 |
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 |
| |
| 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 |
| |
| MA | Signed into law 12/2008 | P-12 | Provides the procedures by which a parent, legal guardian, or legal custodian of a minor, by a caregiver authorization affidavit, may authorize a designated caregiver to exercise certain concurrent parental rights and responsibilities related to the designated minor's education and health care.
http://www.mass.gov/legis/bills/house/185/ht04pdf/ht04718.pdf
Title: H.B. 4718
Source: http://www.mass.gov/
| |
| UT | Adopted 11/2008 | P-12 | Provides a formula to allocate funds appropriated by the 2008 Legislature for school districts and charter schools to provide English Language Learner Family Literacy Centers. http://www.rules.utah.gov/publicat/code/r277/r277-715.htm
Title: R277-715
Source: Lexis-Nexis/StateNet
| |
| MA | Signed into law 10/2008 | P-12 | Provides access to pupil information for parents and evaluators; provides that a school committee shall, upon request by parents, provide timely access to parents, independent evaluators and educational consultants for observation of a child's current and proposed program, including academic and non- academic aspects of any such program; relates to evaluation of a child's performance in a program.
http://www.mass.gov/legis/bills/house/185/ht00pdf/ht00391.pdf
Title: H.B. 391
Source: http://www.mass.gov
| |
| MA | Signed into law 09/2008 | P-12 | Relates to classroom placement of twins; provides that the parents of twins or higher order multiples may request that the children be placed in the same classroom or in separate classrooms when the children are in the same grade level at the same school; provides that the school may recommend placement and provide professional education advice; requires the placement request to be made by a specified time; provides that higher order of multiples shall mean triplets, quadruplets, quintuplets or more.
http://www.mass.gov/legis/bills/house/185/ht00pdf/ht00469.pdf
Title: H.B. 469
Source:
| |
| NY | Signed into law 09/2008 | P-12 | Provides that members of committees on special education may provide parents of a child with a disability with a list of programs and services available outside the school setting. Provides that the list must clearly state that such services are in addition to services provided by a school district and will not be paid for by the district. http://assembly.state.ny.us/leg/?bn=S07981&sh=t
Title: S.B. 7981
Source: assembly.state.ny.us
| |
| LA | Signed into law 07/2008 | P-12 | Revises provisions related to habitual truancy and habitual tardiness. Requires a student's parent to enforce the student's attendance at the school to which the student is assigned. Requires a school principal or designee to provide a parent with written notification upon the student's third unexcused absence or unexcused occurrence of being tardy, and to hold a conference with such student's parent. Requires the student's parent to sign a receipt for such notification. Establishes fines and penalties for parents of habitually truant or habitually tardy students in grades K-8.
Defines "tardy" for purposes of this section as including leaving or checking out of school unexcused prior to the regularly scheduled dismissal time at the end of the school day but not including reporting late to class when transferring from one class to another during the school day.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=502040
Title: H.B. 1133
Source: www.legis.state.la.us
| |
| LA | Signed into law 07/2008 | P-12 | Requires public schools to provide parents or guardians with information regarding making complaints or requesting information; provides for the responsibilities of schools and school governing authorities to provide such information; relates to parental notification, procedures for making complaints and procedures for requesting information; requires contact information in student handbooks.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=505397
Title: S.B. 440
Source: http://www.legis.state.la.us/
| |
| NY | Vetoed 07/2008 | P-12 | Requires school districts to provide information to parents of blind and deaf students regarding programs and institutions administered by the state. http://assembly.state.ny.us/leg/?bn=A09511&sh=t
Title: A.B. 9511
Source: Lexis-Nexis/StateNet
| |
| LA | Signed into law 06/2008 | P-12 | Provides that no student who has been expelled from any school for possessing weapons or drugs shall be admitted or readmitted to any public school until the student provides written documentation that he and his parent or legal guardian have participated in rehabilitation or counseling programs. (Existing policy only required the student to produce written documentation of participation in a counseling or rehabilitation program prior to re-enrollment in a public school.)
http://www.legis.state.la.us/billdata/streamdocument.asp?did=497668
Title: H.B. 361
Source: Lexis-Nexis/StateNet
| |
| NJ | Signed into law 06/2008 | P-12 | Permits parent of twins or higher order multiples enrolled in public school to select shared or separate classroom placement of their children.
http://www.njleg.state.nj.us/2008/Bills/A2000/1671_I1.PDF
Title: A.B. 1671
Source: http://www.njleg.state.nj.us/
| |
| OK | Signed into law 06/2008 | P-12 | Allows a parent or guardian of multiple-birth siblings to request that the children attend the same school and be placed in the same classroom or in separate classrooms if the children are in the same grade level at the same school and meet the eligibility requirements of the class; allows the school to recommend classroom placement to the parents and provide professional education advice to the parents to assist them in making the best decision for their children's education.
http://www.sos.state.ok.us/documents/Legislation/51st/2008/2R/SB/2037.pdf
Title: S.B. 2037
Source: http://www.sos.state.ok.us
| |
| TN | Signed into law 06/2008 | P-12 | Provides that if a student is a victim of child abuse or sexual abuse that occurred on school grounds or under the schools care, then the principal must verbally notify the parents and provide all school information and records relevant to the alleged abuse. http://www.legislature.state.tn.us/bills/currentga/Chapter/PC1011.pdf
Title: H.B. 3162
Source: http://www.legislature.state.tn.us
| |
| TN | Signed into law 06/2008 | P-12 | Specifies that identifying opportunities for parents to participate in and support classroom instruction in the school includes the following: organizing fundraising activities; volunteering as a field trip chaperone; assisting in the library, computer lab, or on the playground; offering after school clubs; and recycling clothes.
http://www.legislature.state.tn.us/bills/currentga/Chapter/PC1097.pdf
Title: S.B. 2162
Source: http://www.legislature.state.tn.us
| |
| MN | Vetoed 05/2008 | P-12 | Authorized a parent or guardian of a student to designate an individual to participate in a school conference involving the child of the parent or guardian. Authorized the Minnesota Department of Education and the Minnesota Office of Higher Education may each share educational data with the other agency for the purpose of analyzing and improving school district instruction. Revised provisions relating to physical education requirements. Pertains to alignment of certain assessments and state standards.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=S3001.5.html&session=ls85
Title: S.B. 3001
Source: https://www.revisor.leg.state.mn.us/
| |
| KY | Signed into law 04/2008 | P-12 | Provides that family resource and youth services centers must provide services to enhance a student's ability to succeed in school. Provides that the most economically disadvantaged students and families must receive priority status for receiving services. Provides that family resource centers must be located in or near every elementary school in the state in which at least 20% of the student body are eligible for free/reduced lunch. Provides family resource centers must promote identification and coordination of existing resources, and must include the following core components for each site:
(a) Full-time preschool child care for 2- and 3-year-old children
(b) After-school child care for children ages 4-12, with full-time child care during the summer and on other days when school is not in session
(c) Families in training, which shall consist of an integrated approach to home visits, group meetings, and monitoring child development for new and expectant parents
(d) Family literacy services or a similar program designed to provide opportunities for parents and children to learn together and promote lifelong learning
(e) Health services or referrals to health services, or both.
Provides that youth services centers must be located in or near each school in the state, except elementary schools, in which at least 20% of the student body are eligible for free/reduced lunch. Provides youth services centers must promote identification and coordination of existing resources, and must include the following core components for each site:
(a) Referrals to health and social services
(b) Career exploration and development
(c) Summer and part-time job development for high school students
(d) Substance abuse education and counseling
(e) Family crisis and mental health counseling.
Establishes a grant program for the Cabinet for Health and Family Services to award grants to eligible school districts to establish or maintain family resource or youth services centers. Provides that a family resource or youth services center that receives funding for one year or more is not ineligible for funding based solely on the percent of the student body eligible for free/reduced lunch unless the percent of the student body eligible for free/reduced lunch is below 20% for 5 consecutive years. Specifies that a school district may not operate a family resource center or a youth services center that provides abortion counseling or makes referrals to a health care facility for the purpose of seeking an abortion.
Directs the division of family resource and youth services centers to promulgate administrative regulations to implement requirements for applications for continuation funding of a family resource or youth services center and establish a continuing education program for coordinators and staff. http://www.lrc.ky.gov/record/08RS/SB192/bill.doc
Title: S.B. 192
Source: www.lrc.ky.gov
| |
| UT | Adopted 03/2008 | P-12 | Provides that all charter schools (and schools if district does not have districtwide plan) must develop a school-wide written model for prevention and intervention for student behavior management and discipline procedures for students who habitually disrupt school environments and processes (the "plan"). Requires plan to include:
(1) written standards for student behavior expectations, including school and classroom management
(2) effective instructional practices for teaching student expectations, including self-discipline, citizenship, civic skills and social skills
(3) systematic methods for reinforcement of expected behaviors and uniform methods for correction of student behavior
(4) uniform methods for at least annual school level data-based evaluations of efficiency and effectiveness.
(5) an ongoing staff development program related to of student behavior expectations, effective instructional practices for teaching and reinforcing behavior expectations, effective intervention strategies, and effective strategies for evaluation of the efficiency and effectiveness of interventions.
Adds parents to role groups for whom training in anti-bullying awareness and intervention strategies must be offered.
Requires student assessments of the prevalence of bullying in schools to be conducted not just at the district level but also at the school and charter school level. Extends school staff who must receive anti-bullying awareness and intervention skills to include custodians, kitchen and lunchroom workers, and secretaries.
Requires each plan to also provide direction to school districts for dealing with disruptive students. This part of the plan must:
(1) direct schools to determine the range of behaviors and establish the continuum of administrative procedures that may be used by school personnel to address the behavior of habitually disruptive students
(2) provide for identification, by position(s), of individual(s) designated to issue notices of disruptive student behavior
(3) provide for documentation of disruptive student behavior prior to referral of disruptive students to juvenile court.
Directs districts, schools and charter schools to implement strategies and policies consistent with their plans, and to develop, use and monitor a continuum of intervention strategies--including teaching student behavior expectations, reinforcing student behavior expectations, re-teaching behavior expectations, followed by effective, evidence-based interventions matched to student needs prior to administrative referral--to assist students whose behavior repeatedly falls short of expectations.
Provides that, as part of any suspension or expulsion process that results in court involvement, once a school district, school or charter school receives information from the courts that disruptive student behavior will result in court action, the school district, school or charter school must provide a formal written assessment of habitually disruptive students. Requires that assessment information be used to connect parents and students with supportive school and community resources.
Requires districts, schools and charter schools to provide procedures for qualifying minors and their parents to participate in decisions regarding consequences for disruptive student behavior. Requires policies to provide for notice to parents and information about resources available to assist parents in resolving school-age minors' disruptive behavior. Requires policies to provide for notices of disruptive behavior to be issued by schools to qualifying minor(s) and parent(s) consistent with:
(1) numbers of disruptions and timelines set in statute
(2) school resources available
(3) cooperation from the appropriate juvenile court in accessing student school records, including attendance, grades, behavioral reports and other available student school data.
Requires policies to provide due process procedures for minors and parents to contest allegations and citations of disruptive student behavior.
Directs the state office of education to develop, review regularly and provide to local school boards and charter school governing boards model policies to address disruptive student behavior and appropriate consequences.
Title: R277-609
Source: www.rules.utah.gov
| |
| 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
| |
| UT | Signed into law 03/2008 | P-12 | Establishes the English Language Learner Family Literacy Centers to:
(1) Increase parent involvement
(2) Communicate with parents who are not proficient in English concerning required and optional activities at the school, in the parents' preferred language to the extent practicable
(3) Increase academic achievement, literacy skills and language gains in all ethnic groups of students and their families
(4) Coordinate with school administrators, educators, families and students
(5) Support and coordinate with other language acquisition instructional services and language proficiency programs in the public schools.
Directs the state board of education, after consultation with school districts and charter schools, to adopt a formula that allocates the money appropriated by the legislature for the English Language Learner Family Literacy Centers Program to school districts and charter schools in a fair and equitable manner. Provides that money appropriated for the English Language Learner Family Literacy Centers Program must be used by school districts and charter schools to pay for costs of English Language Learner Family Literacy Centers.
Directs the state board of education to make a report to the Education Interim Committee on the effectiveness of the English Language Learner Family Literacy Centers Program before November 30, 2011.
Pages 36-37 of 43: http://le.utah.gov/~2008/bills/sbillenr/sb0002.pdf
Title: S.B. 2 - Section 24
Source: le.utah.gov
| |
| VA | Signed into law 03/2008 | Postsec. | Requires the Board of Visitors or other governing body of every public institution of higher education in Virginia to establish policies and procedures requiring the release of the educational record of a dependent student, as defined by 20 U.S.C. § 1232g, to a parent at his request (Chapter 495).
http://leg1.state.va.us/cgi-bin/legp504.exe?081+ful+HB1058ER2
Title: H.B. 1058
Source: http://leg1.state.va.us
| |
| 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 |
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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--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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| 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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