 |
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 |
| |
| 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 |
| |
| CA | Vetoed 09/2008 | P-12 | Repeals a provision of the After School Education and Safety Program Act of 2002 that makes a continuous annual appropriation to the Department of Education for purposes of the Program. Authorizes the Legislature to amend any provision of the act by a statute passed by a majority vote of each house. Requires the Secretary of State to submit those provisions to the voters at the statewide general election.
http://www.assembly.ca.gov/acs/acsframeset2text.htm
Title: A.B. 1526
Source: http://www.assembly.ca.gov
| |
| CA | Signed into law 09/2008 | P-12 | Provides for the phase out of the Year-Round School Grant Program by reducing the grant amounts each fiscal year until a specified fiscal year. Prohibits the approval of new grants. Requires the funds for the grant program be augmented in the annual Budget Act in a specified amount and transferred to the Department of Education. Provides for the transfer of a specified amount of funds appropriated for the grant program to the Charter School Facility Grant Program to accomplish the reallocation of funding. Chapter 271. http://www.leginfo.ca.gov/pub/07-08/bill/sen/sb_0651-0700/sb_658_bill_20080924_chaptered.pdf
Title: S.B. 658
Source: http://www.assembly.ca.gov
| |
| IL | Signed into law 08/2008 | P-12 | Provides that if, during any school day, a school district closes one or more school buildings due to a condition beyond the control of the district prior to
providing any instruction, then that day may be counted as a full day of attendance for a maximum of two days based upon the average of the 3 prior school days of attendance immediately preceding the closure of the school building. http://www.ilga.gov/legislation/95/HB/PDF/09500HB4309lv.pdf
Title: H.B. 4309
Source: www.ilga.gov/legislation
| |
| CA | Vetoed 07/2008 | P-12 | Relates to the After School Education and Safety Program Act which requires that each component of a program established pursuant to the act include an educational enrichment element that may include fine arts, career technical education, recreation, physical fitness, and prevention activities. Authorizes a program to include visual and performing arts, instead of fine arts. Includes foreign languages in the educational enrichment component.
http://www.assembly.ca.gov/acs/acsframeset2text.htm
Title: A.B. 2843
Source: http://www.assembly.ca.gov
| |
| OK | Adopted 07/2008 | P-12 | Proposes rules to require all schools to complete the self-examination on their use of school time and to assess the amount of time spent on quality instructional time.
Title: OAC 210:15-8-3
Source: Lexis-Nexis/StateNet
| |
| KY | Adopted 06/2008 | P-12 | Establishes uniform procedures for approval of innovative alternative school calendars. http://www.lrc.ky.gov/kar/702/007/130reg.htm
Title: 702 KAR 7:130
Source: Lexis-Nexis/StateNet
| |
| WV | Adopted 06/2008 | P-12 | From the introduction to the adopted rules:
"Revisions were needed in Policy 2510 to allow local school districts greater flexibility in the implementation of the rigorous academic standards and high quality programs that characterize West Virginia's 21st century teaching and learning initiative. The intent of these proposed revisions is to place the focus on providing students with excellent learning opportunities that result in student mastery of West Virginia's high quality content standards and objectives (CSOs) rather than on a prescriptive compliance language that may discourage 21st century creativity and innovation. Thus, these revisions were designed to allow counties more
flexibility in the implementation of a rigorous curriculum that is tailored to the unique needs and constraints of each school without compromising the intent and spirit of the 21st teaching and learning initiative.
"Proposed revisions include removing restrictive language requiring 60 minutes of daily uninterrupted reading at grades 3-4, allowing counties/schools greater latitude in scheduling appropriate learning opportunities for students. The requirement for a 225 minute block for core courses for grades 5-8 was removed and replaced with language that requires a 180 minute block for core courses, again to allow greater local flexibility for scheduling learning opportunities for students. Proposed revisions also remove the grade 5-8 requirement for annual implementation of programs and/or separate courses in advisory, guidance and counseling, career exploration and technology. Policy language was revised to clarify the recommendation that all students in the professional pathway be enrolled in Algebra I in 8th grade. Policy language remains that requires a foreign language to be offered for students in grades 7 and 8, but removes prescriptive language that requires counties to use the 1A in grade 7 and 1 B in grade 8th scheduling option. At grades 9-12, language was revised to allow Life Science and Earth Science to satisfy the requirement for chemistry for 9th graders entering in 2008-09 and 2009-10, allowing more time for districts to secure chemistry teachers and lab facilities. Language requiring a college transition English course was removed and language was added to allow counties to determine options for students who need additional time to successfully complete Algebra I and to allow counties to grant up to two math credits for students' successful course completion. Language requiring a specific sequence for required social studies courses was added, and language was revised to allow state-approved Career Technical Education courses to satisfy the Arts requirement for graduation.
Major Revisions or Reasons for New Policy:
* Reading requirement for grades 3-4: Policy language was revised to allow local flexibility in the scheduling of a 90 minute uninterrupted reading block that may include reading and language arts instruction provided through whole group, small group and reading center activities.
* Reading requirement for grades 5-8: Policy language was revised to reduce the required time for core courses to 180 minutes giving responsibility for determining time allocations that provide adequate time for students to achieve mastery of the WV CSOs to the principal and a team of teachers.
* Algebra I in 8th grade: Policy language was changed from use of the word "expect" to the word "recommend" to clarify that the intent of current policy
is to recommend that all students in the professional pathway be enrolled in Algebra I in 8th grade.
* Required programs/courses in Advisory, Counseling, Career Exploration and Technology: Policy language requiring these programs to be implemented annually was replaced with language that requires these activities (advisory, career exploration and counseling) to be integrated into an organized advisory program that includes career guidance and counseling and allows local flexibility for scheduling these activities. The intent of the revised language is to allow local decision making for the scheduling of technology applications instruction throughout the grade 5-8 curriculum, rather than in a separate technology course.
* Required foreign language course in grades 7 and 8: Policy language requires districts to offer a foreign language course for students in grades 7 and 8 as described in current policy. Language that prescribes the specific method of scheduling this course was removed to allow more flexibility at the local level and to ensure the implementation of quality programs. Additionally, the revised policy language will also provide WVDE/counties/schools flexibility in addressing staffing and scheduling needs in order to support the development of articulated foreign language programs at the elementary level.
* Required course in chemistry: Policy language was revised to permit Life Science or Earth Science to satisfy the graduation requirement for chemistry/conceptual chemistry for 9th graders entering in 2008-09 and 2009-10, allowing more time for districts to secure chemistry teachers and lab facilities. (Students entering 9th grade in 2010-11 must have chemistry/conceptual chemistry to meet graduation requirements.)
* College transition English course: Policy language was revised to remove the college transition English course requirement with the expectation that instruction in the required English classes will address the needs of student who do not achieve the state assessment college readiness benchmark for English.
* Students who need additional time to complete Algebra I: While language in Policy 2510 is consistent with research indicating the best option for scheduling additional time for Algebra I CSO mastery is to do so within the same year, policy language permits the local-level identification of students who need additional time to master Algebra I content standards and objectives. The identification of students for this option must be a data-driven decision and counties may select from a number of scheduling options to assure that students master the Algebra I CSOs. Scheduling options such as "double blocking" Algebra I, Algebra Support and Algebra I, or other similar options may be determined at the local level, as long as the priority of the selected option is to provide students the best possible opportunity to succeed in mastery of the Algebra I CSOs. Counties selecting a scheduling option that places students who need extra time in two separate math courses may grant students up to two math credits toward graduation upon successful course completion. Counties that provide identified students additional time by enrolling them in two separate math courses may award up to two math credits toward graduation requirements upon students' successful completion of each
course. (A student who is identified as being in need of additional time to master Algebra I CSOs, and who has been determined by an IEP Team to be unable
even with extended learning opportunities and significant instructional modifications to meet state and county standard graduation requirements, may, in accordance with Policy 2510, Section 5.6.9.a., receive a modified diploma.)
* Social studies course sequence: Policy language was added to indicate a required sequence of social studies courses: World Studies to 1900; United
States Studies to 1900; Twentieth and Twenty-First Centuries Studies; Civics for the 21st Century. This sequence is required to assure maximum understanding of the material and alignment of content with state assessment.
* Additional courses to satisfy the Arts requirement: Policy language was added to permit students in Skilled Pathway concentrations that complete state approved career/technical courses that reflect creative and innovative arts content may substitute these courses for the arts credit required for graduation. Designation of these courses will be made by state-level administrators of career/technical and arts programs.
Text of new regulations: http://wvde.state.wv.us/policies/p2510_ne.pdf
Title: Title 126, Series 42
Source: www.lexis.com
| |
| 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
| |
| OK | Adopted 05/2008 | P-12 | Amends rules to clarify and limit the number of parent-teacher conference days that can be counted for attendance purposes as regular school days. OKLAHOMA 15273
Title: OAC 210:10-1-5
Source: Lexis-Nexis/StateNet
| |
| 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 |
| |