 |
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 |
| |
| NY | Adopted 08/2007 | P-12 | Establishes criteria for the award of grants for the Excelsior Scholars program for grade 7 math and science students. Establishes criteria for the award of grants for summer institutes for mathematics and science teachers in grades 5-8. Effective November 15, 2007.
Pages 21-24 of 48: http://www.dos.state.ny.us/info/register/2007/aug15/pdfs/rules.pdf
Title: Title 8 NYCRR Section 100.14 and 100.15
Source: www.dos.state.ny.us
| |
| NC | Signed into law 07/2007 | P-12 | The purpose of the ROPE Scholars Pilot Program is to strengthen middle grades education in order to provide students with the opportunity to graduate from high school with the core academic skills needed for postsecondary education and high-skilled employment, and thereby to reduce the high school dropout rate, increase high school and college graduation rates and decrease the need for remediation in institutions of higher education.
It is the intent of the ROPE Scholars Program to:
-Reduce class size to one teacher to every 17 students
-Provide annual salary increments of up to $5,000 per year to teachers certified in the fields of mathematics, science, or special education
-Provide a coordinator position at each participating school to assist in community and parental support
-Encourage students participating in the program, through agreements executed between the local school administrative unit and students and their parents or guardians, to:
(1) Maintain a 95% attendance rate each year; (2) Achieve a minimum of a "B" average; (3) Take the PSAT and the SAT or the ACT and achieve an adequate score, as determined by the state board; (4) Meet the standards for admission established by the board of governors of the University of North Carolina (5) Engage in community service work each month during the school year for the number of hours determined by the state board; and (6) Evidence good character by not engaging in unlawful conduct.
-Provide students who successfully participate in the program with college scholarships.
Directs the state board to develop a competitive process through which units may apply to participate in the pilot program. The number of participating units will be limited to three units in the 2008-09 fiscal year. The units will be selected from different geographical areas of the state and shall include at least one urban and one rural unit. The state board will develop a process to evaluate the effectiveness of the program, and is required to prepare a report for the legislative oversight committee that includes the cost of implementing the pilot program and indicates state laws, rules and policies that would preclude the implementation of the pilot.
http://www.ncga.state.nc.us/Sessions/2007/Bills/Senate/HTML/S1030v0.html
Title: S.B. 1030
Source: http://www.ncga.state.nc.us/
| |
| 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
| |
| OK | Signed into law 06/2007 | P-12 | Relates to middle school mathematics laboratories; deletes specific number of schools to be identified by state board for certain program; specifies number of schools selected each year to be determined based on funds available and certain number of computers necessary at each school.
http://webserver1.lsb.state.ok.us/2007-08bills/SB/SB179_ENR.RTF
Title: S.B. 179
Source: http://webserver1.lsb.state.ok.us
| |
| OK | Signed into law 06/2007 | P-12 | Relates to the School of Science and Mathematics; requires budgeting in certain categories and amounts; requires certain performance measures; provides for duties and compensation of employees; limits salary of the Director; provides budgetary limitations.
http://webserver1.lsb.state.ok.us/2007-08bills/SB/SB194_ENR.RTF
Title: S.B. 194
Source: http://webserver1.lsb.state.ok.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
| |
| CO | Signed into law 05/2007 | P-12 | Establishes the science, technology, engineering, and mathematics ("STEM") after-school education pilot grant program ("grant program") in the office of economic development. Allows a provider that coordinates STEM after-school education programs to apply for a grant to defray the administrative and personnel costs associated with coordinating the programs and to directly support secondary schools' participation in the programs.
http://www.leg.state.co.us/clics/clics2007a/csl.nsf/fsbillcont3/144854E94C771F3787257251007D5303?open&file=1243_ren.pdf
Title: H.B. 1243
Source: Colorado Legislature
| |
| MN | Signed into law 05/2007 | P-12 | Amends duties of teacher centers, requires teacher centers to provide a professional development program to train interested and highly qualified elementary, middle and secondary teachers to assist other teachers in with mathematics and science curriculum, standards and instruction so that all teachers have access to:
(1) high quality professional development programs in mathematics and science that address curriculum, instructional methods, alignment of standards, and performance measurements, enhance teacher and student learning, and support state mathematics and
(2) research-based mathematics and science programs and instructional models premised on best practices that inspire teachers and students and have practical classroom application.
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H2245.2.html&session=ls85
Title: H.F. 2245 [Mathematics and Science Teachers]
Source: http://www.revisor.leg.state.mn.us
| |
| TX | Signed into law 05/2007 | P-12 | Requires the Texas Higher Education Coordinating Board to design and administer a one-week summer program to take place on campuses that offer engineering degree programs
and establish and administer a degree scholarship program for students who graduate with certain credentials.
http://www.legis.state.tx.us/tlodocs/80R/billtext/pdf/HB02978F.pdf
Title: H.B. 2978
Source: http://www.legis.state.tx.us
| |
| TX | Signed into law 05/2007 | P-12 | A portion of this large bill establishes grants of up to $2.5 million per year to provide technical assistance and professional development activities for teachers and administrators. In addition, the bill requires the commissioner, from appropriated funds, to establish a mathematics instructional coaches' pilot program for middle schools, junior high schools, and high schools. The Texas Higher Education Coordinating Board (THECB) is required to establish and fund mathematics, science, and technology teacher preparation academies at institutions of higher education.
http://www.legis.state.tx.us/tlodocs/80R/billtext/pdf/HB02237F.pdf
Title: H.B. 2237 (Technical Assistance, Professional Development Provisions)
Source: http://www.legis.state.tx.us
| |
| ID | Signed into law 04/2007 | P-12 | Directs the superintendent of public instruction to develop an early math education program, similar in approach to the K-3 literacy assessment and intervention and K-8 teacher preparation and inservice programs already in place in the state. Provides the program developed must be presented to the state board of education, the governor, and the legislature by February 1, 2008. Session Law Chapter 352
http://www3.state.id.us/oasis/S1237.html
Title: S.B. 1237 (Section 8)
Source: www3.state.id.us
| |
| NY | Signed into law 04/2007 | P-12 | Adds section 3641-A to the education code. Directs the commissioner to establish an Excelsior Scholars program for grade 7 math and science students. Directs the commissioner to award competitive grants, within the amounts appropriated for this purpose, to public and independent colleges and universities to conduct summer programs providing advanced math and science coursework to students designated as Excelsior Scholars and, as funds permit, other high-performing students who have completed 7th grade.
Directs the commissioner to annually identify up to 3,000 high-performing 7th grade students in math and science from students nominated by each public school serving grade 7 students. Directs the commissioner to prescribe by regulation the maximum number of students that may be nominated by each school, which may vary based on the size of the school, and which must include equal numbers of male and female students. Provides that after review by the commissioner, qualified students will be certified to the governor for recognition as an Excelsior Scholar.
Directs the commissioner to conduct a competitive process under which financial grants are awarded each college and university approved to provide appropriate advanced coursework to Excelsior Scholars in the summer months, subject to the availability of funds.
Requires that the commissioner's regulations provide for coordination of the program with the seven centers for excellence in technology and the programs provided by such centers.
Adds section 3641-B to the education code. Directs the commissioner to establish a program of competitively awarded grants, within the amount appropriated for such purpose, to public and independent colleges and universities offering teacher education programs, in partnership with school districts, to conduct summer institutes for grades 5-8 math and science teachers, with priority given to teachers in schools identified as in need of improvement or in corrective action or restructuring status, schools under registration review (SURR) or schools requiring academic progress. Provides such summer institutes must be designed to advance participating math and science teachers' content knowledge and pedagogy and must, to the extent practicable, be aligned and integrated with programs offered to Excelsior Scholars. Provides teachers will be selected for participation by their building principal.
http://assembly.state.ny.us/leg/?bn=s2107
Title: S.B. 2107 - Part B, Section 39
Source: assembly.state.ny.us
| |
| NY | Signed into law 04/2007 | P-12 | Creates science and mathematics tuition reimbursement program. Provides that of the amount appropriated for grants to schools for the 2007-2008 school year and thereafter, $5 million must be made available for a science and mathematics tuition reimbursement program developed by the commissioner. Provides the aim of the program is to attract qualified teachers who have received or will receive a transitional teaching certificate, to teach mathematics or science in a low-performing school.
http://assembly.state.ny.us/leg/?bn=s2107
Title: S.B. 2107 - Part B, Section 36
Source: assembly.state.ny.us
| |
| WA | Signed into law 04/2007 | P-12
Postsec. | Establishes the GET ready for math and science scholarship program. The purpose of the program is to provide scholarships to students who achieve level four on the mathematics or science portions of the tenth grade Washington assessment of student learning or achieve a score in the math section of the SAT or the math section of the ACT that is above the ninety-fifth percentile, major in a mathematics, science, or related field in college, and commit to working in mathematics, science, or a related field for at least three years in Washington following completion of their bachelor's degree. The program shall be administered by the nonprofit organization selected as the private partner in the publicprivate partnership.
Requires the office of the superintendent of public instruction to: (1) Notify elementary, middle, junior high, high school, and school district staff and administrators, and the children's administration of the department of social and health services about the GET ready for math and science scholarship program using methods in place for communicating with schools and school districts; and (2) Provide data showing the race, ethnicity, income, and other available demographic information of students who achieve level four of the math and science Washington assessment of student learning in the tenth grade. Compare those data with comparable information on the tenth grade student population as a whole. Submit a report with the analysis to the committees responsible for education and higher education in the legislature on December 1st of evennumbered years.
Provides that school districts shall: (1) Notify parents, teachers, counselors, and principals about the GET ready for math and science scholarship program through existing channels. Notification methods may include, but are not limited to, regular school district and building communications, online scholarship bulletins and announcements, notices posted on school walls and bulletin boards, information available in each counselor's office, and school or district scholarship information sessions. (2) Provide each student who achieves level four on the
mathematics or science high school Washington assessment of student learning with information regarding the scholarship program and how to contact the program administrator.
http://www.leg.wa.gov/pub/billinfo/2007-08/Pdf/Bills/House%20Passed%20Legislature/1779-S2.PL.pdf
Title: H.B. 1779
Source: http://www.leg.wa.gov
| |
| WA | Signed into law 04/2007 | P-12 | Declares that the activities in this act revise and strengthen the state learning standards that implement the essential academic learning requirements, and improve alignment of school district curriculum to the standards. Directs the state board of education to appoint a mathematics advisory panel and a science advisory panel to advise the board regarding essential academic learning requirements, grade level expectations, and recommended curricula in mathematics and science and to monitor implementation of these activities. In conducting their work, the panels shall provide objective reviews of materials and information provided by any expert national consultants retained by the board and shall provide a public and transparent forum for consideration of mathematics and science learning standards and curricula. Creates the after-school mathematics support program to study the effects of intentional, skilled mathematics support included as part of an existing after-school activity program.
Directs the office of the superintendent of public instruction to provide grants to selected community-based, nonprofit organizations that provide after-school programs and include support for students to learn mathematics. Requires the office of the superintendent of public instruction to evaluate program outcomes and report to the governor and the education committees of the legislature on the outcomes of the grants and make recommendations related to program continuation, program modification, and issues related to program sustainability and possible program expansion. An interim report is due November 1, 2008. The final report is due December 1, 2009. Authorizes a mathematics and science instructional coach program, which shall consist of a coach development institute, coaching seminars, coaching activities in schools, and program evaluation. Directs the Washington state institute for public policy
to conduct an evaluation of the mathematics and science instructional coach program in this act. Requires the institute for public policy to report its findings to the governor, the office of the superintendent of public instruction, and the education and fiscal committees of the legislature. Provides that, beginning September 1, 2007, through December 1, 2008, the state board of education shall provide a status report at the beginning of each calendar quarter on the activities and progress in completing the requirements under this act. The report shall be provided to the governor and the members of the education committees of the senate and the house of representatives.
http://www.leg.wa.gov/pub/billinfo/2007-08/Pdf/Bills/House%20Passed%20Legislature/1906-S2.PL.pdf
Title: H.B. 1906
Source: Lexis-Nexis/StateNet
| |
| MS | Signed into law 03/2007 | P-12 | Relates to dyslexia screening and remediation pilot programs. Requires state department of education to select a literacy and numeracy screening instrument to be used by districts for K-3 students. Requires all districts to use selected instrument. Districts may not use instrument to determine grade promotion and must report data to the state department annually. Requires the department to annually report on the effectiveness of of the instrument for literacy and numeracy screening purposes.
http://billstatus.ls.state.ms.us/documents/2007/html/HB/1000-1099/HB1058PS.htm
Title: H.B. 1058
Source: http://billstatus.ls.state.ms.us
| |
| NM | Signed into law 03/2007 | P-12 | Creates the Mathematics and Science Bureau within the department of education and a 12 member advisory council to advise the bureau. Defines membership and duties of the advisory council. Creates "mathematics and science proficiency fund," to consist of of appropriations, gifts, grants, donations and income from investment of the fund. The fund will be administered by the department, and money in the fund is appropriated to the department to provide awards to public schools, school districts, public post-secondary educational institutions and persons that implement innovative, research-based mathematics and science curricula and professional development programs. Each award recipient must provide an annual report to the bureau that includes a detailed budget report, a description of the services provided and documented evidence of the stated outcomes of the program funded by the mathematics and science proficiency fund and that provides other information requested by the bureau.
http://legis.state.nm.us/Sessions/07%20Regular/final/HB0220.pdf
http://legis.state.nm.us/Sessions/07%20Regular/final/SB0552.pdf
Title: H.B. 220/S.B. 552
Source: http://legis.state.nm.us
| |
| 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 |
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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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