 |
State |
Status/Date |
Level |
Summary |
|
 | 21st Century Skills |
| |
| Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
| |
| Accountability--Rewards |
| |
 | Accountability--Sanctions/Interventions |
| |
| LA | Adopted 12/2007 | P-12 | Amends rules concerning Bulletin 111 - The Louisiana School, District, and State Accountability System. Sets the target graduation rate for schools at 65%. Separates the current School Improvement set of labels and remedies into two separate sets: (1) the "Academically Unacceptable Schools (AUS)" set, which is time-bound, and (2) the "Subgroup Component Failure (SCF)" set, which is in line with requirements of the No Child Left Behind Act. Accordingly, criteria for schools entering, moving within, and exiting these various levels of AUS and SCF are detailed, as are the related remedies.
Page 2593-2600: http://doa.louisiana.gov/osr/reg/0712/0712.doc#_Toc185922091
Title: LAC 28:LXXXIII.301, 517, 613, 707, 709, 903, 1301, 1601-1609, 1901,2101, 2301, 2401, 2501-2505, 2701- 2721, 3301-3303, 3503, 3507, 3701, and 3905.
Source: doa.louisiana.gov
| |
| TX | Adopted 12/2007 | P-12 | Adopts new 19 TAC Chapter 97, Planning and Accountability, Subchapter EE, Accreditation Status, Standards, and Sanctions. The new subchapter defines the accreditation statuses of Accredited, Accredited-Warned, Accredited-Probation, and Not Accredited-Revoked and states how accreditation statuses will be determined and assigned to school districts. The adopted rules also establish accreditation standards and sanctions, including definitions, purpose, technical assistance teams, campus intervention teams, reconstitution, campus closure, alternative management, intervention stages, and oversight appointments. The adoption reflects changes required by House Bill (HB) 1, 79th Texas Legislature, Third Called Session, 2006, which amended the TEC, Chapter 39, Public School System Accountability. As a result of these changes, these new rules were adopted to implement the changes. New 19 TAC §97.1053, Purpose, states the statutory purposes of accreditation statuses and sanctions. The adoption also explains that the accreditation status assigned to a district under this new subchapter reflects performance beginning with the district's 2006 ratings; however, performance for earlier years would be considered for the purposes of accreditation sanctions. New 19 TAC §97.1063, Campus Intervention Team; Reconstitution, implements the provisions of HB 1 related to campuses rated Academically Unacceptable under the state academic accountability rating system and the assignment of a CIT to those campuses. Additionally, the section outlines the obligation of certain principals to participate in the school leadership pilot program required under the TEC, §11.203, and the district's responsibility for covering costs associated with the program. The section also defines the timeline under which a campus can and/or will be ordered to undergo reconstitution. In addition, the adopted new rule describes the activities in which the district, campus, and the CIT must engage to facilitate the reconstitution, including timelines and activities related to the retention or removal of campus educators, including the principal. The adopted new rule also discusses circumstances under which the TEA may assign a monitor, conservator, management team, or board of managers to the campus to ensure the implementation of its school improvement/reconstitution plan and when the TEA may order alternative management or closure of the campus. codifies intervention and sanction processes in place under the Performance-Based Monitoring (PBM) system. The adopted rule describes intervention activities, notification processes for PBM intervention staging, and possible interventions and/or sanctions that may be implemented under the PBM system. Includes other details of related provisions.
http://www.tea.state.tx.us/rules/commissioner/adopted/1207/97ee-ltradopt.html
Title: 19 TAC Chapter 97
Source: http://www.tea.state.tx.us
| |
| LA | Adopted 11/2007 | P-12 | In accordance with R.S. 49:950 et seq., the Administrative Procedure Act, the Board of Elementary and Secondary Education has amended Bulletin 111—The Louisiana School, District, and State Accountability System (LAC Part Number LXXXIII). The changes in §301 expand the criteria for schools considered at risk of failing to be furnished with accountability data during the preliminary release. The changes in §1101 simplify the criterion for schools with school performance scores of 120 or greater being exempt from Academic Assistance (AA) status. The changes for §1403 simplify the criterion for schools to enter AA and describe circumstances under which and procedures by which districts may request waivers of AA status to the Louisiana Department of Education. The changes for §§1405 and 1407 update the criterion by which schools enter and exit AA and reduce the number of higher-performing schools identified for AA with the expected outcome being that LEAs will focus more resources on their schools that are not adequately growing toward the 2014 goal of a School Performance Score of 120. There are no estimated implementation costs (savings) to state or local governmental units as a result of these changes.
Title: LAC 28:CXI.2007, Bulletin 118
Source: http://www.doa.louisiana.gov/osr/reg/0711/0711.doc
| |
| NY | Emergency Rule Extension 11/2007 | P-12 | Readopts, by emergency action effective November 25, 2007, the emergency rule adopted at the September 10, 2007 Regents meeting that added a new section 100.13 and amended 170.12 of the Commissioner's Regulations.
http://www.dos.state.ny.us/info/register/2007/dec12/pdfs/rules.pdf
Title: Title 8 NYCRR Sections 100.13 and 170.12
Source: Lexis-Nexis/StateNet
| |
| LA | Adopted 10/2007 | P-12 | Revises Bulletin 111 - The Louisiana School, District, and State Accountability System (LAC Part Number LXXXIII).
Revises section 603 to include all students in the state-level cohort regardless or entry or exit dates.
Revises section 613 to clarify that schools cannot be awarded points for students designated as attendees if they are dropouts; changes the points awarded for School Performance Scores for students receiving TOPS award or completing TOPS programs; changes the points awarded for students receiving an academic endorsement.
Revises section 4313 to omit the District Responsibility Index label as a trigger for districts to enter District Improvement status; mandates timeframes for these districts to submit District Improvement Plans to the Louisiana Department of Education (LDE) and for the LDE to review require districts to implement these approved plans; describes sanctions for districts entering District Improvement in line with current law, requiring that they either implement a new curriculum, arrange for particular schools to come under public governance per R.S. 17:1990, or authorize students to transfer to a higher-performing public school operated
by another local educational agency after reaching an agreement with the other LEA.
See starting page 2031: http://doa.louisiana.gov/osr/reg/0710/0710.doc#_Toc180395357
Title: LAC 28:LXXXIII.603, 613, and 4313
Source: www.lexis.com
| |
| CA | Vetoed 09/2007 | P-12 | Relates to the Public Schools Accountability Act of 1999 which establishes the Immediate Intervention/Underperforming Schools Program to provide funding to schools that perform below the 50th percentile on certain achievement tests. Establishes guidelines for determining a schools performance and continuing eligibility in the program based on growth targets assessed over a specified time frame. Establishes actions to be taken when a school fails to meet growth targets established by the program.
http://www.assembly.ca.gov/acs/acsframeset2text.htm
Title: A.B. 438
Source: http://www.assembly.ca.gov
| |
| CA | Vetoed 09/2007 | P-12 | Requires the Fiscal Crisis and Management Assistant Team, until all operational areas have been returned to the governing board of the Oakland Unified School District, to prepare and submit a progress report on the district's assessment and recovery plan. Requires the governing board and the appointed state administrator to agree on and execute a memorandum of understanding regarding the details of returning authority for one or more of the operations areas to the school district.
http://www.assembly.ca.gov/acs/acsframeset2text.htm
Veto Message: http://info.sen.ca.gov/pub/07-08/bill/asm/ab_0001-0050/ab_45_vt_20071013.html
Title: A.B. 45
Source: http://info.sen.ca.gov
| |
| CA | To governor 07/2007 | P-12 | Relates to special education. Prohibits a nonpublic, nonsectarian school or agency whose certification has been revoked, and certain other administrators and entities involved with the school or agency, from being eligible to apply for recertification for 2 years from the revocation date.
http://www.assembly.ca.gov/acs/acsframeset2text.htm
Title: A.B. 485
Source: http://www.assembly.ca.gov
| |
| LA | Adopted 07/2007 | P-12 | Amends the following Sections of Bulletin 111:
• §1301 Reward Eligibility: Changes one requirement for exemplary academic growth to 2.0 points improvement in a subgroup assessment index rather than growth in a subgroup performance score
• §4313 Corrective Actions: Adds detail for how school districts that have been identified for district improvement can exit corrective actions
• §4903 Local Superintendent and Board Responsibilities and §4905 Contracting and Employing a District Superintendent: Repeals both of these items, reflecting the legislature's repeal of C and D only of R.S. 17:10.6, Act 687, Reg. Session 2006.
http://www.doa.louisiana.gov/osr/reg/0707/0707RUL.pdf
Title: LAC 28:LXXXIII.1301, 4313, 4903, and 4905
Source: www.doa.louisiana.gov
| |
| NY | Adopted 07/2007 | P-12 | Establishes allowable programs and activities, criteria for public reporting by school districts of their total foundation aid expenditures, and other requirements for purposes of preparation of contracts for excellence by certain specified school districts. Pages 16-19 of 48: http://www.dos.state.ny.us/info/register/2007/aug15/pdfs/rules.pdf
Title: Title 8 NYCRR Sections 100.13 and 170.12
Source: Lexis-Nexis/StateNet
| |
| OR | Signed into law 07/2007 | P-12 | Requires state superintendent to assign school ratings. Requires schools rated as in need of improvement to file school improvement plan. Such plans must include:
(a) A rigorous curriculum aligned with state standards;
(b) High-quality instructional programs;
(c) Short-term and long-term professional development plans;
(d) Programs and policies to achieve a safe educational environment;
(e) A plan for family and community engagement;
(f) Staff leadership development;
(g) High-quality data systems;
(h) Improvement planning that is data-driven;
(i) Education service plans for students who have or have not exceeded all of the academic
content standards;
(j) A review of demographics, student performance, staff characteristics and student access
to, and use of, educational opportunities; and
(k) District efforts to achieve local efficiencies and efforts to make better use of resources.
http://www.leg.state.or.us/07reg/measpdf/hb2200.dir/hb2263.c.pdf
Title: H.B. 2263C -- Improvement Plan Components
Source: http://www.leg.state.or.us
| |
| PA | Signed into law 07/2007 | P-12 | These provisions set parameters for how staff of a "distressed" district in which pupils have been reassigned to another district are to be hired. For example, employees go into a pool and are to be offered employment by bordering districts whenever there is a vacancy to fill, provided no employee within the district with the vacancy is certified to fill the position. Section 14 (Section 1607.1) gives the secretary authority to designate two or more districts that must accept on a tuition basis the high school students from a distressed district -- so long as the designated district's border is no more than three miles from the distressed district's border. (Defines as a district that has operated under a special board of control or has been placed on the education empowerment list.) Sets mechanisms for how high school students from distressed school districts are reassigned. Sets tuition rates for receiving districts and requires distressed districts to provide transportation. Section 16 (Section 1704.1-B) authorizes a district superintendent to recommend to the board of school directors dismissal of a management employee for unsatisfactory performance or wilful misconduct. Section 18 (Section 1707-B(b) is amended to change the membership of a board of control in an education empowerment district from five to seven residents of the district -- five of whom are appointed by the mayor and two elected by and from the members of the elected board of school directors.
http://www.legis.state.pa.us/CFDOCS/Legis/PN/Public/btCheck.cfm?txtType=PDF&sessYr=2007&sessInd=0&billBody=H&billTyp=B&billNbr=0842&pn=2347
Title: H.B. 842, Sec. 5 (Section 113 (c) of the Act)
Source: http://www.legis.state.pa.us
| |
| TN | Signed into law 06/2007 | P-12 | Adds making a threat, including a false report, to use a bomb, dynamite, any other deadly explosive or destructive device including chemical weapons on school property or at a school sponsored event as a zero tolerance event. Also adds new language as a new section: § 55-50-515.
(a) The trial judge of the court wherein a juvenile is convicted, or the judge of the juvenile court wherein a juvenile is adjudicated delinquent, for committing an offense requiring a mandatory calendar year suspension from school as mandated by § 49-6-3401(g), or for an offense for suspension or expulsion authorized by § 49-6-3401(a) resulting in a one year expulsion pursuant to § 49-6-3401(c)(4), may order the suspension of such juvenile's drivers license until such person reaches eighteen (18) years of age or up to a period of two (2) years from the date of the commission of the offense, whichever is later.
http://www.legislature.state.tn.us/bills/currentga/Chapter/PC0457.pdf
Title: H.B. 2260
Source: http://www.legislature.state.tn.us
| |
| TX | Signed into law 06/2007 | P-12 | Standardizes the exemptions for students enrolled in certain advanced courses from the requirement that a student be suspended from participation in extracurricular activities for receiving an unsatisfactory grade.
http://www.capitol.state.tx.us/tlodocs/80R/billtext/pdf/SB01517F.pdf
Title: S.B. 1517
Source: http://www.capitol.state.tx.us
| |
| AK | Adopted 04/2007 | P-12 | Amends rules to the Department of Education and Early Development.Amends the participation rate in the Public School Performance IncentiveProgram.
Law allows for certificated and noncertificated staff to receive incentive payments on top of their base salary. Payment does not supplant or affect employee salaries or have any effect on evaluation promotion, discipline or retirement. Intent is encouragement for all involved to work collaboratively and take shared responsibility for all students, use instructional time effectively and use the results of standards-based assessments to target students' academic needs. Incentive for public school personnel to create a learning environment in which the students at that school demonstrate improved academic achievement or continue to perform at an advanced level.
http://www.eed.state.ak.us/spip/4AAC33.520_adopt.pdf
Title: 4 AAC 33.520
Source: http://www.eed.state.ak.us
| |
| AR | Adopted 04/2007 | P-12 | Adopts rules to develop a single comprehensive testing, assessment and accountability program which utilizes the most current and effective testing, evaluation and assessment research information designed to achieve the following: 1) clear academic standards that are reviewed and revised periodically; 2) professional development standards for all administrators, teachers and instructional support personnel; 3) expected achievement levels; 4) reporting on student achievement and other indicators; 5) school and school district evaluation data; 6) system of sanctions and rewards based on performance of schools and school districts; and 7) compliance with current federal and state law and the State Board of Education policies.
Ensures all students in Arkansas public schools have an equal opportunity to demonstrate grade-level academic proficiency through the application of knowledge and skills in the core academic students consistent with state curriculum frameworks, performance standards and assessments.
Adopts rules to improve student learning and classroom instruction and to support high academic standards for all students, including identifiable subgroups, by establishing the provisions, procedures and requirements for the student assessment program.
Also requires point-in-time intervention when it is determined that a student is not performing at grade level; outlines testing and assessment security and confidentiality requirements; and, establishes a program to identify, evaluate, assist and advise public school districts in academic distress. ARKANSAS 4790
http://arkedu.state.ar.us/rules/rules_current.html
Title: 005.19.06-002, ADE 247
Source: http://arkedu.state.ar.us
| |
| NY | Signed into law 04/2007 | P-12 | Adds new sections 211 (see separate record), 211-a, 211-b and 211-c to the education code.
Section 211-a: Directs the regents, by the beginning of the 2008-2009 school year, to establish an interim, modified accountability system for schools and districts that is based on a growth model, using existing state assessments. Directs the regents to proceed with the development of an enhanced accountability system, with new or revised state assessments, based on an enhanced growth model that includes a value-added assessment model that employs a scale-score approach to measure growth of students at all levels.
Directs the regents, by July 1, 2008, to establish targets for school and district improvement, based on performance on state assessments, graduation rates, and other indicators, such as student retention rates and college attendance and completion rates.
Section 211-b: Directs the regents to expand the scope and improve the effectiveness of the schools under registration review (SURR) process in the 2007-2008 school year and thereafter, to ensure that all schools that meet the criteria for identification as SURR are identified as such. Provides that the goal of such expansion is to identify as SURR up to 5% of the schools in the state within four years, and to reorganize or restructure such schools as appropriate.
Also directs the regents to develop a plan for increased support and possible intervention in schools in improvement, corrective action, or restructuring status or in SURR status. Directs the regents to establish a two-step process as follows:
(1) The appointment by the commissioner of a school quality review team to assist any school in school improvement, corrective action, or restructuring status or in SURR status in developing and implementing a plan for the school. Provides that such team may also conduct resource and program and planning audits and examine the quality of curriculum, instructional plans, and teaching in the schools, the learning opportunities and support services available to students, and the organization and operations of the school. Requires the team, after such review, to provide diagnostic recommendations for school improvement, which may include administrative and operational improvements.
(2) The appointment by the commissioner of a joint school intervention team, for schools in restructuring or SURR status that have failed to demonstrate progress as specified in their corrective action plan or comprehensive education plan. Provides that the team must include administrators and educators from the district or charter school, as well as any distinguished educator appointed to the district (see section 211-c). Provides the team must assist the district in developing, reviewing and recommending plans for reorganizing/reconfiguring such schools.
Provides that in both steps of the process, the reasonable and necessary expenses incurred in the performance of the team's duties is to be a charge of the district or charter school that operates the school.
Provides that a district that has been identified as requiring academic progress as defined in regulation, or includes one or more schools under registration review, in need of improvement, in corrective action or restructuring status must submit a district improvement plan to the commissioner for approval. Requires that, in formulating the district improvement plan, the district must consider redirecting resources in the identified schools to programs and activities included in the menu of options in section 211-d, subdivision 3. Requires that, if such options are not adopted in the district improvement plan, the district must provide the commissioner with an explanation of such decision, which the commissioner must consider in determining whether to approve the plan.
Directs the commissioner to develop a plan for intervention in schools under restructuring or SURR status that fail to demonstrate progress on established performance measures and may be targeted for closure. Requires such plan to specify criteria for school closure and include processes to be followed, research-based options, and alternatives and strategies to reorganizing, restructuring or reconfiguring schools. Requires such plan to be developed with input from administrators, teachers and individuals identified as distinguished educators.
Directs the regents to ensure that all districts include in any contract of employment with a superintendent, community superintendent or deputy, assistant, associate or other superintendent a provision that the superintendent is required to fully cooperate with any distinguished educator appointed by the commissioner. In the case of a charter school, the contract of employment with the principal or other chief school officer of the charter school must include this provision.
Section 211-c: Directs the regents to establish a distinguished educator program that recognizes educational leaders who have agreed to assist in improving the performance of low-performing school districts. Provides that principals, superintendents and teachers, including retirees, under whose leadership schools have demonstrated consistent growth in academic performance and other individuals who have demonstrated educational expertise, including superior performance in the classroom, are eligible for designation as distinguished educators. Provides that employees of for-profit entities are not eligible for such recognition.
Directs the commissioner to appoint, from the pool of distinguished educators established by the regents, distinguished educators who have expressed their willingness to assist low-performing districts in improving their academic performance. Directs the commissioner to appoint, to the extent practicable, distinguished educators to assist districts with comparable demographics to the schools or districts under the educator's leadership.
Authorizes the commissioner to appoint a distinguished educator to a district when the district or a school has failed to make adequate yearly progress for four or more years and/or as a member of a joint school intervention team (as defined above). Requires the district to which a distinguished educator is appointed to cooperate fully with an appointed distinguished educator.
Provides that an appointed distinguished educator must assess the learning environment of schools in the district, review or provide assistance in the development and implementation of any district improvement plan an/or any corrective action, restructuring or comprehensive plan of any school in the district to which the distinguished educator is assigned. Provides that the distinguished educator must either endorse without change or make recommendations for modifications to any such plan to the board of education, trustees or chancellor in New York City and the commissioner. Provides that, upon receipt of any recommendations for modification, the board, trustees or chancellor must either modify the plans accordingly or provide a written explanation to the commissioner of its reasons for not adopting such recommendations. Provides the commissioner must direct the district to modify the plans as recommended by the distinguished educator unless the commissioner finds the district's written explanation has compelling merit.
Provides that appointed distinguished educators are to be ex-officio, nonvoting members of the board of education or trustees. Provides that in New York City, an appointed distinguished educator is to be an ex-officio, non-voting member of the community district education council or the city board, as applicable. Provides that reasonable and necessary expenses incurred by an appointed distinguished educator must be paid by the district. Provides that if an appointed distinguished educator is employed by a district or charter school, the board of education or trustees of the school district, New York City chancellor, or the charter school's board of trustees must grant reasonable leave requests and otherwise accommodate the distinguished educator's efforts, to the extent such efforts do not substantially interfere with the educator's performance of his/her regular duties.
http://assembly.state.ny.us/leg/?bn=S02107&sh=t
Title: S.B. 2107 - Part A, Section 1
Source: assembly.state.ny.us
| |
| NY | Signed into law 04/2007 | P-12 | Requires every district with at least one school currently identified as requiring academic progress or in need of improvement or in corrective action or restructuring status to prepare a contract for excellence if the district receives an increase in total foundation aid compared to the base year in an amount that equals or exceeds either $15 million or 10% of the amount received in the base year, whichever is less, or receives a supplemental educational improvement plan grant. Provides that in the 2007-2008 school year, the increase must be the amount of the difference between total foundation aid received for the current year and the total foundation aid base. Provides that in New York City, a contract for excellence must be prepared for the city school district and for each community district that meets the above criteria.
Requires each contract for excellence to describe how the sum of amounts apportioned to the district in the current year, in total foundation aid and supplemental educational improvement plan grants, in excess of 103% of the district's foundation base, will be used to support new programs/activities or expand the use of programs/activities demonstrated to improve student achievement. Requires each contract for excellence to state, for all funding sources (federal/state/local), the instructional expenditures per pupil, the special education expenditures per pupil, and the total expenditures per pupil, projected for the current year and actually incurred in the base year. Provides each contract for excellence is subject to approval by the commissioner and his/her certification that the expenditure of additional aid or grant amounts is in accordance with these provisions. Provides the school district audit report certified to the commissioner by an independent certified public accountant, an independent accountant or the comptroller of the city of New York must include a certification by such accountant or comptroller and that the increases in total foundation aid and supplemental educational improvement plan grants have been used to supplement and not supplant funds allocated by the district in the base year for such purposes.
Requires the contract to specify the new or expanded programs for which additional foundation aid or grants will be used, and to affirm that such programs will predominately benefit students with the greatest educational needs, including limited English proficient students, students in poverty and students with disabilities.
Requires the contract in New York City to also include a plan to reduce average class sizes within five years. Provides the plan must also include class size reduction for low-performing and overcrowded schools and include the methods to be used to achieve such class sizes, such as the creation or construction of more classrooms and buildings, the placement of more than one teacher in a classroom, or other means.
Directs the commissioner to adopt regulations establishing allowable programs and activities to improve student achievement; directs that these are limited to class size reduction, programs that increase student time on task, teacher and principal quality initiatives, middle and high school restructuring, and full-day kindergarten or prekindergarten. Authorizes districts to use up to 15% of the additional funding they receive for experimental programs to demonstrate the efficacy of other strategies to improve student achievement. Provides that in the 2007-2008 school year, up to$30 million or 25% of such additional funding, whichever is less, may be used to maintain investments in commissioner-approved and other programs and activities to improve student achievement.
Directs the commissioner to assist districts that include in their contract for excellence the implementation of incentives, developed in collaboration with teachers in the collective bargaining process, for highly qualified and experienced teachers to work in low-performing schools, to ensure that such incentives are effective.
Requires a district contract for excellence developed in the 2008-2009 school year and thereafter to be developed through a public process, in consultation with parents, teachers, administrators, and any appointed distinguished educator. Requires this process to include at least one public hearing; requires this process in New York City to be held within each county of the city. Requires each community district contract for excellence in New York City to be consistent with the citywide contract for excellence, and to be submitted by the community superintendent to the community district education council for review and comment at a public meeting.
Requires the trustees or board of education, or New York City comptroller, of each district with a contract for excellence to assure that procedures are in place for parents to bring complaints concerning implementation of the district's contract for excellence.
Directs districts subject to contract for excellence provisions to publicly report the expenditure of total foundation aid in the form and manner prescribed by the commissioner, which must ensure full disclosure of such funds.
Directs the department to develop a methodology for all districts subject to contract for excellence provisions to report school-based expenditures.
http://assembly.state.ny.us/leg/?bn=S02107&sh=t
Title: S.B. 2107 - Part A, Section 12
Source: assembly.state.ny.us
| |
| AR | Signed into law 03/2007 | P-12 | Provides a major revision of the Public Charter School Law. Amends Public Charter School Law to allow for obtaining conversion public charter school status, open-enrollment public charter school status, or limited public charter school status. Defines the three types. Allows for conversion of school to charter status as a probationary measure for failure to meet academic or fiscal performance criteria. Limits open-enrollment in public school district until after the third year of the administrative reorganization. Grants open-enrollment public charter school the right of first refusal to purchase or lease for fair market value a closed public school facility or unused portion of a public school facility from which it draws its students. (Act. No. 736)
http://www.arkleg.state.ar.us/ftproot/bills/2007/public/HB1504.pdf
Title: H.B. 1504
Source: http://www.arkleg.state.ar.us
| |
| MS | Signed into law 03/2007 | P-12 | Revises and clarifies sanctions applicable to schools and districts which are under conservatorship due to a declaration of an emergency or designation as a priority school. Clarifies that the state board my abolish and assume control of a school or district. Provides for the calling of a special election on retention of local school board superintendent or board members. Directs state board to report to legislature on inclusion of graduation rate and dropout rate in the school level accountability system. Authorizes state board to contract with appropriate private entity to perform management oversight functions.
http://billstatus.ls.state.ms.us/documents/2007/html/SB/2900-2999/SB2960SG.htm
Title: S.B. 2960
Source: http://billstatus.ls.state.ms.us
| |
| SD | Signed into law 02/2007 | P-12 | Establishes process for following up on allegations of certified personnel and teachers for compromising the integrity of a state-required academic achievement test. Allows the suspension or revocation of the certificate of any certified staff person who knowingly compromises the integrity of a state-required academic achievement test provided to students.
http://www.legis.state.sd.us/sessions/2007/bills/HB1033enr.pdf
Title: H.B. 1033
Source: http://www.legis.state.sd.us
| |
| NJ | Signed into law 01/2007 | P-12 | Revises various provisions of The New Jersey Quality Single Accountability Continuum public school district monitoring system, related reporting, and oversight requirements.
http://www.njleg.state.nj.us/2006/Bills/A4000/3676_R1.PDF
Title: A.B. 3676
Source: New Jersey Legislature
| |
| Accountability--Sanctions/Interventions--No Pass No Drive |
| |
| Accountability--Sanctions/Interventions--No Pass No Play |
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| 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) |
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| At-Risk (incl. Dropout Prevention)--Alternative Education |
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| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Compulsory |
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| Attendance--Statutory Ages (Upper and Lower) |
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| Attendance--Truancy |
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| Background Checks |
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| Bilingual/ESL |
| |
| Business Involvement |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Cheating |
| |
| Choice of Schools--Charter Schools |
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| Choice of Schools--Charter Schools--Charter Districts |
| |
| Choice of Schools--Charter Schools--Closings |
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| Choice of Schools--Charter Schools--Finance |
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| Choice of Schools--Charter Schools--Research |
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| Choice of Schools--Choice/Open Enrollment |
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| Choice of Schools--Magnet or Specialized Schools |
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| Choice of Schools--Tax Credits |
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| Choice of Schools--Vouchers |
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| Civic Education |
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| Civic Education--Character Education |
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| Class Size |
| |
| Curriculum |
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| Curriculum--Arts Education |
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| Curriculum--Censorship |
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| Curriculum--Core Curriculum |
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| Curriculum--Drivers Education |
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| Curriculum--Environmental Education |
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| Curriculum--Excusal |
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| Curriculum--Family Living Education |
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| Curriculum--Financial Literacy/Economics Ed. |
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| Curriculum--Foreign Language/Sign Language |
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| Curriculum--Geography Education |
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| Curriculum--Health/Nutrition Education |
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| Curriculum--Language Arts |
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| Curriculum--Language Arts--Writing/Spelling |
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| Curriculum--Mathematics |
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| Curriculum--Physical Education |
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| Curriculum--Science |
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| Curriculum--Sex Education |
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| Curriculum--Social Studies/History |
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| Curriculum--Speech Education |
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| Data-Driven Improvement |
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| Demographics |
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| Desegregation |
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| Economic/Workforce Development |
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| Education Research |
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| Equity |
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| Federal |
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| Finance |
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| Finance--Adequacy/Core Cost |
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| Finance--Aid to Private Schools |
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| Finance--Bonds |
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| Finance--District |
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| Finance--Equity |
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| Finance--Facilities |
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| Finance--Funding Formulas |
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| Finance--Local Foundations/Funds |
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| Finance--Lotteries |
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| Finance--Private Giving |
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| Finance--Resource Efficiency |
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| Finance--State Budgets/Expenditures |
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| Finance--Student Fees |
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| Finance--Taxes/Revenues |
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| Finance--Taxes/Revenues--Alternative Revenues |
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| Governance |
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| Governance--Deregulation/Waivers/Home Rule |
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| Governance--Ethics/Conflict of Interest |
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| Governance--Mandates |
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| Governance--School Boards |
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| Governance--Site-Based Management |
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| Governance--State Boards/Chiefs/Agencies |
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| Health |
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| Health--Child Abuse |
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| Health--Mental Health |
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| Health--Nutrition |
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| Health--School Based Clinics or School Nurses |
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| Health--Suicide Prevention |
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| Health--Teen Pregnancy |
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| High School |
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| High School--Advanced Placement |
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| High School--College Readiness |
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| High School--Dropout Rates/Graduation Rates |
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| High School--Dual/Concurrent Enrollment |
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| High School--Early Colleges/Middle Colleges |
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| High School--Exit Exams |
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| High School--GED (General Education Development) |
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| High School--Graduation Requirements |
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| High School--International Baccalaureate |
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| Instructional Approaches--Constructivism |
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| Instructional Approaches--Grading Practices |
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| Instructional Approaches--Homeschooling |
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| Instructional Approaches--Official English |
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| Instructional Approaches--Problem Based Learning |
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| Integrated Services/Full-Service Schools |
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| International Benchmarking |
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| Leadership |
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| Leadership--District Superintendent |
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| Leadership--Principal/School Leadership |
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| Leadership--Principal/School Leadership--Certification and Licensure |
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| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
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| Leadership--Principal/School Leadership--Preparation |
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| Leadership--Principal/School Leadership--Recruitment and Retention |
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| Leadership--Principal/School Leadership--Tenure |
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| Middle School |
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| Minority/Diversity Issues |
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| Minority/Diversity Issues--African American |
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| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
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| No Child Left Behind |
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| No Child Left Behind--Adequate Yearly Progress |
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| No Child Left Behind--Assessment |
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| No Child Left Behind--Choice/Transfer |
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| No Child Left Behind--Consequences for Schools |
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| No Child Left Behind--Finance |
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| No Child Left Behind--Parent Involvement |
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| No Child Left Behind--Reauthorization Issues/Waivers |
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| No Child Left Behind--Report Cards |
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| No Child Left Behind--School Support |
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| No Child Left Behind--Special Populations |
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| No Child Left Behind--Supplemental Services |
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| Online Learning--Digital/Blended Learning |
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| Online Learning--Virtual Schools/Courses |
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| P-16 or P-20 |
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| P-3 |
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| P-3 Child Care |
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| P-3 Content Standards and Assessment |
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| P-3 Early Intervention (0-3) |
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| P-3 Ensuring Quality |
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| P-3 Evaluation/Economic Benefits |
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| P-3 Family Involvement |
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| P-3 Finance |
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| P-3 Governance |
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| P-3 Grades 1-3 |
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| P-3 Health and Mental Health |
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| P-3 Kindergarten |
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| P-3 Kindergarten--Full-Day Kindergarten |
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| P-3 Preschool |
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| P-3 Teaching Quality/Professional Development |
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| Parent/Family |
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| Parent/Family--Parent Rights |
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| Partnerships--University/School |
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| Postsecondary |
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| Postsecondary Accountability |
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| Postsecondary Accountability--Accreditation |
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| Postsecondary Accountability--Diploma Mills |
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| Postsecondary Affordability--Financial Aid |
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| Postsecondary Affordability--Tuition/Fees |
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| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
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| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
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| Postsecondary Faculty |
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| Postsecondary Faculty--Compensation |
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| Postsecondary Faculty--Intellectual Property |
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| Postsecondary Finance |
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| Postsecondary Governance and Structures |
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| Postsecondary Institutions--Community/Technical Colleges |
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| Postsecondary Institutions--For-Profit/Proprietary |
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| Postsecondary Institutions--Private/Independent |
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| Postsecondary Online Instruction |
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| Postsecondary Participation--Access |
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| Postsecondary Participation--Admissions Requirements |
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| Postsecondary Students--Disabled |
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| Postsecondary Students--Foster Youth |
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| Postsecondary Students--Graduate/Professional |
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| Postsecondary Students--Military |
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| Postsecondary Students--Minority |
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| Postsecondary Success--Completion--Completion Rates (Statistics) |
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| Postsecondary Success--Developmental/Remediation |
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| Postsecondary Success--Retention/Persistence |
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| Postsecondary Success--Transfer/Articulation |
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| Private Schools |
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| Privatization |
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| Public Involvement |
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| Reading/Literacy |
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| Religion |
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| Religion--Prayer/Meditation |
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| Rural |
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| Scheduling/School Calendar |
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| Scheduling/School Calendar--Extended Day Programs |
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| Scheduling/School Calendar--Summer School |
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| Scheduling/School Calendar--Year |
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| School Safety |
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| School Safety--Bullying Prevention/Conflict Resolution |
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| School Safety--Code of Conduct |
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| School Safety--Disaster/Emergency Preparedness |
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| School Safety--Expulsion/Suspension |
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| School Safety--No Child Left Behind--Safe Schools |
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| School Safety--Sexual Harassment and Assault |
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| School Safety--Special Education |
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| School Safety--Uniforms/Dress Codes |
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| School/District Structure/Operations |
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| School/District Structure/Operations--District Consolidation/Deconsolidation |
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| School/District Structure/Operations--District Size |
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| School/District Structure/Operations--Facilities |
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| School/District Structure/Operations--Food Service |
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| School/District Structure/Operations--Libraries |
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| School/District Structure/Operations--Personnel (Non-Teaching) |
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| School/District Structure/Operations--School Size |
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| School/District Structure/Operations--Shared Services |
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| School/District Structure/Operations--Transportation |
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| Service-Learning |
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| Special Education |
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| Special Education--Federal Law/Regulations |
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| Special Education--Finance |
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| Special Education--Inclusion (Mainstreaming) |
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| Special Education--Placement |
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| Special Education--Transition |
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| Special Populations--Corrections Education |
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| Special Populations--Foster Care |
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| Special Populations--Gifted and Talented |
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| Special Populations--Homeless Education |
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| Special Populations--Migrant Education |
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| Special Populations--Military |
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| Standards |
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| State Longitudinal Data Systems |
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| State Policymaking |
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| State Policymaking--Ballot Questions |
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| State Policymaking--Task Forces/Commissions |
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| STEM |
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| Student Achievement |
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| Student Achievement--Closing the Achievement Gap |
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| Student Supports--Counseling/Guidance |
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| Student Supports--Mentoring/Tutoring |
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| Student Supports--Remediation |
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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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