 |
State |
Status/Date |
Level |
Summary |
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 | Accountability |
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| Accountability--Measures/Indicators |
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| Accountability--Reporting Results |
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| Accountability--Sanctions/Interventions |
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| Accountability--Sanctions/Interventions--No Pass No Drive |
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| Accountability--Sanctions/Interventions--No Pass No Play |
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| Accountability--Sanctions/Interventions--Takeovers |
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| Accountability--School Improvement |
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| Adult Basic Education |
| |
| Assessment |
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| Assessment--Accommodations |
| |
| Assessment--Computer Based |
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| Assessment--End-of-Course |
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| Assessment--Formative/Interim |
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| Assessment--High Stakes/Competency |
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| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
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| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
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| Attendance |
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| Attendance--Truancy |
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| Background Checks |
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| Bilingual/ESL |
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| Business Involvement |
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| Career/Technical Education |
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| Career/Technical Education--Career Academies/Apprenticeship |
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| Choice of Schools--Charter Schools |
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| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Charter Schools--Research |
| |
| Choice of Schools--Choice/Open Enrollment |
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| Choice of Schools--Innovation Schools |
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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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| Civic Education--Pledge of Allegiance |
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| Class Size |
| |
| Curriculum |
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| Curriculum--Alignment |
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| Curriculum--Arts Education |
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| Curriculum--Drivers Education |
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| Curriculum--Environmental Education |
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| Curriculum--Financial Literacy/Economics Ed. |
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| Curriculum--Foreign Language/Sign Language |
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| Curriculum--Health/Nutrition Education |
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| Curriculum--International Education |
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| Curriculum--Language Arts |
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| Curriculum--Mathematics |
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| Curriculum--Multicultural |
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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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| Demographics--Condition of Children/Adults |
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| Demographics--Enrollments |
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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--Federal |
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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--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--School Boards |
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| Governance--School Boards--Training |
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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--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--Grading Practices |
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| Instructional Approaches--Homeschooling |
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| Instructional Approaches--Single-Sex Education |
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| Integrated Services/Full-Service Schools |
| |
| Leadership |
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| Leadership--District Superintendent |
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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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| Middle School |
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| Minority/Diversity Issues |
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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 |
| |
| No Child Left Behind--Finance |
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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 |
| |
| Online Learning--Digital/Blended Learning |
| |
 | Online Learning--Virtual Schools/Courses |
| |
| FL | Adopted 11/2008 | P-12 | Requires districts, beginning with the 2009-2010 school year, to provide eligible students within its boundaries the option to participate in a virtual instruction program. The program must be full-time for K-8 students and may be full-time or part-time for students in grades 9-12 in Department of Juvenile Justice Education Programs, dropout prevention programs, vocational programs, or career education programs. Each district's virtual instruction program may be operated by the district or by virtual instruction program contracted providers. Virtual instruction program providers must be approved by the Department of Education.
https://www.flrules.org/gateway/readFile.asp?sid=0&tid=6433445&type=1&File=6A-6.0981.doc
Title: FAC 6A-6.0981
Source: https://www.flrules.org/
| |
| CO | Adopted 10/2008 | P-12 | Establishes rules regarding the administration, certification and oversight of Colorado online education programs. Establishes quality standards for online programs, promote online program student participation, and establish a process and timeline for continual review of the Multi-District Online Program after certification.
http://www.sos.state.co.us/CCR/NumericalSubDocList.do?deptID=4&deptName=300%20Department%20of%20Education&agencyID=109&agencyName=301%20Colorado%20State%20Board%20of%20Education&ccrDocID=2981&ccrDocName=1%20CCR%20301-71%20RULES%20FOR%20THE%20ADMINISTRATION,%20CERTIFICATION%20AND%20OVERSIGHT%20OF%20COLORADO%20ONLINE%20PROGRAMS
Title: 1 CCR 301-71
Source: http://www.sos.state.co.us/
| |
| WY | Adopted 10/2008 | P-12 | These emergency rules add a new chapter to the education rules to deal with distance education. The new chapter provides uniform rules for the offering of distance education courses and the transfer and acceptance of credit for those courses. The new chapter provides a process for enrolment into the Wyoming Switchboard Network and sets out the responsibilities of the Department and both the resident and nonresident districts. The emergency rules specify what data must be collected by the nonresident district and monitored by the Department. The rules provide the requirements for the memorandum of understanding which will serve as the funding agreement between the resident and nonresident districts. The emergency rules provide information on the process to participate in the distance education grant program. In addition, the emergency rules provide that distance education students are included in yearly assessment and adequate yearly progress and that student performance is the responsibility of the resident district. http://legisweb.state.wy.us/ARULES/ER08-31.htm
Title: ER08-31
Source: http://legisweb.state.wy.us
| |
| WY | Adopted 10/2008 | P-12 | These emergency rules amend the existing rules related to the school foundation program. The emergency rules provide additional definitions for terms used throughout the rules. The emergency rules add a new section 8 which provides a process for a school district to apply to the department of education for a modification of a school's grade configuration. The emergency rules amend the process for attendance taking by the schools and require that attendance be taken every period in middle schools, junior high schools and high schools. The emergency rules provide regulations for the calculation of average daily membership for distance education students and require that school districts choose one of three methods of calculation of average daily membership for all part-time students. The emergency rules provide for the adjustment of prior school year average daily membership if a new school opens, a district changes boundaries, a school's grades served are reconfigured or a district moves programs and students from one school to another. The emergency rules require certain data from the school facilities commission and provide a method for the calculation of groundskeeper full time employee resources based on the lesser of actual site acreage or school facilities commission guidelines except for certain land acquired on or before July 1, 1997. http://legisweb.state.wy.us/ARULES/ER08-23.htm
Title: Chapter 8
Source: http://legisweb.state.wy.us/ARULES/ER08-23.htm
| |
| CA | Signed into law 09/2008 | P-12
Community College
Postsec. | Authorizes the State Virtual Campus to partner with education entities and community-based organizations to facilitate efforts relating to the use of technology resources and Internet connectivity. Authorizes campus grantees to accomplish certain online education objectives. Requires reports by the campus. Relates to reduced related utility rates for schools. Relates to high school principal's pupil recommendations for community college summer school attendance. Chapter 718
http://www.assembly.ca.gov/acs/acsframeset2text.htm
Title: S.B. 1437
Source: http://www.assembly.ca.gov
| |
| MT | Adopted 09/2008 | P-12 | Requires any teacher of distance, online or technology delivered learning to be licensed, with such license granted as a result of the completion of an accredited professional educator preparation program.
Title: ARM 10.55.907
Source: http://www.opi.state.mt.us/index.html
| |
| AZ | Signed into law 06/2008 | P-12 | Concerns the E-Learning Task Force; provides that the duties of the task force shall include, among other things, submission of recommendations on the transformation of traditional instruction programs to e-learning programs, option to equip teachers with the most effective technology and training, revision of the system of school funding as it applies to e-learning programs, coordination of a standard data system for use by school districts, and enhancement of the state's learning web portal system. Chapter No. 265
http://www.azleg.gov/legtext/48leg/2r/bills/hb2064c.pdf
Title: H.B. 2064
Source: http://www.azleg.gov
| |
| FL | Signed into law 06/2008 | P-12 | Relates to virtual education programs; provides that K-8 virtual schools are public schools and a public school choice option; establishes school district K- 8 Virtual School Program; requires school districts to offer program beginning with 2009-2010 school year; provides requirements for contracted providers and requires Department of Education approval of district programs; requires participation in statewide assessment and accountability programs; provides for funding.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7067er.xml&DocumentType=Bill&BillNumber=7067&Session=2008
Title: H.B. 7067
Source: http://www.myfloridahouse.gov
| |
| FL | Signed into law 06/2008 | P-12 | Relates to alternative high school courses and programs. Establishes a pilot project for awarding high school credit for industry certification programs. Requires school districts to indicate interest in the pilot project. Provides for specified courses to be included as alternative credit courses. Requires the approval of certain courses for credit by examination. Requires the adoption of passing scores for such examinations. Requires a course directory. Relates to reporting credits under the project. Also addresses virtual high school programs.
http://www.flsenate.gov/data/session/2008/Senate/bills/billtext/pdf/s1906er.pdf
Title: S.B. 1906
Source: http://www.flsenate.gov/
| |
| HI | Signed into law 06/2008 | P-12
Postsec.
Community College | Directs the Department of Education to adopt and implement recommendations and strategic goals contained in the report of the online learning task force established by Act 275, Session Laws of Hawaii 2007. Specifically requires the department to:
(1) Continue to operate the Myron B. Thompson cyber academy and establish a virtual learning network
(2) Establish a task force to review the state's education policies for congruency with the needs and potential of online learning
(3) Develop a mentoring and training program for online teachers
(4) Develop an online training program to increase the number of qualified teachers, paraprofessionals and administrators
(5) Provide support and incentives to teachers who teach online courses and for teachers using online courses to incorporate project-based and work-relevant learning
(6) Standardize the procedure for granting credits for online coursework
(7) Assist schools with online standards-based college preparatory curriculum
(8) Expand credit recovery courses and remediation courses
(9) Emphasize online science, technology, engineering, and mathematics courses and aggressively work to offer certain online courses through the department, including algebra I, English I, eighth-grade math and English, and career guidance
(10) Expand distance education through interactive digital television
(11) Establish an online course and resource center to include training modules and other support resources
(12) Establish online and in-person tutoring and mentoring programs for students
(13) Develop recommendations on appropriate funding mechanisms.
Directs the department to assess the digital literacy of teachers, students and other personnel to ensure maximum success of the online learning programs. Directs the department to systematically establish the infrastructure for online learning based on institution type, in the following order of priority: high schools (including charter high schools), middle and elementary schools, adult community schools, charter middle and elementary schools, the University of Hawaii system (particularly the community colleges), private secondary and post-secondary institutions (for a fee), and adult populations for remedial education and upgrading of workforce skill. Establishes other duties of the department related to online learning.
http://www.capitol.hawaii.gov/session2008/Bills/HB2971_SD2_.htm
Title: H.B. 2971
Source: www.capitol.hawaii.gov
| |
| TN | Signed into law 06/2008 | P-12 | Requires the state board to develop policies and guidelines for the operation of virtual education programs, including those operated by the Department of Education. Requires the department to monitor enrollments, etc. and to report annually. http://www.legislature.state.tn.us/bills/currentga/Chapter/PC1096.pdf
Title: S.B. 2008
Source: http://www.legislature.state.tn.us
| |
| AL | Adopted 05/2008 | P-12 | Increases the minimum number of teaching days in the school year from 175 to 180 (in compliance with 2003 S.B. 4). Permits secondary school students (in both summer school and regular school year) to demonstrate mastery of Alabama course of study content standards without specified instructional time. Authorizes local boards to create honors curricula that include rigor above that of the Advanced Academic Endorsement. Provides that effective with the ninth grade class of 2009-2010 (Class of 2013), the Alabama High School Diploma with Advanced Academic Endorsement becomes the first-choice diploma option for high school students. Permits local boards of education to voluntarily implement this endorsement as the first-choice diploma option for the 2008-2009 school year. Provides that effective with 9th grade students during the 2008-2009 school year, students will be required to complete one distance-learning course prior to graduation. Allows exceptions through Individualized Education Plans.
Eliminates the Alternate Adult High School Diploma, which allowed students who did not pas all sections of the graduation exam to earn a high school diploma by completing all course requirements and passing the GED.
Establishes the Alabama High School Diploma with Credit-Based Endorsement for students who have taken the Alabama High School Graduation Exam through the 12th grade and have passed the reading, mathematics, and one of the science, language, or social studies subject-area tests of the exam. Provides that effective for students in the 12th grade during 2007-2008 school year, to earn an Alabama High School Diploma with Credit-Based Endorsement, eligible general education students and students with disabilities must complete the required credits in the core curriculum for an Alabama diploma and earn one additional Career/Technical Education (CTE) or academic credit related to the student's career objective consistent with any guidelines established by the State Department of Education and local boards of education.
Authorizes local boards to establish Credit Recovery programs allowing certain students learning opportunities to master concepts and skills in one or more failed courses. Requires course content for credit recovery courses to be composed of standards in which students proved deficient rather than all standards of the original course. Provides schools may offer these courses using computer software, online instruction, or teacher-directed instruction. Requires the curriculum to align with state board courses of study content standards in which students are deficient.
Eliminates provision that a secondary school student may earn no more than ten credits during a school year.
Title: 290-3-1-.02
Source: www.lexis.com
| |
| GA | Adopted 05/2008 | P-12 | 160-7-1-.04: Clarifies rules regarding the audit procedures for the Governor's Office of Student Achievement (OSA). http://www.doe.k12.ga.us/_documents/doe/legalservices/160-7-1-.04.pdf
160-8-1-.01: Revises the definition of "blended learning" with regard to the Virtual School program and clarifies the parameters for using the Georgia Virtual School course content in a local teacher-led classroom setting. http://www.doe.k12.ga.us/_documents/doe/legalservices/160-8-1-.01.pdf
Title: GAC 160-7-1-.04, 160-8-1-.01
Source: Lexis-Nexis/StateNet
| |
| KS | Signed into law 05/2008 | P-12 | Provides that a student enrolled in a district and attending both a non-virtual school and a virtual school must be counted as that proportion of one pupil (to the nearest one-tenth) that the student's attendance at the non-virtual school bears to full-time attendance. Provides that a student enrolled in a district and attending special education and related services and also attending a virtual school must be counted as that proportion of one pupil (to the nearest one-tenth) that the student's attendance at the non-virtual school bears to full-time attendance.
Repeals and replaces definition of virtual school.
Repeals and replaces K.S.A. 72-6455 regarding each district's high density at-risk pupil weighting. Creates new section for districts with enrollments of at least 40% but less than 50% at-risk students. Provides that each eligible district's medium density at-risk pupil weighting must be determined by the state board by multiplying the number of at-risk pupils by .06. Provides that if a school district becomes ineligible for medium density at-risk pupil weighting because enrollment of at-risk pupils in the district falls below the minimum threshold, the medium density at-risk pupil weighting of the district must be the greater of: (1) The medium density at-risk pupil weighting in the current school year; (2) the medium density at-risk pupil weighting in the prior school year; or (3) the average of the
medium density at-risk pupil weighting in the current school year and the preceding two school years. Provides that the medium density at-risk pupil weighting provisions expire on June 30, 2011.
Establishes the special education funding task force, and requires the first meeting of the task force to be held on or before August 1, 2008. Directs the special education funding task force to:
(1) Study and make recommendations for changes in the existing formula for funding of special education and related services including medicaid replacement state aid
(2) Conduct hearings and receive and consider suggestions from teachers, parents, the department of education, the state board of education, other governmental officers and agencies and the general public concerning funding for special education and related services
(3) Make and submit reports to the legislature on the work of the task force concerning recommendations of the task force. Provides that such reports must also include recommendations for legislative changes and must be submitted to the legislature before the start of each year's legislative session.
Provides that the task force shall cease to exist on June 30, 2011.
Establishes new section regarding medicaid replacement state aid. Directs the state board to designate a portion of the special education services state aid appropriation as medicaid replacement state aid. Provides that the amount so designated may not exceed $9,000,000 in any school year. Provides that each school district is entitled to medicaid replacement state aid. Provides a formula for calculating each district's medicaid replacement state aid.
Repeals and replaces K.S.A. 72-6445a regarding state financial aid for any district formed by consolidation
http://www.kslegislature.org/bills/2008/531.pdf
Title: S.B. 531
Source: www.kslegislature.org
| |
| KS | Signed into law 05/2008 | P-12 | Establishes the virtual school act. Authorizes districts to operate virtual schools. Provides for requirements for virtual schools. Requires districts to provide adequate training to teachers who teach in virtual schools. Requires districts to annually submit a report to the state board on training programs the district provided to virtual school teachers. Provides for counting of students attending a virtual school, and for counting a student attending a non-virtual school and a virtual school. Provides for funds for virtual schools. Provides that if a student is enrolled in at least one Advanced Placement course provided by a virtual school, the school district offering the virtual school must be paid 8% of the amount of base state aid per pupil for such student as additional virtual school state aid.
http://www.kslegislature.org/bills/2008/669.pdf
Title: S.B. 669
Source: www.kslegislature.org
| |
| AZ | Signed into law 04/2008 | P-12 | Requires that schools selected by the state board of education to participate in the technology assisted project-based instruction program, an internet-based alternative to learning in traditional brick-and- mortar schools, include in the annual report required under the program, a listing of the salaries, by title and job description, of the administrators who work at each school. Chapter No. 155
http://www.azleg.gov/legtext/48leg/2r/bills/sb1081s.pdf
Title: S.B. 1081
Source: http://www.azleg.gov
| |
| ID | Signed into law 04/2008 | P-12 | Makes an appropriation for the Division of Children's Programs portion of the Public Schools budget; increases funding for the Idaho Digital Learning Academy.
Chapter 392
http://www3.idaho.gov/oasis/H0672.html
Title: H.B. 672
Source: http://www3.idaho.gov
| |
| ID | Signed into law 04/2008 | P-12 | Makes an appropriation for the Division of Operations portion of the Public Schools budget; provides for expenditures for certain technology programs; distributes moneys for replacement of school maintenance and operations levy funds; directs the distribution of moneys for instructional software and textbooks; provides intent regarding discretionary funds. Chapter 391
http://www3.idaho.gov/oasis/H0670.html
Title: H.B. 670
Source: http://www3.idaho.gov
| |
| KY | Signed into law 04/2008 | P-12
Postsec. | Defines "Advanced science and mathematics" as Advanced Placement (AP) biology, calculus, chemistry, computer science, environmental science, and physics, and International Baccalaureate (IB) biology, chemistry, computer science, environmental systems, mathematical studies, further mathematics and physics.
Creates the science and mathematics advancement fund, to be administered by the department of education. Provides that funds may be used to provide:
1. Payment of student fees for AP and IB exams
2. Scholarships for high school students to take advanced science and mathematics courses through the Kentucky Virtual High School when those courses are not offered at the school in which they are enrolled
3. Two-year grants to high schools to support the start-up of advanced science and mathematics courses
4. Two-year renewable grants to middle schools to support accelerated student learning in science and mathematics
5. Grants to districts to develop and implement an energy technology engineering career track
6. Professional development opportunities, and payment of expenses and stipends for participation, for elementary school teachers to deepen their content knowledge and improve instructional practice in science and mathematics.
Directs the department to use funds from the science and mathematics advancement fund to establish the High School Advanced Science and Mathematics Course Start-up Program, the Middle School Mathematics and Science Scholars Program, and the District Energy Technology Career Track Program for schools.
Provides that the purpose of the High School Advanced Science and Mathematics Course Start-up Program is to provide two-year grants to high schools to initiate at least one advanced math and science course. Provides that funds may be used to cover the costs of additional training for an advanced science and mathematics teacher and the purchase of classroom supplies, textbooks, laboratory equipment, and other instructional materials. Provides that schools receiving a grant must provide assurances that teachers of AP or IB courses supported by the grant participate in College Board-endorsed AP summer training institutes or International Baccalaureate-sponsored IB summer workshops, as available, and that all students taking AP and IB courses supported by the grant take the related AP or IB exam.
Provides that the purpose of the Middle School Mathematics and Science Scholars Program is to provide two-year renewable grants to middle schools to support intensive, accelerated student learning in mathematics and the sciences, through activities including to programs during the school day, after-school programs, Saturday programs, or multiweek summer sessions. Provides that the grant application must ensure that teachers participating in the grant have the skills to provide intensive, accelerated student learning in mathematics or the sciences and that they will receive ongoing, relevant professional development. Requires a middle school receiving a grant to collaborate with feeder elementary and high schools to share information on grant activities; strengthen alignment of curricula, content-knowledge expectations, and instructional practice between schools; and provide relevant professional development opportunities. Requires the accelerated learning program to include strategies to improve the math and science academic skills for all students for whom significant academic achievement gaps have been identified and to attract them into higher level mathematics and science courses. Requires that specific activities to recruit and enroll students from all racial and income groups in the school be conducted. Requires each grant applicant to provide assurances that the necessary resources will be allocated to help students in all subpopulations academically succeed in the accelerated learning program and to meet the enrollment goal that the number of students representing each racial and income group enrolled in the program not be less than or limited to the percentage of each group in the total school population. Provides that funds from the teachers' professional growth fund may provide moneys to teachers for professional development for teachers participating in grants awarded by the Middle School Mathematics and Science Scholars Program. Directs the Center for Middle School Academic Achievement to assist grant recipients of the Middle School Mathematics and Science Scholars Program with professional development for participating teachers. Requires the Center for Mathematics to advise the department and the state board on the establishment and implementation of the Middle School Mathematics and Science Scholars Program.
Provides that the purpose of the District Energy Technology Career Track Program is to provide grants to school districts to develop and implement an energy technology engineering career track across middle and high schools within the district as described in KRS 158.808.
Requires the state board to establish long-term and annual goals for increasing:
(a) The number of high schools providing rigorous curricula and making available accelerated classes and college credit for students
(b) The number and percentage of students enrolled in and completing AP and IB courses by content area
(c) The number and percentage of students taking the AP and IB exams in advanced science and math
(d) The number and percentage of students receiving a score of 3 or better on AP exams or 5 or better on IB exams in advanced science and math
(e) The number and percentage of free/reduced lunch students receiving a score of 3 or better on AP exams or 5 or better on IB exams
(f) The number of teachers successfully completing a College Board-endorsed AP or IB summer training institute
(g) The number of teachers with the knowledge and training needed to prepare students for high achievement on AP and IB exams in advanced science and math
(h) Other criteria determined by the board.
Requires the department of education to develop a program evaluation framework on the use of the science and mathematics advancement fund for the purposes set forth in statute. Requires the program evaluation framework to address the use of funds, the number of grants and awards, student achievement outcomes, and trends over time on the indicators established to measure progress against the statewide goals. Beginning in 2008, requires the department to submit an annual report to the state board and the interim joint committee on education.
By July 1, 2009, requires the department, in cooperation with teacher education institutions, to develop a training program for certified personnel to become on-line coaches to provide effective support to students enrolled in Kentucky Virtual High School courses. By July 1, 2010, requires at least one employee in each middle and high school to have successfully completed the on-line coaches training, with the cost of acquiring the training borne by the local district.
Directs the council on postsecondary education to create a STEM Initiative Task Force to provide leadership and strategic direction on a comprehensive, statewide STEM initiative to improve Kentucky's position for success in the knowledge-based economy by expanding and strengthening educational and economic development opportunities in science, technology, engineering, and mathematics. Provides the task force must be composed of representatives from the executive and legislative branches of government, K-12 and postsecondary education, professionals within the STEM disciplines, and the business community. Authorizes the task force to create a public or nonprofit corporation or contract with an existing nonprofit corporation to facilitate the public-private collaboration in the development and implementation of the STEM Initiative. Directs the task force to explore the critical relationship between STEM degree production and the state's knowledge-based economy and make recommendations to accelerate Kentucky's performance in the STEM disciplines.
Requires the task force to develop a comprehensive, statewide strategic plan and a business plan to improve STEM performance in government, business, and K-12 and postsecondary education. Requires that the strategic plan include:
(a) Energizing a statewide public awareness campaign to help Kentuckians understand the critical importance of STEM to their own economic competitiveness and that of the Commonwealth
(b) Creating incentives and a supportive environment for students, teachers, and institutions that pursue, succeed, and excel in the STEM disciplines throughout the P-20 educational pipeline
(c) Implementing international best practices in professional development programs for P-16 STEM teachers to increase the intensity, duration, and rigor of professional development
(d) Improving teacher preparation programs and encouraging people with undergraduate and graduate degrees in the STEM disciplines to enter the teaching profession
(e) Revolutionizing how STEM subjects are taught, learned, and assessed and implementing a statewide, research-based STEM curriculum that is aligned with global workforce and academic standards
(f) Engaging business, industry, and civic leaders to improve STEM education and skills in the Commonwealth and creating incentives for Kentucky businesses that employ and invest in STEM-educated students
(g) Developing an ongoing, coordinated, statewide STEM initiative that maximizes the impact of resources among government agencies, schools, colleges and universities, and businesses, and which is focused on developing and attracting STEM-related jobs in Kentucky
(h) Targeting energy sustainability problems and opportunities in Kentucky and the nation as a primary objective of statewide STEM enhancements
(i) Developing STEM mentoring programs that partner students in grades 5-12, their teachers, or both, with engineers, business professionals, college or university professors, university students, or others with expertise in the STEM disciplines to link academic coursework with the real world, underscoring the importance of rigorous academic preparation and encouraging pursuit of careers in the STEM disciplines
(j) Creating recognition awards and activities and financial support for individuals, businesses, or organizations that exhibit excellence in mentoring within the STEM disciplines.
Directs the STEM Task Force to develop a business plan aligned with the strategic plan which includes measurable benchmarks for progress in achieving the goals within the strategic plan for 1-, 3-, and 5-year time periods. Requires the initial business plan to be presented to the interim joint committees on appropriations and revenue and education by December 30, 2008. Requires the task force to review and revise the business plan as needed in subsequent years to further the purposes of the STEM Initiative. Establishes the Kentucky STEM Initiative fund to support the work of the STEM Initiative Task Force. Provides the department of education and the council on postsecondary education may expend available funds from other sources on the STEM Initiative.
Directs the state board to promulgate regulations on courses of study or educational experiences available to students in all middle and high schools to fulfill the prerequisites for courses in advanced science and mathematics. Specifies that every school must offer an AP, IB or dual enrollment course in both math and science. Provides that if funds are available, the department must provide an ACT preparation program to all public high school juniors. Requires each school report card to parents and the public to indicate for AP and IB, the courses offered, the number of students enrolled, completing, and taking the examination for each course, and the percentage of test-takers receiving a score of 3 or better on AP exams or a score of 5 or better on IB examinations. Requires the data to be disaggregated by gender, race, students with disabilities, and economic status, and to be included in the report card beginning with the 2009-2010 school year.
Requires the department to make available to middle and high schools information on the prerequisite content necessary for success in secondary courses, AP courses, and IB courses. Requires the department to provide sample syllabi, instructional resources and instructional supports for teachers that will assist in preparing students for more rigorous coursework. Provides instructional supports must include professional development for assisting students enrolled in the Kentucky Virtual High School or other virtual learning settings.
Provides that all students willing to accept the challenge of a rigorous academic curriculum must be admitted to AP courses, including AP courses offered through the Kentucky Virtual High School, IB courses, dual enrollment courses, and dual credit courses, if they have successfully completed the prerequisite coursework or have otherwise demonstrated mastery of the prerequisite content knowledge and skills as determined by measurable standards. Provides that if a school does not offer an AP course in a particular subject area, the school must permit a qualified student to enroll in the AP course offered by the Kentucky Virtual High School and receive credit toward graduation. Provides that effective with the 2008-2009 school year, students enrolled in AP or IB courses in the public schools must have the cost of the examinations paid by the department.
Includes participation in the Gatton Academy of Mathematics and Science in Kentucky at Western Kentucky University as a dual credit option, and specifies that students who attended the academy are eligible for a Kentucky educational excellence scholarship (KEES) award. Authorizes the Gatton Academy of Mathematics and Science in Kentucky to award a diploma to any student who completes his or her high school program at the academy. Provides that if the academy issues a diploma, the board of regents of the university must provide to the commissioner of education a letter of assurance that the program of study completed by its students, in combination with previously earned secondary credits, meets the minimum high school graduation requirements established by the state board. Authorizes a local district to award a joint diploma with the Gatton Academy of Mathematics and Science in Kentucky to any student who was enrolled in a district high school and completed his or her high school program at the academy. Requires the academy and the home school district to ensure that student transcripts from each institution accurately reflect the dual credit coursework.
Beginning with the 2008-2009 academic year, requires the higher education assistance authority to commit to provide a supplemental KEES award for achievement on AP and IB exams to an eligible high school student whose family was eligible for free or reduced-price lunch for any year during high school enrollment. Awards range between $200-$300 for AP exam scores between 3 and 5 and IB exam scores between 5 and 7. Requires every high school and the Gatton Academy of Mathematics and Science in Kentucky to submit to the higher education assistance authority each student's family eligibility status f | |
| WI | Signed into law 04/2008 | P-12 | The bill requires that anyone who teaches in a public school or charter school must hold a teaching license issued by the department of public instruction (DPI). Teachers in virtual charter schools (defined as a charter school offering an online learning program) are exempt from this provision until July 1, 2009. Virtual charter schools are not required to be in the school district of the approving school board, unlike regular charter schools.
Beginning with the 2009-10 school year, school boards that establish a virtual charter school must ensure that no more than 85% of pupils attending do so through the Open Enrollment Program. School boards are not authorized to establish a virtual charter school before the 2009-10 school year. DPI must make online courses available for a reasonable fee.
Each school board or chartering entity must do the following: 1. Determine which pupils may enroll in an online course, which courses are available and the number of courses a student may take; 2. provide a safe and secure online environment; 3. Assign an appropriately licensed teacher for each course; 4. Ensure that students enrolled part-time have direct contact with a teacher for at least 20 minutes per week per course, that elementary school students enrolled full-time have direct contact with a teacher for at least 2 hours every school day, and that high school students enrolled full-time have direct teacher contact for at least 30 minutes each school day; 5. Determine the average equivalency hours for online courses; and, 6. Ensure only state residents enroll in online courses.
Title: S.B. 396
Source: http://www.legis.state.wi.us
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| ID | Signed into law 03/2008 | P-12 | Amends existing law to provide that the Idaho Digital Learning Academy is an educational institution for sales and use tax exemption purposes.
Chapter 172
http://www3.idaho.gov/oasis/H0567.html
Title: H.B. 567
Source: http://www3.idaho.gov
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| ID | Signed into law 03/2008 | P-12 | Amends existing law relating to public virtual schools; clarifies the definition of such schools; authorizes the public charter school commission to approve a charter for a public virtual school if it determines the petition contains certain requirements; establishes a clearer criteria for use in determining which of the state's existing schools may be considered public virtual schools. Chapter 105
http://www3.idaho.gov/oasis/H0423.html
Title: H.B. 423
Source: http://www3.idaho.gov
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| ID | Signed into law 03/2008 | P-12 | Provides the Digital Learning Academy with financial independence from a host school district; allows the Academy to extend service to students in lower grades.
Chapter 119
http://www3.idaho.gov/oasis/H0552.html
Title: H.B. 552
Source: http://www3.idaho.gov
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| IN | Signed into law 03/2008 | P-12
Postsec. | The bill established the concurrent enrollment partnership to coordinate dual credit programs among high schools and state educational institutions. The commission on higher education is directed to provide support for the partnership. Also creates the interim study committee on education matters to make recommendations on the following: 1. Availability of virtual learning; 2. how virtual learning services are provided in other states; 3. standards of quality and alignment to Indiana's content standards; 4. accreditation standards and pricing; and, 5. funding.
http://www.in.gov/legislative/bills/2008/HE/HE1246.1.html
Title: H.B. 1246
Source: http://www.in.gov/legislative/
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| UT | Signed into law 03/2008 | P-12 | Establishes UPSTART, a pilot project that uses a home-based educational technology program to develop the school readiness skills of children age 4-5 who have not entered kindergarten. Provides that UPSTART is created to evaluate the effectiveness of giving preschool children access, at home, to online interactive individualized instruction to prepare them academically for success in school, and to test the feasibility of scaling an online home-based curriculum in reading, math and science to all preschool children in Utah.
Requires the state board of education to use an RFP process to select an education technology provider to deliver the home-based technology program. Provides standards that the home-based educational technology program must meet. Among these:
The contractor must:
--Provide technical support to families for the installation and operation of the instructional software
--Provide for the installation of computer and Internet access in the homes of low-income families that cannot afford the equipment and service
--Work in cooperation with school district personnel who will provide administrative and technical support for the program
--Solicit families to participate in the program
--In implementing the home-based educational technology program, seek the advice and expertise of early childhood education professionals in the Utah System of Higher Education on issues such as:
(i) soliciting families to participate in the program
(ii) providing training to families
(iii) motivating families to regularly use the instructional software.
In addition, the contractor must have the capability to perform specified tasks through the Internet. These include:
--Communicating with parents
--Storing research data
--Producing reports for parents, schools and the legislature
--The capability to quickly and efficiently modify, improve and support the product.
Provides the program must include:
--Computer-assisted, individualized instruction in reading, mathematics, and science
--A multisensory reading tutoring program
--A validated computer adaptive reading test that does not require the presence of trained adults to administer and is an accurate indicator of reading readiness of children who cannot read.
Provides that the contract must provide funding for a home-based educational technology program for preschool children for one year with an option to extend the contract for additional years or to expand the program to a greater number of preschool children, subject to legislative appropriation.
Provides a school district may participate in UPSTART if the local school board agrees to work in cooperation with the contractor to provide administrative and technical support for the pilot project. Provides a school district that participates in UPSTART will receive funding for paraprofessional and technical support staff, and must agree to adopt standardized policies and procedures in implementing the pilot project.
Requires the contractor to solicit families to participate in UPSTART through a public information campaign and referrals from participating school districts. Provides that at least 30% of participating children must be from low-income families, and that participating children must be from families with diverse ethnic backgrounds and reside in both urban and rural areas in different regions of the state. Requires the contractor to make the home-based educational technology program available to families at an agreed-upon cost if the number of families who would like to participate in UPSTART exceeds the number of participants funded by the legislative appropriation.
Directs the state auditor to either conduct an annual audit of the contractor's use of funds for UPSTART or contract with an independent certified public accountant to conduct an annual audit. Directs the state board of education to:
--Require by contract that the contractor will open its books and records relating to its expenditure of funds pursuant to the contract to the state auditor or the state auditor's designee
--Reimburse the state auditor for the actual and necessary costs of the audit
--Contract with an independent, qualified evaluator, selected through an RFP process, to evaluate the home-based educational technology program for preschool children.
Also directs the state board to make an annual report on UPSTART to the Education Interim Committee. Provides that the report must address the extent to which UPSTART is accomplishing the purposes for which it was established as set forth in statute, and must include:
--The number of families:
(i) volunteering to participate in the program
(ii) selected to participate in the program
(iii) requesting computers
(iv) furnished computers
--The frequency of use of the instructional software
--Obstacles encountered with software usage, hardware or providing technical assistance to families
--Student performance on pre-kindergarten and post-kindergarten assessments conducted by school districts and charter schools for participating and non-participating students
--As available, the evaluation of the program conducted pursuant to statute.
Section 26 of S.B. 2 establishes a repeal date of July 1, 2014.
Pages 10-15: http://le.utah.gov/~2008/bills/sbillenr/sb0002.pdf
Title: S.B. 2 - Sections 3-9
Source: le.utah.gov
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| WA | Signed into law 03/2008 | P-12
Postsec. | The office of the superintendent of public instruction (OSPI) is directed to compile information about online learning programs for high school students to earn college credit and place the information on its website. Directs high schools to ensure that teachers and counselors have information about online programs and that they are able to assist parents and students in accessing infformation. High schools must also provide opportunities for parents and students to learn more about dual enrollment online programs. School districts must provide general information about online courses to parents and students in grades 10, 11 and 12. These provisions will become null and void June 30, 2008 if funding is not secured through the omnibus approriations act.
http://apps.leg.wa.gov/documents/billdocs/2007-08/Pdf/Bills/Session%20Law%202008/3129-S2.SL.pdf
Title: H.B. 3129
Source: http://www.leg.wa.gov/legislature
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| WA | Signed into law 03/2008 | P-12 | Requires the office of the superintentdent of public instruction (OSPI) and the state board to work together to issue a request for proposals to adapt the existing mathematics curriculum to align it with the state's math standards and to make the curriculum available online at no cost to the district. Online curriculum must cover course content in grades K-12 and the state's college readiness standards. OSPI must present to the legislature by November 2008.
http://apps.leg.wa.gov/documents/billdocs/2007-08/Pdf/Bills/Session%20Law%202008/2598-S2.SL.pdf
Title: H.B. 2598
Source: http://www.leg.wa.gov/legislature
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| MO | Adopted 02/2008 | P-12 | Proposes rules to implement a public virtual school program to serve school-age students residing in the MO.
http://www.sos.mo.gov/adrules/csr/current/5csr/5c50-500.pdf
Title: 5 CSR 50-500.010
Source: http://www.sos.mo.gov
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| SD | Signed into law 02/2008 | P-12 | Changes the state virtual high school to the state virtual school.
http://legis.state.sd.us/sessions/2008/Bills/HB1312ENR.htm
Title: H.B. 1312
Source: http://legis.state.sd.us
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| P-16 or P-20 |
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| P-3 |
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