 |
State |
Status/Date |
Level |
Summary |
|
 | Accountability |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
| |
| 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 |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Truancy |
| |
| Background Checks |
| |
| Bilingual/ESL |
| |
| Business Involvement |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Charter Schools--Research |
| |
| Choice of Schools--Choice/Open Enrollment |
| |
| Choice of Schools--Innovation Schools |
| |
| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Tax Credits |
| |
| Choice of Schools--Vouchers |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Alignment |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--International Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Multicultural |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Demographics--Condition of Children/Adults |
| |
| Demographics--Enrollments |
| |
| 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--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| 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--School Boards |
| |
| Governance--School Boards--Training |
| |
| 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--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
| |
| Instructional Approaches--Single-Sex Education |
| |
| Integrated Services/Full-Service Schools |
| |
 | Leadership |
| |
| IA | Adopted 10/2008 | P-12 | Adds requirements for a professional administrative license (five year). In addition to meeting requirements for the initial license, an administrator must successfully meet each standard.
(1) Shared vision. An educational leader promotes the success of all students by facilitating the
development, articulation, implementation, and stewardship of a vision of learning that is shared and
supported by the school community. The administrator:
1. In collaboration with others, uses appropriate data to establish rigorous, concrete goals in the context
of student achievement and instructional programs.
2. Uses research and best practices in improving the educational program.
3. Articulates and promotes high expectations for teaching and learning.
4. Aligns and implements the educational programs, plans, actions, and resources with the district's
vision and goals.
5. Provides leadership for major initiatives and change efforts.
6. Communicates effectively to various stakeholders regarding progress with school improvement plan
goals.
(2) Culture of learning. An educational leader promotes the success of all students by advocating,
nurturing and sustaining a school culture and instructional program conducive to student learning and staff
professional development. The administrator:
1. Provides leadership for assessing, developing and improving climate and culture.
2. Systematically and fairly recognizes and celebrates accomplishments of staff and students.
3. Provides leadership, encouragement, opportunities and structure for staff to continually design more
effective teaching and learning experiences for all students.
4. Monitors and evaluates the effectiveness of curriculum, instruction and assessment.
5. Evaluates staff and provides ongoing coaching for improvement.
6. Ensures that staff members have professional development that directly enhances their performance
and improves student learning.
7. Uses current research and theory about effective schools and leadership to develop and revise the
administrator's professional growth plan.
8. Promotes collaboration with all stakeholders.
9. Is easily accessible and approachable to all stakeholders.
10. Is highly visible and engaged in the school community.
11. Articulates the desired school culture and shows evidence about how it is reinforced.
(3) Management. An educational leader promotes the success of all students by ensuring management
of the organization, operations and resources for a safe, efficient and effective learning environment. The
administrator:
1. Complies with state and federal mandates and local board policies.
2. Recruits, selects, inducts, and retains staff to support quality instruction.
3. Addresses current and potential issues in a timely manner.
4. Manages fiscal and physical resources responsibly, efficiently, and effectively.
5. Protects instructional time by designing and managing operational procedures to maximize learning.
6. Communicates effectively with both internal and external audiences about the operations of the
school.
(4) Family and community. An educational leader promotes the success of all students by collaborating
with families and community members, responding to diverse community interests and needs, and mobilizing
community resources. The administrator:
1. Engages family and community by promoting shared responsibility for student learning and support
of the education system.
2. Promotes and supports a structure for family and community involvement in the education system.
3. Facilitates the connections of students and families to the health and social services that support a
focus on learning. 4. Collaboratively establishes a culture that welcomes and honors families and community and seeks
ways to engage them in student learning.
(5) Ethics. An educational leader promotes the success of all students by acting with integrity and fairness
and in an ethical manner. The administrator:
1. Demonstrates ethical and professional behavior.
2. Demonstrates values, beliefs, and attitudes that inspire others to higher levels of performance.
3. Fosters and maintains caring professional relationships with staff.
4. Demonstrates appreciation for and sensitivity to diversity in the school community.
5. Is respectful of divergent opinions.
(6) Societal context. An educational leader promotes the success of all students by understanding the
profile of the community and, responding to and influencing the larger political, social, economic, legal and
cultural context. The administrator:
1. Collaborates with service providers and other decision makers to improve teaching and learning.
2. Advocates for the welfare of all members of the learning community.
3. Designs and implements appropriate strategies to reach desired goals; and
c. Shows evidence of successful completion of a mentoring and induction program as determined
by a comprehensive evaluation of the standards in paragraph 14.114(2)"b" and one of year successful
administrative experience. In lieu of completion of an Iowa state-approved mentoring and induction
program, the applicant must provide evidence of two years' successful administrative experience in an Iowa
nonpublic school or two years' successful administrative experience in an out-of-state K-12 educational
setting.
http://www.legis.state.ia.us/aspx/BulletinSupplement/getLincDoc.aspx?docType=bulletin&docFormat=pdf&pubDate=07-16-2008
Title: IAC 282-14.114(272), 14.114(1), 14.114(2)
Source: http://www.legis.state.ia.us/aspx/BulletinSupplement
| |
| KY | Adopted 10/2008 | P-12 | Amends school principal certification requirements. Deletes pre-existing prerequisites. States that new prerequisites include:
(1) a master's degree
(2) at least 3 years of documented teaching experience
(3) a written statement of the candidate's knowledge and skills regarding ability to improve student achievement; leadership; and advanced knowledge of curriculum, instruction, and assessment
(4) An agreement from a school district pledging support that includes opportunities for the candidate to participate in a high quality practicum experience. The practicum must include specified components.
Adds section regarding principal preparation programs. Provides that all principal preparation programs approved or accredited by the education professional standards board prior to May 31, 2009 shall no longer be approved or accredited as of December 31, 2011, and must cease admitting new candidates after December 31, 2011. Permits an institution with a principal preparation program approved by the education professional standards board before May 31, 2009 to submit a redesigned program for approval beginning May 31, 2009. Allows an institution's redesigned principal preparation program to become operational beginning January 1, 2010, if the institution submits a redesigned principal preparation program for review and receives approval of the redesigned program from the education professional standards board. Directs the education professional standards board to appoint a principal preparation program redesign review committee to conduct reviews of redesigned principal preparation programs submitted for approval between May 31, 2009 and December 31, 2012.
Beginning May 31, 2009, in addition to the requirements established in 16 KAR 5:010, Section 22, directs the educator preparation unit to prepare and submit to the education professional standards board for each principal preparation program for which the institution is seeking approval a concise description of the preparation program. The description must provide the following information:
(1) Signed collaborative agreements with school districts that include joint screening of principal candidates by both district and university; joint identification of potential program leaders and mentors; district and university codesign and codelivery of courses; and the manner in which the principal preparation program is based on the identified leadership needs of each district.
(2) The protocol for screening applicants that ensures the identification and admission of high quality candidates into the program
(3) A matrix that illustrates the alignment between specified standards and performance indicators and the program's curriculum and field experiences
(4) A syllabus for each of the program's required courses
(5) The program's plan to collaborate with academic disciplines and programs outside of the field of education in order to supplement the candidate's knowledge and skills set
(6) The program's plan to collaborate with each district in providing high quality field experiences that enhance courses throughout the entire program; ensure that the candidate has a continuum of school-based experiences that range from observing, to participating, to leading; and expose the candidate to diverse student populations and school environments.
(7) The program's plan to use rigorous formative and summative evaluations of each candidate's knowledge and skills to advocate, nurture, and sustain a school culture that promotes and supports high levels of learning for all students; and knowledge and skills to manage a school for efficiency, accountability, and safety
(8) The program's plan to require all candidates to conduct a capstone project and defend it to a panel of program faculty and practicing school administrators at the end of Level I preparation.
http://www.lrc.ky.gov/kar/016/003/050.htm
Title: 16 KAR 3:050
Source: www.lexis.com
| |
| NJ | Signed into law 10/2008 | P-12 | Eliminates one-year notice that a school district is required to give superintendent of schools if the district determines not to reappoint.
http://www.njleg.state.nj.us/2008/Bills/A1500/1113_R1.PDF
Title: A.B. 1113
Source: http://www.njleg.state.nj.us/
| |
| AK | Adopted 08/2008 | P-12 | Allows special service providers who hold a Type C certificate to be eligible for a Type F certificate with an endorsement as a special education administrator. Allows all holders of Type C special service certificates to be eligible for a Type B administrator certificate.
Title: 4 AAC 12.345, .346, .350
Source: http://touchngo.com/lglcntr/akstats/AAC/Title12.htm
| |
| MA | Signed into law 08/2008 | P-12 | Relates to defining school principal's contracts; provides for school principals entering into individual employment contracts with their employing districts; provides that subsequent contracts shall be treated as a school principal entering into his second contract period and shall be subject to all further applicable terms and conditions; requires notification of nonrenewal.
http://www.mass.gov/legis/bills/senate/185/st00/st00273.htm
Title: S.B. 273
Source: http://www.mass.gov/
| |
| NY | Signed into law 08/2008 | P-12 | Requires that each certified school administrator or supervisor assigned on or after September 2, 2009 to be a special education administrator be provided with enhanced training in the needs of autistic children. Requires individuals serving as special education administrators to complete such training by September 2, 2009. Provides that such training may be included in the professional development provided by the school district or board of cooperative education services to such administrators and supervisors. http://assembly.state.ny.us/leg/?bn=S08497&sh=t
Title: S.B. 8497
Source: assembly.state.ny.us
| |
| SD | Adopted 08/2008 | P-12 | Amends Career/Technical Education rules to improve the accountability system. Amends Early Intervention Program rules for clarification, eligibility changes and rate changes. Amends Accreditation and School Improvement rules regarding certification of non- certified administrators. SOUTH DAKOTA 4400
http://legis.state.sd.us/rules/RulesList.aspx
Title: 24:10:42:24; 24:43:13:01; 24:43:13:02
Source: http://legis.state.sd.us
| |
| NY | Signed into law 07/2008 | P-12 | Requires the commissioner of education to revoke and annul the certificates of school administrators or supervisors for the conviction of felony defrauding of the government. http://assembly.state.ny.us/leg/?bn=S08554&sh=t
Title: S.B. 8554
Source: Lexis-Nexis/StateNet
| |
| WA | Adopted 07/2008 | P-12 | Amends rules relating to standards for teacher, administrator, and educational staff associate certification. WASHINGTON 28062
http://apps.leg.wa.gov/WAC/default.aspx?cite=181-79A-211
Title: WAC 181-79A-211, -250
Source: http://apps.leg.wa.gov
| |
| LA | Signed into law 06/2008 | P-12 | Makes provisions relative to certain duties of a local public school superintendent, including but not limited to serving as school board secretary, applicable to Orleans Parish by removing certain exceptions, prohibitions and alternative requirements. http://www.legis.state.la.us/billdata/streamdocument.asp?did=495038
Title: H.B. 306
Source: www.legis.state.la.us
| |
| CO | Signed into law 05/2008 | P-12 | Creates the school leadership academy program within the Department of Education to provide comprehensive leadership and professional training to qualified persons for leadership positions in public schools.
http://www.leg.state.co.us/clics/clics2008a/csl.nsf/fsbillcont3/25D79DF401A3DB02872574100080921A?open&file=1386_enr.pdf
Title: H.B. 1386
Source: http://www.leg.state.co.us/
| |
| TN | Signed into law 05/2008 | P-12 | No school board may extend the contract of a director of schools without giving notice of intent to do so at least fifteen (15) calendar days prior to the scheduled meeting at which action will be taken, giving notice as required, and including such proposed action as a specific, clearly stated item on the agenda for the meeting. Such item, for the convenience of the public attending such meeting, shall be the first item on the agenda.
http://www.legislature.state.tn.us/bills/currentga/BILL/SB2155.pdf
Title: S.B. 2155
Source: http://www.legislature.state.tn.us
| |
| MS | Signed into law 04/2008 | P-12 | Provides that the appointed or elected superintendent of education in an underperforming school district for a specified number of consecutive school years shall be removed from office by the school board at the end of the school year. Provides for the appointment of a new superintendent in the manner provided by law. Provides that an elected superintendent in an underperforming school district who is removed from office shall not be eligible to seek reelection for a certain time period.
http://billstatus.ls.state.ms.us/documents/2008/pdf/SB/2100-2199/SB2149SG.pdf
Title: S.B. 2149
Source: http://billstatus.ls.state.ms.us/
| |
| CO | Signed into law 03/2008 | P-12 | Allows department of education to issue a military spouse interim authorization that allows to employ a person who is certified or licenced, or eligible for certificatiuon, as a teacher, special services provider, principal or administrator in another state and who has not completed professional competencies requirements. This person must be a military spouse.
http://www.leg.state.co.us/clics/clics2008a/csl.nsf/fsbillcont3/21D43C766B159EC3872573680053EECB?open&file=1162_enr.pdf
Title: H.B. 1162
Source: http://www.leg.state.co.us/
| |
| MS | Signed into law 03/2008 | P-12 | Relates to local school board members; increases the annual training requirements for local school board members in districts with failing schools or in districts where serious financial conditions exist; requires annual certification of such training.
http://billstatus.ls.state.ms.us/documents/2008/pdf/SB/2400-2499/SB2416SG.pdf
Title: S.B. 2416
Source: http://billstatus.ls.state.ms.us
| |
| TN | Signed into law 03/2008 | P-12 | Requires local school boards to give the director of schools 10 days notice prior to a meeting about a director's termination, suspension, or contract extension.
http://www.legislature.state.tn.us/bills/currentga/BILL/SB3284.pdf
Title: S.B. 3284
Source: http://www.legislature.state.tn.us
| |
| IA | Adopted 02/2008 | P-12 | Implements changes made to the Student Achievement and Teacher Quality program and the Beginning Administration Mentoring and Induction program. Adds standards and criteria by which AEA staff who meet the definition of teacher should be evaluated. Adds a new division of rules with specific standards applicable to administrators and administrator quality programs, including mentoring and induction for administrators, standards and criteria by which to evaluate administrators, and professional development of administrators. With respect to a beginning administrator, "comprehensive evaluation" means a summative evaluation of a beginning administrator conducted by an evaluator in accordance with Iowa Code section 284A.3 for purposes of determining a beginning administrator's level of competency for recommendation for licensure based on the Iowa standards for school administrators adopted pursuant to 2007 Iowa Acts, chapter 108, section 2.An administrator mentor must have a record of four years of successful administrative experience and must demonstrate professional commitment to both the improvement of teaching and learning and the development of beginning administrators.
http://www.iowa.gov/educate/component/option,com_docman/task,doc_download/gid,4673/
Title: IAC 281-12.7(256,284,284A), 12.7(1), 12.7(2), 72.9(1), 281-Chapter83, 281-83.1(284,284A), 281- 83.2(284,248A), 281-83.3(284), 83.3(1) through,83.3(4), 281-83.4(284),
Source: http://www.iowa.gov
| |
| OH | Adopted 02/2008 | P-12 | Rescinded old rules and adopted new rules regarding requirements for performance- based licensure for administrators. A beginning principal must be able to demonstrate success in each of the five areas described in this rule: 1) continuous improvement; 2) instruction; 3) School operations, resources, and learning environment; collaboration; parents and community engagement.
http://www.registerofohio.state.oh.us/pdfs/3301/0/24/3301-24-09_PH_FF_N_RU_20080212_1409.pdf
Title: OAC 3301-24-09
Source: http://www.registerofohio.state.oh.us
| |
| OR | Adopted 01/2008 | P-12 | Establishes requirements for teacher and administrator mentoring programs. OREGON 29089
Title: OAR 581-020-0085, -0090
Source: Lexis-Nexis/StateNet
| |
| Leadership--District Superintendent |
| |
| 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 |
| |
| Middle School |
| |
| Minority/Diversity Issues |
| |
| 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--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 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 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 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 Participation--Affirmative Action |
| |
| Postsecondary Participation--Outreach |
| |
| 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--Transfer/Articulation |
| |
| Private Schools |
| |
| Privatization |
| |
| Promotion/Retention |
| |
| Public Involvement |
| |
| Reading/Literacy |
| |
| Religion |
| |
| Religion--Scientific Creationism (Evolution) |
| |
| Rural |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Week |
| |
| Scheduling/School Calendar--Year |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Code of Conduct |
| |
| School Safety--Corporal Punishment |
| |
| 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/District Structure/Operations |
| |
| School/District Structure/Operations--District Consolidation/Deconsolidation |
| |
| 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--Shared Services |
| |
| School/District Structure/Operations--Transportation |
| |
| Service-Learning |
| |
| Special Education |
| |
| Special Education--Federal Law/Regulations |
| |
| Special Education--Finance |
| |
| 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--Military |
| |
| Standards |
| |
| State Comparisons/Statistics |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
| State Policymaking--Ballot Questions |
| |
| State Policymaking--Task Forces/Commissions |
| |
| STEM |
| |
| Student Achievement |
| |
| Student Achievement--Closing the Achievement Gap |
| |
| Student Supports--Counseling/Guidance |
| |
| Student Supports--Mentoring/Tutoring |
| |
| Student Supports--Remediation |
| |
| Students |
| |
| Students--Athletics/Extracurricular Activities |
| |
| Students--Incentives |
| |
| Students--Mobility |
| |
| Students--Records/Rights |
| |
| Teaching Quality |
| |
| Teaching Quality--Certification and Licensure |
| |
| Teaching Quality--Certification and Licensure--Alternative |
| |
| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
| |
| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
| |
| Teaching Quality--Certification and Licensure--Special Education |
| |
| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
| |
| Teaching Quality--Certification and Licensure--Substitute Teachers |
| |
| Teaching Quality--Compensation and Diversified Pay |
| |
| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
| |
| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
| |
| Teaching Quality--Evaluation and Effectiveness |
| |
| Teaching Quality--Induction Programs and Mentoring |
| |
| Teaching Quality--Paraprofessionals |
| |
| Teaching Quality--Preparation |
| |
| Teaching Quality--Professional Development |
| |
| Teaching Quality--Recruitment and Retention |
| |
| Teaching Quality--Recruitment and Retention--At-Risk Schools |
| |
| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
| |
| Teaching Quality--Reduction in Force |
| |
| Teaching Quality--Teacher Rights |
| |
| Teaching Quality--Tenure or Continuing Contract |
| |
| Teaching Quality--Unions/Collective Bargaining |
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| Technology |
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| Technology--Devices/Software/Hardware |
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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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| Urban--Governance |
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| Whole Child |
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