 |
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 |
| |
| TX | Adopted 12/2007 | P-12 | Outlines the instruction school districts must provide to English language learners in order for them to have the full opportunity to learn English and to succeed academically. TEXAS 12499
Title: 19 TAC 2.74.A.74.4
Source: Lexis-Nexis/StateNet
| |
| CA | Vetoed 10/2007 | P-12
Postsec. | Authorizes the Library Literacy and English Acquisition Services Program to be used for services targeted to young adults 16 years of age and over who are not enrolled in school to improve their literacy skills by providing adult basic literacy tutoring and related services. Requires a public library to perform certain functions in implementing this service program. Deletes a requirement that the program have private financial support.
Veto message:
http://info.sen.ca.gov/pub/07-08/bill/asm/ab_1001-1050/ab_1030_vt_20071011.html
Title: A.B. 1030
Source: Lexis-Nexis/StateNet
| |
| CA | Vetoed 10/2007 | P-12 | Establishes the State Seal of Biliteracy to recognize high school graduates who have mastered languages in addition to English. Requires the seal be awarded by the Superintendent of Public Instruction. Requires the State Department of Education to prepare and deliver to school districts the seal insignia. Requires participating school districts to maintain certain records and to affix an appropriate insignia to the diploma or transcript of pupils who earn the seal.
http://info.sen.ca.gov/pub/07-08/bill/asm/ab_0251-0300/ab_280_bill_20070920_enrolled.pdf
Veto Message: http://info.sen.ca.gov/pub/07-08/bill/asm/ab_0251-0300/ab_280_vt_20071014.html
Title: A.B. 280
Source: http://info.sen.ca.gov
| |
| IL | Signed into law 10/2007 | Community College | Authorizes the community college board to establish and administer a We Want to Learn English Initiative to provide resources for immigrants and refugees to learn English. Provides that the board may include in its budget proposal $ 15,000,000 in funding for the initiative, to be disbursed by the board. Provides that funds for the We Want to Learn English Initiative may be used only to provide programs that teach English to U.S. citizens, lawful permanent residents, and other persons who are in lawful immigration status. http://www.ilga.gov/legislation/95/SB/PDF/09500SB1446lv.pdf
Title: S.B. 1446
Source: www.ilga.gov/legislation
| |
| GA | Adopted 09/2007 | P-12 | Adds language regarding the Assessing Comprehension and Communication in English State to State for English Language Learners (ACCESS for ELLs), an English language proficiency test administered annually to all English language learners (ELLs) to determine students' level of English language proficiency level.
Adds provision regarding "conditional administration," a test administration in which a more expansive accommodation is utilized to provide access for a small percentage of students with more severe disabilities who would not be able to access the assessment without such assistance.
Adds provision regarding Georgia Kindergarten Inventory of Developing Skills (GKIDS), a performance assessment designed to provide teachers with information about the level of instructional support needed by individual students entering kindergarten and first grade. Provides this assessment will replace the Georgia Kindergarten Assessment Program-Revised (GKAP-R).
Replaces Middle Grades Writing Assessment (IMGWA) with Grade 8 Writing Assessment.
Adds science to areas in which a first-year ELL student may participate in the appropriate state board approved language proficiency assessment rather than the standard assessment.
Clarifies that only state-approved accommodations may be included in an IEP or Section 504 IAP. Eliminates certain provisions regarding the Georgia Alternate Assessment.
Specifies that students with significant cognitive disabilities participating in the GAA must be provided access to the state-adopted curriculum. Clarifies that educators may adjust the learning expectations for this group of unique students provided the instruction is based on and aligned to the grade-level curriculum standards. Provides that instruction may reflect pre-requisite skills but must be sufficiently challenging for the individual student.
Directs local school systems to provide individual student score reports for all state-mandated assessments to the parent(s) or legal guardian(s) in a timely manner.
http://www.doe.k12.ga.us/_documents/doe/legalservices/160-3-1-.07.pdf
Title: GAC 160-3-1-.07
Source: www.doe.k12.ga.us
| |
| TX | Adopted 09/2007 | P-12 | Revise the process of applying for a bilingual exception and/or an English as a second language (ESL) waiver. Other adopted amendments add language regarding the transfer of students out of a special language program in accordance with House Bill 1, 79th Texas Legislature, Third Called Session, 2006; provide clarification on serving students who receive both special language and special education services; and address submission of information for summer school programs. Language was also repealed to remove monitoring requirements no longer authorized in statute. The amendment to 19 TAC §89.1225, Testing and Classification of Students, was adopted with changes.
http://www.tea.state.tx.us/rules/commissioner/adopted/0807/89-1205-ltradopt.html
Title: 19 TAC Chapter 89
Source: http://www.tea.state.tx.us/rules
| |
| TX | Adopted 07/2007 | P-12 | Defines and establishes procedures, quality assurance for dual immersion programs.
http://www.tea.state.tx.us/rules/tacupdates/july2007/ch089ff.pdf
Title: 89.1613
Source: http://www.tea.state.tx.us
| |
| FL | Vetoed 06/2007 | P-12 | Relates to public school educator certification; relates to English for Speakers of Other Languages Educators; specifies inservice requirements for educators who provide English for Speakers of Other Languages instruction. Changes requirements for number of inservice hours.
http://www.flsenate.gov/data/session/2007/Senate/bills/billtext/pdf/s2512er.pdf
Title: S.B. 2512
Source: Florida Legislature
| |
| NV | Signed into law 06/2007 | P-12 | Revises provisions governing the inclusion of certain information in the biennial budget request for the state distributive school account for submission to the department of administration based upon the annual budgets submitted by the school districts. Creates the Grant Fund for Incentives for licensed educational personnel and requires the board of trustees of each school district to establish a program of incentive pay for certain employees of the school district. Individuals eligible for grant: (1) Licensed teachers, school psychologists, school librarians, school counselors and administrators employed at the school level who have been employed in that category of position for at least 5 years in the state or another state and who are employed in schools which are at-risk; and (2) Teachers who hold an endorsement in the field of mathematics, science, special education, English as a second language or other area of need within the school district, as determined by the state superintendent.
http://www.leg.state.nv.us/23rdSpecial/Bills/AB/AB1_EN.pdf
Title: A.B. 1A
Source: http://www.leg.state.nv.us
| |
| NY | Adopted 06/2007 | P-12 | Enacts emergency regulations to prescribe requirements for the development by school districts of comprehensive plans for students with limited English proficiency. Page 6-10 of 55: http://www.dos.state.ny.us/info/register/2007/jul18/pdfs/rules.pdf
September 2007 ruling extends emergency regulations beyond September 2007 expiration date.
Title: Title 8 NYCRR Part 154
Source: Lexis-Nexis/StateNet
| |
| TX | Signed into law 06/2007 | P-12 | Creates a dual language education pilot project including not more than 30 campuses in 10 districts statewide. School districts participating in the pilot project would be required to
participate for at least three years, with the first year being a planning year. Requires the state department to make periodic reports on the effectiveness of the pilot program. Directs the Commissioner to enter into a contract to license language-learning software using the language immersion methods by January 1, 2008. Requires expenditures for this subsection to be sufficient to support langauge learning opportunities for a maximum of one million students and employees for a maximum of three years. Limits expenditures for this purpose to $4 million annually.
http://www.legis.state.tx.us/tlodocs/80R/billtext/pdf/HB02814F.pdf
Title: H.B. 2814
Source: http://www.legis.state.tx.us
| |
| MN | Signed into law 05/2007 | P-12 | Authorizes district to provide transportation to allow a student who attends a high-need English language learner program and who resides within the transportation attendance area of the program to continue in the program until the student completes the highest grade level offered by the program.
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H2245.2.html&session=ls85
Title: H.F. 2245 [High Needs ESL]
Source: http://www.revisor.leg.state.mn.us
| |
| MN | Signed into law 05/2007 | P-12 | Directs the Department of Education to develop and recommend to the legislature by February 15, 2008, the standards and process for awarding bilingual and multilingual certificates to those kindergarten through grade students who demonstrate and maintain a requisite level of proficiency in multiple languages.
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H2245.2.html&session=ls85 (Section 39)
Title: H.F. 2245 [Multilingual/Bilingual]
Source: http://www.revisor.leg.state.mn.us
| |
| NV | Signed into law 05/2007 | P-12 | Establishes a pilot program to study English immersion and English language learner programs for pupils who are limited English proficient. The Department of Education will select the public schools to participate in the pilot program.
http://www.leg.state.nv.us/74th/Bills/SB/SB398_EN.pdf
Title: S.B. 398
Source: http://www.leg.state.nv.us
| |
| ID | Signed into law 04/2007 | P-12 | Directs the state department of education to distribute $750,000 on a one-time basis to schools in which the population of English language learners failed to meet adequate yearly progress (AYP) in math or reading, to improve the English language skills of English language learners. Directs the department to develop the program elements governing the use of these funds, modeled on the training, intervention and remediation elements of the state's early literacy intervention program. Requires the superintendent of public instruction to report to the joint finance-appropriations committee and the house of representatives and the senate education committees, by February 1, 2008, on the program design, uses of funds, and effectiveness of the program. Session Law Chapter 352
http://www3.state.id.us/oasis/S1237.html
Title: S.B. 1237 (Section 9)
Source: www3.state.id.us
| |
| ND | Signed into law 04/2007 | P-12 | Adds two new sections: Section 45 and 46. Defines English language learner means a student who:
1. Is at least five years of age but has not reached the age of twenty-two; 2. Is enrolled in a school district in the state; 3. Has a primary language other than English or comes from an environment in which a language other than English significantly impacts the individual's level of English language proficiency; and 4. Has difficulty speaking, reading, writing, and understanding English, as evidenced by a language proficiency test approved by the superintendent of public instruction and aligned to the state English language proficiency standards and the state language proficiency test. Defines a new immigrant English language learner is an English language learner who was not born in the United States and has not attended
school in the United States for more than three school years or the monthly equivalent of three school years.
http://www.legis.nd.gov/assembly/60-2007/bill-text/HAFK1400.pdf
Title: S.B. 2200 (English language learner provisions)
Source: http://www.legis.nd.gov
| |
| NY | Signed into law 04/2007 | P-12 | Eliminates provision that districts receiving state funds for the education of limited English proficient students must develop a comprehensive plan for meeting the educational needs of such students. Replaces with provision that all districts receiving total foundation aid must develop a comprehensive plan for meeting the educational needs of such students. Provides that such plan must include a description of the programs, activities and services used to meet the educational needs of limited English proficient students that comply with state regulations. Requires the commissioner, beginning November 1, 2008, to annually submit a report to the governor, director of the budget, speaker of the assembly, majority leader of the senate, and chair of the senate and assembly fiscal committees on the expenditure by districts of federal, state and local funds in the prior school year on programs, activities and services for limited English proficient students, along with recommendations for improvement of such programs.
http://assembly.state.ny.us/leg/?bn=S02107&sh=t
Title: S.B. 2107 - Part B, Section 10
Source: assembly.state.ny.us
| |
| ID | Signed into law 03/2007 | P-12 | Amends existing law to declare English to be the official state language. Provides that English is the sole language of government, subject to exceptions. Provides that specified actions must be in English, subject to exceptions.
Requires all state funds appropriated or designated for the printing or translation of materials or the provision of services or information in a language other than English to be returned to the state general fund.
Directs the state board of education to adopt rules governing the use of foreign languages in the public schools that promote the following principles:
(a) Non-English speaking children and adults should become able to read, write and understand English as quickly as possible;
(b) Foreign language instruction should be encouraged;
(c) Formal and informal programs in English as a second language should be initiated, continued and expanded; and
(d) Public schools should establish communication with non-English speaking parents within their systems, using a means designed to maximize understanding when necessary, while encouraging those parents who do not speak English to become more proficient in English. Session Law Chapter 254
http://www3.state.id.us/oasis/S1172.html
Title: S.B. 1172
Source: www3.state.id.us
| |
| ID | Adopted 03/2007 | P-12 | Incorporates the following by reference:
The Idaho Content Standards
The Idaho English Language Development Standards
The Limited English Proficiency Program Annual Measurable Achievement Objectives (AMAOs) and Accountability Procedures
The Idaho English Language Assessment (IELA) Achievement Standards
The Idaho Standards Achievement Tests (ISAT) Achievement Standards
Page 3 of 35: http://adm.idaho.gov/adminrules/rules/idapa08/0203.pdf
Further details on English Language Development standards http://www.boardofed.idaho.gov/lep/index.asp
Title: IDAPA 08.02.03
Source: adm.idaho.gov
| |
| LA | Adopted 02/2007 | P-12 | Makes changes to the state accountability system to take advantage of new and existing flexibility outlined in guidance for No Child Left Behind and to address situations, including changes necessitated in response to the hurricanes of 2005, which were not considered when the accountability policy was initially written. Provides that a school in which a repeating 4th grade student or Option I 8th grade student scores at a higher achievement level on a LEAP test of math, English language arts, science or social studies than any previous attempt (of the same test) will receive 50 incentive points per improved subject in its accountability index. Allows a student to earn a maximum of 200 incentive points for his/her school. Also provides that a 4th or 8th grade student in a summer school program who scores at a higher achievement level on a LEAP test of math or English language arts than any previous attempt (of the same test) will earn 50 incentive points per improved subject.
Provides methodology for calculating a 9-12 assessment index. Provides that scores of an English language learner who has been enrolled in a U.S. school for less than one year not be included in school performance score calculations. Amends language regarding the annual measurable objective (AMO), safe harbor, inclusion of alternate assessment results and determinations of a student's proficiency in English. Amends provisions awarding schools and districts a one year exclusion from the subgroup component in accountability due to a natural disaster.
Pages 4-6 of 50: http://www.doa.louisiana.gov/osr/reg/0702/0702rul.pdf
Title: LAC 28:LXXXIII.307, 409, 515, 703-707, 3905, 4001, and 4527
Source: www.doa.louisiana.gov
| |
| LA | Adopted 02/2007 | P-12 | Makes various changes to state assessment system. Creates end-of-course tests, to be phased in over a period of six years starting in fall 2007, in the following:
1. Algebra I;
2. Geometry;
3. English I;
4. English II;
5. Biology;
6. American History;
7. Civics; and
8. Free Enterprise.
Sets limitations on the public release of assessment data when such a release might compromise student confidentiality. Amends test security policies. Amends policies related to erasure analysis on state assessments. Also amends policies to address suspected violations of test security and troubling content in written assessment responses. Adds provision regarding administrative errors by school personnel that result in a question regarding the security of the test or the accuracy of the test data.
Amends provisions related to English language development assessments for English language learners (ELLs) and assessment of students with disabilities, including assessment accommodations for ELLs and students with disabilities.
Provides that if a student is expelled from school and is not enrolled in any type of alternative program or receiving any services from the district, the parent may make a timely request that the student be tested and the district must make arrangements to test the student.
Pages 7- of 50: http://www.doa.louisiana.gov/osr/reg/0702/0702rul.pdf
Title: LAC 28:CXI.Chapters 1, 3, 5, 18, 23, 27, 33, and 35
Source: www.doa.louisiana.gov
| |
| ME | Issued 01/2007 | P-12
Postsec.
Community College | Creates the Multicultural Affairs Sub-Cabinet to promote interdepartmental collaboration on multicultural policy development and program implementation. Provides that the commissioner of the state department of education, the president of the Maine Community College System and the chancellor of the University of Maine system (or designee) must serve on the council.
Creates the Multicultural Affairs Advisory Council to advise the sub-cabinet of service delivery issues and multicultural needs and to recommend strategies and policies for improving the delivery of services to the state's multicultural population. Requires the council to include representation from school districts with significant multicultural populations. Directs the council to assist the sub-cabinet with duties related to data assessment, planning and policy development, program integrity, public awareness, interdepartmental service delivery, and the development and function of subcommittees.
http://www.maine.gov/tools/whatsnew/index.php?topic=Gov_Executive_Orders&id=29854&v=Article
Title: EXECUTIVE ORDER NO. 25 FY 06/07
Source: www.maine.gov
| |
| 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 |
| |
| 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 |
| |
| Teaching Quality--Paraprofessionals |
| |
| Teaching Quality--Preparation |
| |
| Teaching Quality--Professional Development |
| |
| Teaching Quality--Recruitment and Retention |
| |
| Teaching Quality--Recruitment and Retention--At-Risk Schools |
| |
| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
| |
| Teaching Quality--Reduction in Force |
| |
| Teaching Quality--Teacher Rights |
| |
| Teaching Quality--Tenure or Continuing Contract |
| |
| Teaching Quality--Unions/Collective Bargaining |
| |
| Teaching Quality--Working Conditions |
| |
| Technology |
| |
| Technology--Computer Skills |
| |
| Technology--Devices/Software/Hardware |
| |
| Technology--Equitable Access |
| |
| Technology--Funding Issues |
| |
| Technology--Internet Safety |
| |
| Technology--Teacher/Faculty Training |
| |
| Textbooks and Open Source |
| |
| Urban |
| |
| Whole Child |
| |