 |
State |
Status/Date |
Level |
Summary |
|
 | Accountability |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
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| Accountability--Sanctions/Interventions |
| |
| 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 |
| |
| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--Computer Based |
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| Assessment--End-of-Course |
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| 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 |
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| 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 |
| |
| LA | Signed into law 06/2008 | P-12 | Beginning with the 2008-2009 school year, requires the governing authority of an elementary or secondary school to provide every student an orientation during the first five days of the school year regarding school disciplinary rules and student conduct. Provides that such orientation must also clearly communicate to students the rights afforded to teachers. http://www.legis.state.la.us/billdata/streamdocument.asp?did=495912
Title: H.B. 754
Source: www.legis.state.la.us
| |
| GA | Signed into law 05/2008 | P-12 | Provides that falsifying, misrepresenting, omitting, or erroneously reporting reports of instances of inappropriate behavior by a teacher, administrator or other school employee toward a student must be addressed in the student code of conduct. Directs the Professional Standards Commission to establish a process for students to follow in reporting instances of such behavior. Provides for notice of the process in student handbooks and in employee handbooks or policies.
Provides that if through the state mandated process it is determined that a complaint against a teacher, administrator or other school employee is unsubstantiated, the local school system must, at the request of the aggrieved party, submit a written statement to that effect to all local print and television media outlets that published any articles or reported any news relating to such complaint against the teacher, administrator, or employee.
Directs the Professional Standards Commission to coordinate a training program on educator sexual misconduct, and requires every local superintendent to ensure that all certified staff receive such training.
Authorizes the staff of the Professional Standards Commission, without notification to the Professional Standards Commission, to immediately open an investigation submitted to the commission by a local school superintendent, with approval of the local board of education, of a complaint by a student against an educator alleging a sexual offense. Directs the Professional Standards Commission to have on staff a minimum of one investigator specifically trained in investigating educator sexual misconduct. Requires that the investigation of any complaint of sexual misconduct be completed in a maximum of 60 days.
Provides that if the Professional Standards Commission´s review of the investigative report results in a sanction against the educator, the educator must have the right to appeal the commission decision to a hearing before an administrative law judge within 90 days of the sanction.
http://www.legis.state.ga.us/legis/2007_08/pdf/hb1321.pdf
Title: H.B. 1321
Source: www.legis.state.ga.us
| |
| KY | Signed into law 04/2008 | P-12 | Requires any school or local board employee who knows or has cause to believe that a student has been the victim of a violation of any felony offense committed by another student on school premises, on school-sponsored transportation, or at a school-sponsored event to immediately cause an oral or written report to be made to the principal of the victim's school. Requires the principal to notify the parents when the student is involved in a reported incident. Specifies information the principal must file with the local school board and the local law enforcement agency or the Department of Kentucky State Police or the county attorney within 48 hours of the original report, and requires the agency receiving the report to investigate the matter referred to it. Provides immunity for reports made in good faith.
Requires districts to report and the statewide data collection system to include all incidents in which a student has been disciplined by the school for a serious incident, including the nature of the discipline, or charged criminally for specified offenses on school premises, on school-sponsored transportation or at school functions. Requires all data to be subject to the confidentiality provisions of the the state and federal Family Education Rights and Privacy Act (FERPA). Provides that parents must have the right to inspect or challenge personally identifiable student records as permitted under FERPA. Requires all data collected per these requirements on an individual student committing a reportable incident to be placed in the student's disciplinary record.
Requires the department of education to provide the office of education accountability and the education assessment and accountability review subcommittee with an annual statistical report of the number and types of incidents of: (1) Violence and assault against school employees and students; (2) Possession of guns or other deadly weapons on school property or at school functions; (3) Possession or use of alcohol, prescription drugs, or controlled substances on school property or at school functions; and (4) All incidents in which a student has been disciplined by the school for a serious incident, including the nature of the discipline, or charged criminally for specified violations on school grounds, on school-sponsored transportation, or at school functions. Requires that the report include all monthly data and cumulative data for each reporting year. Prohibits the report from containing information personally identifying any student.
Requires the department of education to distribute to all districts in every even-numbered year, beginning in 2008: (1) Statewide student discipline guidelines to ensure safe schools, including the definition of a serious incident for reporting purposes; (2) Recommendations designed to improve the learning environment and school climate, parental and community involvement in the schools, and student achievement; and (3) A model policy to implement reporting of student incidents, data collection, and harassment and intimidation provisions as required in this legislation. Requires each local board's code of acceptable student behavior and discipline to be updated at least every two years, with the first update being completed by November 30, 2008. Provides that each code must include:
1. Procedures for identifying, documenting, and reporting incidents of violations of the code and felony violations by any student against another student while on school premises, on school-sponsored transportation, or at a school-sponsored event
2. Procedures for investigating and responding to a complaint or a report of a violation of the code or of a felony incident on school grounds or at a school-sponsored event, including reporting incidents to the parents of the students involved
3. A strategy or method of protecting from retaliation a complainant or person reporting a violation of the code or a felony incident on school grounds or at a school-sponsored event
4. A process for informing students, parents, and school employees of the requirements of the code and enumerated other provisions, including training for school employees
5. Information regarding the consequences of violating the code specified reportable violations.
Provides that a student is guilty of harassment when the student, with intent to intimidate, harass, annoy or alarm another person, and while on school premises, on school-sponsored transportation, or at a school-sponsored event:
1. Damages or commits a theft of the property of another student
2. Substantially disrupts the operation of the school
3. Creates a hostile environment by means of any gestures, written communications, oral statements, or physical acts that a reasonable person under the circumstances should know would cause another student to suffer fear of physical harm, intimidation, humiliation or embarrassment.
Also provides that a student is guilty of "harassing communications" when, with intent to intimidate, harass, annoy, or alarm another person he or she communicates with or about another school student, anonymously or otherwise, by telephone, the Internet, telegraph, mail, or any other form of electronic or written communication in a manner which a reasonable person under the circumstances should know would cause the other student to suffer fear of physical harm, intimidation, humiliation or embarrassment, and which serves no purpose of legitimate communication.
http://www.lrc.ky.gov/record/08RS/HB91/bill.doc
Title: H.B. 91
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
| |
| 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 |
| |