework and academic programs required for admission to a 4-year college. Requires school districts to perform certain additional duties to identify pupils who are not on track for admission and to mandate schools perform specified related duties. Chapter 732
http://info.sen.ca.gov/pub/07-08/bill/sen/sb_0401-0450/sb_405_bill_20071014_chaptered.pdf
Title: S.B. 405
Source: http://info.sen.ca.gov
| |
| IL | Signed into law 08/2007 | P-12 | Provides that, subject to appropriations, the state board of education must provide grants to the School Psychology Internship Consortium for aid in providing training programs and facilitating interns to improve the educational and mental health services of children in the state. http://www.ilga.gov/legislation/95/HB/PDF/09500HB1363lv.pdf
Title: H.B. 1363
Source: Lexis-Nexis/StateNet
| |
| IL | Signed into law 08/2007 | P-12 | Amends the Children with Disabilities Article of the School Code. Adds school counselor and school counselor intern to the list of professions included in the definition of a professional worker. http://www.ilga.gov/legislation/95/SB/PDF/09500SB0122lv.pdf
Title: S.B. 122
Source: Lexis-Nexis/StateNet
| |
| LA | Adopted 08/2007 | P-12 | Revises the requirements for add-on certification as a school counselor. Allows three years of successful experience as a school counselor to substitute for the required three-semester-hour supervised practicum in a school setting. The change will allow more candidates to meet the add-on certification requirements for school counselor and will increase the pool of certified school counselors in the state of Louisiana. Pages 9-10 of 79: http://www.doa.louisiana.gov/osr/reg/0708/0708RUL.pdf
Title: LAC 28:CXXXI.659
Source: www.doa.louisiana.gov
| |
| OR | Signed into law 07/2007 | P-12
Postsec.
Community College | Authorizes the Oregon Student Assistance Commission to establish Access to Student Assistance Programs in Reach of Everyone (ASPIRE) to provide information about financial aid and education and training options beyond high school to students in Oregon secondary schools. The goals of the programs are to: (a) Provide mentoring and resources to help students access education and training beyond high school; (b) Help high schools build a sustainable community of volunteer mentors; and (c) Educate students and families about the scholarship application process and other options for paying for post-secondary education. The programs are to bring together students, school staff, community volunteers and parents to help students overcome obstacles to their continuing education. The programs may provide training, technical assistance and other resources to Oregon high schools on how to establish a volunteer-based program. Adult volunteers who are trained through the program may provide mentoring, training and encouragement to students about postsecondary options and financial aid.
Establishes the ASPIRE Program Fund in the Department of the Treasury. Moneys received from donations and grants are to be credited to the ASPIRE Program Fund and continuously appropriated to the Oregon Student Assistance Commission for this program. http://www.leg.state.or.us/07reg/measpdf/hb2700.dir/hb2729.en.pdf
Title: H.B. 2729
Source: http://www.leg.state.or.us
| |
| ME | Signed into law 06/2007 | P-12 | Implements the recommendations of the Governor's Task Force to Engage State's Youth; ensures that students experiencing education disruption will have the same opportunities to earn an approved high school diploma; relates to disruptions of homelessness, unplanned psychiatric hospitalization, unplanned hospitalization, foster care or other placement not authorized by an individualized education plan.
http://janus.state.me.us/legis/LawMakerWeb/externalsiteframe.asp?ID=280025014&LD=1860&Type=1&SessionID=7
Title: H.B. 1296
Source: Maine Legislature
| |
| TX | Vetoed 06/2007 | Postsec. | Requires the Texas Higher Education Coordinating Board, institutions of higher education, and relevant professionals to develop an instrument to assess student academic advising services.
http://www.capitol.state.tx.us/tlodocs/80R/billtext/pdf/SB01053F.pdf
Title: S.B. 1053
Source: http://www.capitol.state.tx.us
| |
| NV | Signed into law 05/2007 | P-12 | Provides for high school reform. Requires the board of trustees of each school district to adopt a policy for each public school of the school district in which ninth grade pupils are enrolled, to develop a 4-year academic plan for each of those pupils. Requires the board of trustees of each school district that includes at least one high school in which 1,200 pupils or more are enrolled - including 9th grade pupils - to adopt a policy to provide a program of small learning communities to be carried out by each principal. Requires the state board to prescribe a uniform grading policy for all public high schools. Requires the board of trustees of each school district to adopt a policy that sets forth the duties, roles and responsibilities of school counselors.
http://www.leg.state.nv.us/74th/Bills/AB/AB212_EN.pdf
Title: A.B. 212
Source: http://www.leg.state.nv.us
| |
| IA | Signed into law 04/2007 | P-12 | Beginning July 1, 2007, requires every school district to have a qualified guidance counselor licensed by the board of educational examiners and a school nurse. Directs each district to work toward the goal of having one qualified guidance counselor for every 350 students and one school nurse for every 750 students. For purposes of this provision, defines "school nurse" as a person holding an endorsement or statement of professional recognition for school nurses issued by the board of educational examiners.
Directs the state board to establish a definition and standards for an articulated sequential K-12 guidance and counseling program.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&ga=82&hbill=SF277
Title: S.F. 277 (Section 4)
Source: coolice.legis.state.ia.us
| |
| IA | Signed into law 04/2007 | P-12 | Section 5: Strikes and rewrites section 256.11A. Authorizes the board of directors of a school district to file a request by August 1, 2007 for a waiver from the following requirements for the 2007-2008 school year:
a. Apply for a one-year extension of a waiver granted for the previous school year that the district have a qualified teacher librarian.
b. That the school district have a qualified guidance counselor. The board of directors of the school district may, not later than August 1, 2008, for the 2008-2009 school year, apply for a one-year extension of the waiver.
c. That the school district have a school nurse. The board of directors of the school district may, not later than August 1, 2008, for the 2008-2009 school year, apply for a one-year extension of the waiver.
Provides that a request for a waiver must describe actions being taken by the district to meet the requirement for which the district has requested a waiver. Specifies that a school district cannot request a waiver of a requirement if it met certain requirements in the previous school year.
Section 8: Authorizes the school budget committee in the department of education to grant supplementary aid to a district to hire one or more guidance counselors, teacher librarians, and/or school nurses from any funds appropriated to the department for the use of the committee,
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&ga=82&hbill=SF277
Title: S.F. 277 (Section 5 and 8)
Source: coolice.legis.state.ia.us
| |
| NM | Signed into law 04/2007 | P-12 | Allows counselors to apply for level three-b administrative licenses.
http://legis.state.nm.us/Sessions/07%20Regular/final/HB1090.pdf
Title: H.B. 1090
Source: http://legis.state.nm.us/
| |
| WA | Signed into law 04/2007 | P-12 | Declares that a school counselor is a professional educator who holds a valid school counselor certification as defined by the professional educator standards board. The purpose and role of the school counselor is to plan, organize, and deliver a comprehensive school guidance and counseling program that personalizes education and supports, promotes, and enhances the academic, personal, social, and career development of all students, based on the national standards for school counseling programs of the American school counselor association.
http://www.leg.wa.gov/pub/billinfo/2007-08/Pdf/Bills/House%20Passed%20Legislature/1670.PL.pdf
Title: H.B. 1670
Source: http://www.leg.wa.gov
| |
| AR | Signed into law 03/2007 | P-12 | Provides state high school students with comprehensive information concerning college scholarships and state-funded programs for developing technical job skills.
(Act No. 474)
http://www.arkleg.state.ar.us/ftproot/bills/2007/public/HB2245.pdf
Title: H.B. 2245
Source: http://www.arkleg.state.ar.us
| |
| 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
| |
| WY | Signed into law 03/2007 | Postsec.
Community College | Revises the Hathaway scholarship program by increasing curriculum requirements necessary to qualify for scholarships; establishes specific curriculum requirements for various scholarship levels for students graduating in the 2007-2008 school year, 2009-2010 school year, and 2010-2011 school year and thereafter, with requirements increasing each graduating year.
Beginning with the class of 2010-2011, requirements for honor or performance scholarship eligibility will be 4 years of math, including Algebra I & II and Geometry, 4 years of Language Arts, 4 years of Science, 3 years of Social Studies, and 2 years of a Foreign Language; requires courses necessary for scholarship eligibility to be aligned with state content and performance standards; requires all school districts to submit to the state department of education a list of courses provided in the district that satisfy the curriculum requirements specified in the bill, and for the department to verify the courses.
Requires accommodations are provided to a student with an individual education plan (IEP) or working under a federal 504 designation in order to meet the requirements of the success curriculum, including taking a modified course that is at grade level and is included within the scope of the student's IEP or 504 designation.
Beginning with the 2007-2008 school year and thereafter, requires counseling services to be provided to students in 8th - 12th grade on curriculum requirements of high school graduation, curriculum requirements necessary for each of the Hathaway scholarships and a summary of the various Hathaway scholarships, current achievement levels for the statewide proficiency assessment, the importance of curriculum for career options and the earning differences anticipated based upon curriculum choices and at various levels of postsecondary education, an assessment of the student's course history, as well as options available regarding future course selection and the consequences attached to selected course pathways, and other information regarding scholarship opportunities available to students and associated curriculum and student performance requirements. http://legisweb.state.wy.us/2007/Enroll/HB0097.pdf
Title: H.B. 97
Source: http://legisweb.state.wy.us/2007/bills.htm
| |
| Student Supports--Mentoring/Tutoring |
| |
| Student Supports--Remediation |
| |
| Students |
| |
| Students--Athletics/Extracurricular Activities |
| |
| 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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