 |
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 |
| |
| Student Supports--Mentoring/Tutoring |
| |
 | Student Supports--Remediation |
| |
| AK | Adopted 11/2007 | P-12 | Requires districts to provide a remediation program for students who have not passed the Alaska High School Graduation Qualifying Exam after the fall administration in the student's 11th grade year. ALASKA 3573
http://touchngo.com/lglcntr/akstats/AAC/Title04.htm
Title: 4 AAC 06.759
Source: http://touchngo.com/lglcntr/akstats
| |
| IL | Signed into law 11/2007 | P-12
Community College
Postsec. | Requires the state community college board to create a 3-year college and career readiness pilot program, beginning with the high school class of 2008, to meet the following goals:
(1) To diagnose college readiness by developing a system to align ACT scores to specific community college courses in developmental and freshman curriculums.
(2) To reduce remediation by decreasing the need for remedial coursework in mathematics, reading, and writing at the college level by (i) increasing the number of students enrolled in a college-prep core curriculum, (ii) assisting students in improving college readiness skills, and (iii) increasing successful student transitions into postsecondary education.
(3) To align high school and college curriculums.
(4) To provide resources and academic support to students to enrich the senior year of high school through remedial or advanced coursework and other interventions.
(5) To develop an appropriate evaluation process to measure the effectiveness of readiness intervention strategies.
Directs the state board to select four community colleges to participate in the program, based on the number of students in developmental courses, student demographics, geographic diversity, the college's willingness to submit developmental and introductory courses to ACT for analysis of college placement, and the college's ability to partner with local high schools to develop college and career readiness strategies and college readiness teams. Directs the state board to work with ACT to analyze up to 10 courses at each college to determine student placement and college readiness. Directs each participating community college to establish an agreement with one or more high schools to:
(A) Create a data-sharing agreement.
(B) Create a Readiness Prescription for each student, showing all of the following:
(i) The readiness status for college-level work.
(ii) Course recommendations for remediation or for advanced coursework in Advanced Placement classes or dual credit and dual enrollment programs.
(iii) Additional academic support services, including tutoring, mentoring, and college application assistance.
(C) Create college and career readiness teams of faculty and counselors or advisers from the community college and high school, the college and career readiness coordinator from the community college, and other members as determined by the high school and community college. Provides the the teams may include
local business or civic leaders. Directs the teams to develop intervention strategies by:
(i) Using the Readiness Prescription to develop a contract with each student for remedial or advanced coursework to be taken during the senior
year.
(ii) Monitor student progress.
(iii) Provide readiness support services.
(D) Retest students in the spring of 2008 to assess progress and college readiness.
Directs the state board to work with participating community colleges and high schools to develop an evaluation process that includes specified criteria, including student enrollment in college in fall 2008, placement of college and career readiness students in developmental and regular courses in the fall of 2008, and retention of college and career readiness students in spring semester 2009. Directs the state board to work with participating community colleges and high schools to establish operational processes and a budget for college and career readiness pilot programs, including employment of a college and career readiness
coordinator at each community college site.
Provides that in year two of the program, beginning with the Class of 2009, the state board must additionally:
(1) Analyze courses at 3 new community college sites.
(2) Undertake intervention strategies through college and career readiness teams with students in the class of 2009.
(3) Monitor and assist college and career readiness graduates from the class of 2008 in college.
Provides that in year three of the program, beginning with the Class of 2010, the state board must:
(1) Analyze courses at 5 additional community college sites.
(2) Add college and career readiness teams at 3 new sites (from year 2 of the program).
(3) Undertake intervention strategies through college and career readiness teams with students of the class of 2010 at 7 sites.
(4) Monitor and assist students from the classes of 2008 and 2009 in college.
Adds an immediate effective date. http://www.ilga.gov/legislation/publicacts/95/PDF/095-0694.pdf
Title: S.B. 858
Source: www.ilga.gov/legislation
| |
| LA | Adopted 11/2007 | P-12 | Makes changes to Bulletin 741 - Louisiana Handbook for School Administrators:
1103: Allows students in danger of failing due to excessive absences to make up missed time in class sessions held outside the regular class time. The make-up sessions must be completed before the end of the current semester and all other policies must be met.
2323: Allows students who have failed a course to take a proficiency exam for that course. Prior policy did not allow students who had taken a course to take
a proficiency exam to earn credit for the course.
2324: Adds section allowing districts to implement credit recovery programs for students who have failed a course.
Note from Rules: These two revisions are the result of a recommendation from the High School Redesign Commission that policy changes be considered to help students who are failing or who are in danger of failing to recover credit. The revision to Section 1103 assists students who are in danger of failing due to
excessive absences. The revision to Section 2323 and the addition of Section 2324 provide ways for students to recover credit after they have failed a class.
http://www.doa.louisiana.gov/osr/reg/0711/0711.doc
Title: LAC 28:CXV.1103, 2323, and 2324
Source: www.doa.louisiana.gov
| |
| OK | Adopted 10/2007 | P-12 | Amends rules regarding the school testing program to provide clear guidelines for schools to implement remediation programs. Adds the following language:
(f) Each public school student who does not score at least at the satisfactory level on state criterion-referenced tests in reading and mathematics by the end of the student's seventh grade year shall be provided remediation for the purpose of assisting the student in performing at least at the satisfactory level on the eighth-grade criterion-referenced tests in reading and mathematics. Each public school student who does not score at least at the satisfactory level on state criterion-referenced tests in reading and mathematics by the end of the student's eighth grade year shall be provided remediation for the purpose of assisting the student in performing at least at the satisfactory level on the end-of-instruction tests administered in high school.
(1) Districts and/or schools may provide remediation through extended instructional time during the school day, a summer academy, tutoring, online coursework, or other supplementary services. Remediation is not limited to these practices.
(2) Remediation provided through instructional time during the school day, a summer academy, or school-based tutoring shall be under the supervision of a highly qualified teacher in mathematics or reading, as appropriate.
(3) The State Department of Education (SDE) shall provide information about best practices for remediation and interventions on the SDE website.
(4) Beginning spring 2007 and each year thereafter, a district plan of remediation shall be submitted to the State Department of Education's online reporting site for students who do not score at least at the satisfactory level on the seventh grade criterion-referenced tests in reading and mathematics. Beginning spring 2008 and each year thereafter, a district plan of remediation shall be submitted for students who do not score at least at the satisfactory level on the eighth grade criterion-referenced tests in reading and mathematics. Plans shall be reviewed and approved prior to release of state funds allocated for remediation.
(5) The per-student dollar amount shall be determined by the State Board of Education after the total number of students who qualify for remediation funding have been identified by final scores on the state criterion-references tests in reading and mathematics.
(6) Upon State Department of Education approval of the district remediation plan, to include estimated expenditures and assurances, funds shall be released to the district on a per-student basis for the costs associated with providing remediation. Any unallocated funds remaining at the end of the fiscal year shall return to the general fund.
(7) School districts shall monitor the results of the remediation, as measured by periodic progress assessments, and submit the findings annually to the State Department of Education's online reporting site. State Department of Education regional accreditation officers shall assist districts in compliance with reporting requirements.
(8) Any district not showing adequate improvement shall be required to submit a detailed plan of improvement for remediation programs and may be subject to onsite monitoring by the State Department of Education. Adequate improvement shall be defined as the percentage of students provided remediation that are not successful on the eighth grade criterion-referenced tests in reading and mathematics, as compared with a targeted percentage of improvement established by the State Board of Education.
http://www.oar.state.ok.us/register/Volume-25_Issue-03.htm#a20495
Title: OAC 210:10-13-2
Source: http://www.oar.state.ok.us/register
| |
| CA | Signed into law 09/2007 | P-12 | Relates to funding for intensive instruction for pupils that have not satisfied the exit examination requirements, the use by a school district of its uniform complaint process to identify and resolve deficiencies related to availability of the intensive instruction and services options, requiring school counselors explain the availability of intensive instruction and services, and school visits by county superintendents of schools to verify pupils are informed of such instruction. Revises the definition of "eligible pupil" to include pupils who have not satisfied the requirement that they pass the high school exist exam and have failed one or both parts of the exam by the end of grade 12; authorizes the receipt of instruction and services on Saturdays, evenings or at a time and location deemed appropriate by the school district for eligible pupils; expans the authorized scope of intensive instruction and services to include instruction in English language arts or mathematics. Requires a county superintendent of schools to conduct school visits and verify that pupils who have not passed the high school exist exam by the end of grade qw are informed that they are entitled to receive intensive instruction and services for up to 2 consecutive academic years after completion of grade 12 or until the pupil has passed both parts of the exit exam and verifying that those pupils who elected to receive the instruction and services are being served. Chapter 526.
http://www.leginfo.ca.gov/pub/07-08/bill/asm/ab_0301-0350/ab_347_bill_20071012_chaptered.pdf
Title: A.B. 347
Source: http://www.leginfo.ca.gov/
| |
| NY | Adopted 09/2007 | P-12 | Amends regulations regarding diagnostic screenings of students who are new entrants to school or who have low test scores on the statewide third grade English language arts or mathematics assessment. Specifies that diagnostic screening must include a determination of development in oral expression, listening comprehension, written expression, basic reading skills and reading fluency and comprehension, mathematical calculation and problem solving, motor development, articulation skills, and cognitive development using recognized and validated screening tools.
Adds that diagnostic screening for students with low test scores must include:
(1) vision and hearing screenings to determine whether a vision or hearing impairment is impacting the student's ability to learn; and
(2) a review of the instructional programs in reading and mathematics to ensure that explicit and research validated instruction is being provided in reading and mathematics.
Provides that students with low test scores must be monitored periodically through screenings and on-going assessments of the student's reading and mathematic abilities and skills. If the student is determined to be making sub-standard progress in such areas of study, instruction must be provided that is tailored to meet the student's individual needs with increasingly intensive levels of targeted intervention and instruction.
Directs school districts to provide written notification to parents when a student requires an intervention beyond which is provided to the general education classroom. Provides that such notification must include: information about the performance data that will be collected and the general education services that will be provided; strategies for increasing the student's rate of learning; and the parents' right to request an evaluation by the Committee on Special Education to determine whether the student has a disability.
Title: Title 8 NYCRR Part 117
Source: Lexis
| |
| SC | Signed into law 07/2007 | P-12 | Approves regulations of the Board of Education. This regulation addresses the requirement of the Education and Economic Development Act of 2005 that a separate regulation be written for at-risk students. The regulation defines at-risk students and outlines specific objective criteria for districts to use in the identification of students at-risk for being poorly prepared for the next level of study or for dropping out of school. The criterion includes diagnostic assessments to identify strengths and weaknesses in the core academic areas. The State Department of Education in collaboration with school districts will ensure that students are being properly identified and provided timely, appropriate guidance and assistance and to ensure that no group is disproportionately represented. The regulation includes evidence-based model programs for at-risk students designed to ensure that students have an opportunity to graduate with a state high school diploma. It will include an evaluation of model programs in place in each high school to ensure the programs are providing students an opportunity to graduate with a state high school diploma.
http://www.scstatehouse.net/sess117_2007-2008/prever/3628_20070410.htm
Title: H.B. 3628
Source: http://www.scstatehouse.net
| |
| NV | Signed into law 06/2007 | P-12 | Revises provisions governing the Commission on Educational Excellence. requires the Commission to establish guidelines for reviewing, evaluating and approving applications for grants of money from the Account. Directs that the guidelines include consideration of the list of priorities of schools provided to the Commission by the Department of Education and revises the contents of that list. Also requires each school district to provide assistance, upon the request of a public school within the school district, in the development of an application for a grant. Provides that the Commission shall not award a grant of money from the Account for a program of full-day kindergarten. Identifies specific information relating to allocations from the Account that the Commission is required to include in its annual report on the Account. Places a limitation on the amount of money that may be expended from the Account each biennium for expenses incurred by members of the Commission to travel to the school districts and schools that receive allocations from the Account. Also authorizes the Commission to spend a maximum amount of money from the Account each biennium for: (1) the costs incurred by the Commission to hold meetings and conferences for recipients of allocations from the Account to discuss or display effective programs, practices and strategies; and (2) an evaluation of the programs that received allocations from the Account by an independent consultant.
http://www.leg.state.nv.us/74th/Bills/SB/SB185_EN.pdf
Title: S.B. 185
Source: http://www.leg.state.nv.us
| |
| TX | Signed into law 06/2007 | P-12 | Requires the commissioner to establish an intensive mathematics and algebra intervention pilot program for students not performing at grade level in mathematics in grades 4 through 8 on campuses with populations of students identified as at-risk that exceed the statewide average. Campuses that participate in the intervention would be required to use screening and diagnostic assessments approved by the Texas Education Agency (TEA). Requires the commissioner to adopt a list of approved mathematics and algebra intervention programs reviewed and recommended by a panel of recognized experts in mathematics education to be used by participating school districts. Requires TEA to contract for an evaluation of the program and to submit a report to the legislature in December of each even year regarding student progress and making recommendations for any statutory changes appropriate to promote mathematics and algebra readiness.
http://www.legis.state.tx.us/tlodocs/80R/billtext/pdf/HB02504F.pdf
Title: H.B. 2504
Source: http://www.legis.state.tx.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
| |
| AR | Signed into law 04/2007 | P-12 | An act for the department of health and human services - division of child care and early childhood education - after school literacy and nutrition programs general improvement appropriation. (Act No. 1106)
http://www.arkleg.state.ar.us/ftproot/bills/2007/public/HB1884.pdf
Title: H.B. 1884
Source: http://www.arkleg.state.ar.us
| |
| AR | Signed into law 04/2007 | P-12
Postsec. | Improves the college remediation rate and ensures a general suitable, and efficient system of college and workforce readiness for all students; supports voluntary statewide act assessment for all 11th grade students called the Voluntary Universal ACT Assessment Program; encourages greater participation in the Smart Core curriculum. (Act No. 881)
http://www.arkleg.state.ar.us/ftproot/bills/2007/public/HB1562.pdf
Title: H.B. 1562
Source: http://www.arkleg.state.ar.us/ftproot/bills/2007/public/HB1562.pdf
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| ID | Signed into law 04/2007 | P-12 | Increases state education funding to school districts, partially in order to create greater funding equity between school districts in the state. The appropriation provides $20.13 million in new line item funding for classroom supplies, textbooks and remedial education. For districts and public charter schools that currently expend discretionary funds for these items, which were not previously funded by the state, those moneys may now be freed up for other uses. Session Law Chapter 352
http://www3.state.id.us/oasis/S1236.html
Title: S.B. 1236 (Section 8)
Source: www3.state.id.us
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| ID | Signed into law 04/2007 | P-12
Postsec.
Community College | Strikes existing provision that funding for the Idaho Digital Learning Academy be provided from an annual budget request to the legislature from the superintendent of public instruction. Creates new section providing that a portion of the annual legislative appropriation be distributed to support the Idaho Digital Learning Academy. Provides that "enrollment" for purposes of the academy be counted each time an Idaho student enrolls in an academy class, and that an individual student enrolled in multiple classes must count as multiple enrollments.
Directs the Idaho Digital Learning Academy (IDLA) to use state funds to achieve the following:
(1) No increase in tuition charged by IDLA to Idaho students.
(2) Provide remedial coursework for students failing to achieve proficiency in one or more areas of the Idaho Standards Achievement Test.
(3) Pursuant to state board rule, IDAPA 08.02.03.106 http://adm.idaho.gov/adminrules/rules/idapa08/0203.pdf, provide advanced opportunities for students (defined as Advanced Placement courses, dual credit courses, tech prep, or International Baccalaureate programs.
(4) Pursuant to state board rule, IDAPA 08.02.03.106, work with institutions of higher education to provide dual credit coursework.
Provides that the preceding list must not be construed as excluding other instruction and training that may be provided by the Idaho Digital Learning Academy.
Session Law Chapter 352
http://www3.state.id.us/oasis/S1237.html
Title: S.B. 1237 (Sections 12-14)
Source: www3.state.id.us
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| VA | Signed into law 03/2007 | P-12 | Provides for the phasing out of the eighth grade cumulative history test in the 2007-2008 school year, and the implementation of the United States History to 1877, United States History: 1877 to the Present, and Civics and Economics tests in the 2008-2009 school year; clarifies that a career and technical education course may be used as an option to fulfill credit requirements for graduation; adds effective classroom management to the listing of professional development programs to be provided to teachers and principals; emphasizes that student improvement efforts should focus particularly on educationally at-risk students; requires local school divisions to post a current copy of the school division policies, including the Student Conduct Policy, on the local division's website while ensuring that printed copies of such policies are available, as needed, to citizens who do not have Internet access; makes technical changes to standards 1, 3, 4, 5, 6, and 7 of the Standards of Quality. http://leg1.state.va.us/cgi-bin/legp504.exe?071+ful+SB795ER
Title: S.B. 795
Source: http://legis.state.va.us/
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| TX | Adopted 01/2007 | P-12
Postsec.
Community College | Establishes rules, in cooperation with the commissioner of education, for the implementation of the P-16 College Readiness and Success Strategic Action Plan recommended by the statewide P-16 Council and adopted by the board. Defines the purpose of the P-16 College Readiness and Success Strategic Action Plan:
(a) To increase student success and decrease the number of students enrolling in developmental course work in institutions of higher education, the board, in cooperation with the commissioner of education, shall implement the P-16 College Readiness and Success Strategic Action Plan as recommended by the statewide P-16 Council and adopted by the board pursuant to Texas Education Code, Section 61.0761(a). Sets criteria for participation. Describes the purpose of summer higher education bridge programs: For institutions of higher education to provide public high school students who are not college-ready with appropriate instruction and other activities during summer programs to ensure eligible students achieve college readiness. Establishes processes for program funding and financial aid. http://www.thecb.state.tx.us/GeneralPubs/Agenda/Ag2007_01/VD/VDA1.pdf
Title: 19 TAC 1.4.A.4.3
Source: http://www.thecb.state.tx.us
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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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