 |
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) |
| |
| UT | Adopted 11/2008 | P-12 | Statute directs the state board to determine highly impacted schools based on the following criteria: (i) high student mobility rates within each school; (ii) the number and percentage of students at each school who apply for free school lunch; (iii) the number and percentage of ethnic minority students at each school; (iv) the number and percentage of limited English proficiency students at each school; and (v) the number and percentage of students at each school from a single parent family.
Rule amendment provides increased oversight and procedural changes and additions for highly impacted schools.
Title: R277-464
Source: Lexis-Nexis/StateNet
| |
| CA | Vetoed 09/2008 | P-12 | Specifies that eligible pupils who are enrolled in intensive instruction and services to help those pupils pass the High School Exit Examination shall not be counted as dropouts for purposes of specified data collection requirements. Requires the Superintendent of Public Instruction to determine how those pupils shall be accounted for and reported by school districts for data collection purposes.
http://www.assembly.ca.gov/acs/acsframeset2text.htm
Title: A.B. 1885
Source: http://www.assembly.ca.gov
| |
| TX | Adopted 08/2008 | P-12 | The adopted new rule establishes procedures for a grant program for dropout recovery that meets the requirements of the Strategic Plan of the High School Completion and Success Initiative Council authorized in the Texas Education Code, §39.361(c).
http://www.tea.state.tx.us/rules/commissioner/adopted/0808/102-1056-two.pdf
Title: 19 TAC 2.102.EE.102.1056
Source: http://www.tea.state.tx.us
| |
| LA | Signed into law 07/2008 | P-12 | Provides that before a student between the ages of 17 and 18 may drop out, the student and student's parent must attend an exit interview, in which the student and parent provide written acknowledgement that withdrawal from school will likely reduce the student's future earning potential and increase the student's likelihood of being unemployed. During the exit interview, requires the student to be provided information supplied by the Louisiana Workforce Commission regarding available training and employment opportunity programs, provided such information is available.
Creates the state High School Dropout Prevention Act of 2008. Directs the state board to work with the school districts that have the lowest four-year cohort graduation rates. Directs the state board to incorporate specific dropout prevention strategies, target resources, and gather data that will improve graduation rates and educational outcomes in all grades in all schools. Directs the state board to develop specific methods of targeted intervention or identify appropriate existing methods for districts with a four-year cohort graduation rate below 70%. Provides that these intervention methods may include:
(a) Early intervention for students who are at risk of failing Algebra I or any 9th grade math class
(b) Alternative programs designed to reengage dropouts
(c) Increased availability of advanced placement courses
(d) Comprehensive coaching for middle school students who are below grade level in reading and math
(e) Teacher advisories such as the use of graduation coaches and other supports designed to specifically address the needs of youth most at risk of dropping out of school
(f) Strategies specifically designed to improve the high school graduation rate of students at highest risk for dropping out, including youth in the foster care system, pregnant and parenting youth, Limited English Proficient students, and students with special education needs
(g) Communicating with students and their parents or legal guardians about the availability of local after school programs and the academic enrichment and other activities the programs offered
(h) Opportunities for credit recovery
(i) Opportunities to participate in the Jobs for America's Graduates program.
Directs the state board to gather the following data to ensure that all programs are research-based and data-driven, and to use such data for continuous program improvement:
(a) Total number of high school suspensions and expulsions
(b) Total number of students enrolled in alternative schools
(c) Total number of students who have failed Algebra I or English I
(d) Total number of students who are repeating the ninth grade
(e) Total number of students required to repeat a ninth grade course.
Directs school districts failing to show a decline in their annual dropout rates to annually submit to the state board a written report that documents:
(a) The outcomes of the dropout prevention strategies to date at the school system level
(b) How the school system dropout prevention strategies and activities will be modified, based on the data.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=502007
Title: H.B. 1091
Source: www.legis.state.la.us
| |
| LA | Signed into law 07/2008 | P-12 | Provides for integrated case management through the use of No Wrong Door; relates to disadvantaged children and their families; relates to student achievement, truancy intervention, drop out prevention, family safety and stability, foster care and adoption, prenatal and early childhood care, preventative health care, behavioral health, adult education and job training, vocational rehabilitation.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=504279
Title: S.B. 701
Source: http://www.legis.state.la.us/
| |
| NY | Signed into law 07/2008 | P-12 | Directs the commissioner of education to establish a program to identify methodologies and practices utilized by schools and school districts within the state and nationally to identify students receiving a free or reduced price meal and to simplify student access to meal programs, and to identify students through an electronic payment system in order to eliminate the overt identification of students receiving a free or reduced price meal. Directs the commissioner, by July 1, 2009, to disseminate detailed information and submit a report to the legislature on the best practices used by schools and districts to simplify access and eliminate the distinction between students receiving free/reduced price lunch and those paying full price so as to more effectively operate the program. http://assembly.state.ny.us/leg/?bn=A08699&sh=t
Title: A.B. 8699
Source: assembly.state.ny.us
| |
| DE | Signed into law 06/2008 | P-12 | Requires local school districts, vocational or technical school districts, and the Department of Health and Social Services to take advantage of the right afforded by Title 7, Part 245 of the Code of Federal Regulations for school districts and state agencies to share data for the purpose of enrolling children in free or reduced price health insurance program.
http://legis.delaware.gov/LIS/lis144.nsf/vwLegislation/HB+286/$file/legis.html?open
Title: H.B. 286
Source: http://legis.delaware.gov/
| |
| OK | Adopted 06/2008 | P-12 | Requires annual student dropout reports to local school boards:
(a) The principal or a representative of each site serving students in Grades 7-12 shall review and discuss with the local school board, the certified annual site dropout report submitted by the school district to the State Department of Education. The local review and discussion shall occur at the next open school board meeting after the district certifies the Annual Report.
(b) Each school site that serves students in Grades 7-12 is required to submit online its accounting of dropouts to the State Department of Education quarterly and annually. Each report is certified locally as an accurate accounting of the dropouts for each site. The annual reentry checklist report is due to the State Department of Education no later than November 1 of each year for inclusion in the annual state dropout report to the State Board of Education, the Governor, and the State Legislature. This reentry checklist report should be used to generate the annual report to the local school board.
http://www.oar.state.ok.us/oar/codedoc02.nsf/frmMain?OpenFrameSet&Frame=Main&Src=_75tnm2shfcdnm8pb4dthj0chedppmcbq8dtmmak31ctijujrgcln50ob7ckj42tbkdt374obdcli00_
Title: OAC 210:35-25-3
Source: http://www.oar.state.ok.us/
| |
| CO | Signed into law 05/2008 | P-12 | Provides for the oversight of educational programs for children placed within day treatment centers, residential child care facilities, other out of home placement facilities, and hospitals, either as the result of a court order or other public entity action or because the child is homeless; relates to educational materials, background checks and other personnel hiring procedures, curriculum standards, academic performance measures, student records, and financing for facility educational programs.
http://www.leg.state.co.us/clics/clics2008a/csl.nsf/fsbillcont3/25215ABAA491E14E87257395005D1BC8?open&file=1204_enr.pdf
Title: H.B. 1204
Source: http://www.leg.state.co.us/
| |
| KY | Signed into law 04/2008 | P-12 | Defines "nonoffender" as a child alleged to be dependent, neglected, or abused and who has not been otherwise charged with a status or public offense. Specifies that "status offenses" by a minor include beyond the control of the school or parents, habitual truancy and tobacco and alcohol offenses. Prohibits a nonoffender or child in violation of a statute or local ordinance pertaining to curfew from being detained in a secure juvenile detention facility or a juvenile holding facility. Allows a status offender or alleged status offender to be detained in a secure juvenile detention facility, a juvenile holding facility, or in a nonsecure setting approved by the Department of Juvenile Justice, for up to 48 hours pending the child's next court appearance. http://www.lrc.ky.gov/record/08RS/HB384/bill.doc
Title: H.B. 384
Source: www.lrc.ky.gov
| |
| ME | Signed into law 04/2008 | P-12 | (Resolve)Requires the state, in its biannual survey of students, to use a survey of students in grades 6 to 12 that reliably and validly measures those risk and protective factors shown by research to predict adolescent health and behavior problems, including substance abuse and delinquency.
http://janus.state.me.us/legis/LawMakerWeb/externalsiteframe.asp?ID=280027660&LD=2114&Type=1&SessionID=7
Title: S.B. 804
Source: http://janus.state.me.us/legis/
| |
| ME | Signed into law 04/2008 | P-12 | Defines alternative education program as a program in which the primary purpose is to provide at-risk students with curricula and assessment; defines alternative learning as an educational option that a public school or publicly supported program offers at-risk students by offering certain educational opportunities; defines at-risk student as a student who may not be promoted, may drop out and is truant; establishes a commission to study alternative education programs.
http://janus.state.me.us/legis/LawMakerWeb/externalsiteframe.asp?ID=280028627&LD=2303&Type=1&SessionID=7
Title: H.B. 1661A
Source: http://janus.state.me.us/house/
| |
| MS | Signed into law 04/2008 | P-12 | Relates to low performing schools and school districts. Changes the designation of priority schools to schools at risk. Modifies and expands the definition of an at risk school. Commits the Legislature to the appropriation of adequate funds for the support of providing assistance to low-performing schools and districts. Directs the state board to adopt regulations that require districts that receive allocations of adequate education program at-risk funds to specifically target the expenditure of those funds to implement effective programs to serve at-risk students, and that provide the methods by which districts will be held accountable for the expenditure of at-risk funds.
http://billstatus.ls.state.ms.us/documents/2008/pdf/SB/2600-2699/SB2666SG.pdf
Title: S.B. 2666
Source: http://billstatus.ls.state.ms.us
| |
| WA | Signed into law 04/2008 | P-12 | Existing student learning plans (required for 8-12th grade students) must also include information on the student's results on the Washington assessment of student learning (WASL), if the student's score on the Washington language proficiency test II (for students in bilingual transitional programs), credit deficiencies, attendance rates for the previous two years, the progress made toward meeting state and local graduation requirements, remediation strategies and alternative education options available to students, alternative assessment options available to students, district programs, high school courses and career and technical education (CTE) options available to meet graduation requirements and available programs offered through skill centers or community and technical colleges.
The bill creates the extended learning opportunities program for eligible 11 and 12th grade students not on track to meet graduation requirements as well as 8th grade students not on track to meet the standard on the WASL. Under the program, districts must make available to 12th grade students who have failed to meet graduation requirements the option of continuing enrollment in the district, and may fund through basic education program funding. Instructional services provided under the program may be offered during the regular school day, evenings, on weekends or any other time deemed appropriate.
Subject to funding, the office of the superintendent of public instruction (OSPI) is directed to explore online curriculum support in languages other than English currently available. By December 2008, OSPI must report to the legislature recommendations for online support in other languages that would assist the state's English learners.
Grant recipients of the Lorraine Wojahn dyslexia pilot reading program are directed to report to OSPI on the lessons learned regarding effective assessment and intervention programs, best practices for professional development and strategies to build capacity and sustainability. By December 2008, the superintendent must aggregate and report the recommendations to the legislature.
The bill directs the professional educator standards board to convene a working group to develop recommendations for increasing teacher knowledge, skills and competencies to address the needs of English language learners (ELL). The group must identify gaps and weaknesses in current knowledge and skills standards for teacher preparation and competencies. The group must submit its report by December 2008 to the governor and the legislature.
In addition to funds allocated to districts through the learning assistance program based on family income factors, enhanced funds are to be made available to districts where more than 20% of students are eligible for and enrolled in the transitional bilingual instruction program. Enhanced funding is determined using the formula set forth in statute.
Title: S.B. 6673
Source: http://www.leg.wa.gov/legislature
| |
| ID | Signed into law 03/2008 | P-12 | Makes a technical correction to the Teen Early Intervention Pilot program; revises the definition of teens at risk in order to accommodate the range of grades and ages present in middle schools as well as alternative schools. Chapter 219
http://www3.idaho.gov/oasis/H0575.html
Title: H.B. 575
Source:
http://www3.idaho.gov
| |
| WA | Signed into law 03/2008 | P-12 | Bill expands the purposes of the community learning center program to include professional development and programmatic support from the office of the superintendent of public instruction (OSPI) to the community learning center programs.
http://apps.leg.wa.gov/documents/billdocs/2007-08/Pdf/Bills/Session%20Law%202008/6369.SL.pdf
Title: S.B. 6369
Source: http://www.leg.wa.gov/legislature
| |
| 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 |
| |
| 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 |
| |
| Technology |
| |
| Technology--Devices/Software/Hardware |
| |
| Technology--Funding Issues |
| |
| Technology--Internet Safety |
| |
| Technology--Teacher/Faculty Training |
| |
| Textbooks and Open Source |
| |
| Urban |
| |
| Urban--Governance |
| |
| Whole Child |
| |