 |
State |
Status/Date |
Level |
Summary |
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 | 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 |
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| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--High Stakes/Competency |
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| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
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| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
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| Attendance |
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| Attendance--Truancy |
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| Background Checks |
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| Bilingual/ESL |
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| Business Involvement |
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| Career/Technical Education |
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| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Charter Schools--Research |
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| Choice of Schools--Choice/Open Enrollment |
| |
| Choice of Schools--Innovation Schools |
| |
| Choice of Schools--Magnet or Specialized Schools |
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| Choice of Schools--Tax Credits |
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| Choice of Schools--Vouchers |
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| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Alignment |
| |
| Curriculum--Arts Education |
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| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
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| Curriculum--Foreign Language/Sign Language |
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| Curriculum--Health/Nutrition Education |
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| Curriculum--International Education |
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| Curriculum--Language Arts |
| |
| 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 |
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| Education Research |
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| 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 |
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| P-3 Kindergarten |
| |
| P-3 Kindergarten--Full Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
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| Parent/Family--Parent Rights |
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| Partnerships--University/School |
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| 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 |
| |
| UT | Adopted 11/2008 | P-12 | Repeals the School Professional Development Days Pilot Program because the pilot program was completed and not continued by the Legislature.
Title: R277-418
Source: Lexis-Nexis/StateNet
| |
| CA | Signed into law 09/2008 | P-12 | Authorizes a school district to use funds received pursuant to the professional development block grant to compensate new and existing mathematics, science and special education teachers in schools ranking in decile 1, 2, or 3 of the Academic Performance Index in a manner separate from the uniform allowance for years of training and years of service. Requires a school district to submit an annual report on the amount of funds used to compensate such teachers. Chapter No. 276
http://www.assembly.ca.gov/acs/acsframeset2text.htm
Title: S.B. 1660
Source: http://www.assembly.ca.gov
| |
| IL | Veto overridden: legislature has overridden governor's veto 09/2008 | P-12 | Beginning with the 2009-2010 school year, requires teachers' institutes to include instruction on prevalent student chronic health conditions. http://www.ilga.gov/legislation/95/SB/PDF/09500SB2685lv.pdf
Governor's amendatory veto message (adding section on food allergy guidelines to be developed by the state board of education and the department of public health): http://www.ilga.gov/legislation/fulltext.asp?DocName=09500SB2685gms&GA=95&SessionId=51&DocTypeId=SB&LegID=37144&DocNum=2685&GAID=9&Session=
Title: S.B. 2685
Source: www.ilga.gov/legislation
| |
| IL | Signed into law 08/2008 | P-12 | Repeals the Professional Development Block Grant. Amends requirements related to annual census for special education, such that census must include students age 3 to 21 (rather than birth to 21) receiving special education services. Eliminates requirement that state board of education annually report on "children of non English background" receiving special education services. Eliminates provision authorizing the state board to provide matching grants to districts to support technology-related investments. Eliminates provision directing the state board to adopt rules for the administration of the School Technology Program.
Authorizes student biometric information to be destroyed without notification to or the approval of a local records commission within 30 days after use of the information is discontinued due to student graduation, withdrawal, or a written request from the individual having legal custody of a student.
Establishes circumstances under which a district may levy a tax or issue bonds for facilities alteration or reconstruction. Adds provision requiring that summer session costs be reimbursed based on the actual expenditures for providing these services.
Deletes certain provisions related to clock hour requirements for teachers' continuing education units.
Authorizes school student records to be released, transferred or disclosed to the state board or another state government agency or among state government agencies to evaluate or audit federal and state programs or perform research and planning, but only to the extent that the release, transfer, disclosure, or dissemination is consistent with the federal FERPA (Family Educational Rights and Privacy Act).
Authorizes the Illinois Mathematics and Science Academy to develop additional campuses throughout the state, but specifies that any additional campus does not need to serve as a residential institution. Adds to the board of trustees of the Illinois Mathematics and Science Academy to include the superintendent of the district where each campus is located.
Abolishes the board of trustees of the Illinois Summer School for the Arts on the effective date of this legislation. Transfers to the state board of education all of the board of trustees' powers, duties, assets, liabilities, employees, contracts, property, records, pending business, and unexpended appropriations.
Repeals 105 ILCS 420, the Council on Vocational Education Act and 105 ILCS 423, the Occupational Skill Standards Act. Eliminates provision requiring the state board of education's annual report on vocational education to include recommendations on programs and policies to overcome sex bias and sex stereotyping in vocational education programming and an assessment of the state's progress in achieving such goals prepared by the state vocational education sex equity coordinator pursuant to the Federal Vocational Education Law.
Requires a school enrolling a student to make a copy of the student's certified birth certificate and return the original to the person enrolling the child. Provides that once a school has received a certified copy of the child's birth certificate, the school need not request another such certified copy with respect to that child for any
other year in which the child is enrolled in that school.
http://www.ilga.gov/legislation/95/SB/PDF/09500SB2482lv.pdf
Title: S.B. 2482
Source: www.ilga.gov/legislation
| |
| KY | Signed into law 04/2008 | P-12
Postsec. | Defines "Advanced science and mathematics" as Advanced Placement (AP) biology, calculus, chemistry, computer science, environmental science, and physics, and International Baccalaureate (IB) biology, chemistry, computer science, environmental systems, mathematical studies, further mathematics and physics.
Creates the science and mathematics advancement fund, to be administered by the department of education. Provides that funds may be used to provide:
1. Payment of student fees for AP and IB exams
2. Scholarships for high school students to take advanced science and mathematics courses through the Kentucky Virtual High School when those courses are not offered at the school in which they are enrolled
3. Two-year grants to high schools to support the start-up of advanced science and mathematics courses
4. Two-year renewable grants to middle schools to support accelerated student learning in science and mathematics
5. Grants to districts to develop and implement an energy technology engineering career track
6. Professional development opportunities, and payment of expenses and stipends for participation, for elementary school teachers to deepen their content knowledge and improve instructional practice in science and mathematics.
Directs the department to use funds from the science and mathematics advancement fund to establish the High School Advanced Science and Mathematics Course Start-up Program, the Middle School Mathematics and Science Scholars Program, and the District Energy Technology Career Track Program for schools.
Provides that the purpose of the High School Advanced Science and Mathematics Course Start-up Program is to provide two-year grants to high schools to initiate at least one advanced math and science course. Provides that funds may be used to cover the costs of additional training for an advanced science and mathematics teacher and the purchase of classroom supplies, textbooks, laboratory equipment, and other instructional materials. Provides that schools receiving a grant must provide assurances that teachers of AP or IB courses supported by the grant participate in College Board-endorsed AP summer training institutes or International Baccalaureate-sponsored IB summer workshops, as available, and that all students taking AP and IB courses supported by the grant take the related AP or IB exam.
Provides that the purpose of the Middle School Mathematics and Science Scholars Program is to provide two-year renewable grants to middle schools to support intensive, accelerated student learning in mathematics and the sciences, through activities including to programs during the school day, after-school programs, Saturday programs, or multiweek summer sessions. Provides that the grant application must ensure that teachers participating in the grant have the skills to provide intensive, accelerated student learning in mathematics or the sciences and that they will receive ongoing, relevant professional development. Requires a middle school receiving a grant to collaborate with feeder elementary and high schools to share information on grant activities; strengthen alignment of curricula, content-knowledge expectations, and instructional practice between schools; and provide relevant professional development opportunities. Requires the accelerated learning program to include strategies to improve the math and science academic skills for all students for whom significant academic achievement gaps have been identified and to attract them into higher level mathematics and science courses. Requires that specific activities to recruit and enroll students from all racial and income groups in the school be conducted. Requires each grant applicant to provide assurances that the necessary resources will be allocated to help students in all subpopulations academically succeed in the accelerated learning program and to meet the enrollment goal that the number of students representing each racial and income group enrolled in the program not be less than or limited to the percentage of each group in the total school population. Provides that funds from the teachers' professional growth fund may provide moneys to teachers for professional development for teachers participating in grants awarded by the Middle School Mathematics and Science Scholars Program. Directs the Center for Middle School Academic Achievement to assist grant recipients of the Middle School Mathematics and Science Scholars Program with professional development for participating teachers. Requires the Center for Mathematics to advise the department and the state board on the establishment and implementation of the Middle School Mathematics and Science Scholars Program.
Provides that the purpose of the District Energy Technology Career Track Program is to provide grants to school districts to develop and implement an energy technology engineering career track across middle and high schools within the district as described in KRS 158.808.
Requires the state board to establish long-term and annual goals for increasing:
(a) The number of high schools providing rigorous curricula and making available accelerated classes and college credit for students
(b) The number and percentage of students enrolled in and completing AP and IB courses by content area
(c) The number and percentage of students taking the AP and IB exams in advanced science and math
(d) The number and percentage of students receiving a score of 3 or better on AP exams or 5 or better on IB exams in advanced science and math
(e) The number and percentage of free/reduced lunch students receiving a score of 3 or better on AP exams or 5 or better on IB exams
(f) The number of teachers successfully completing a College Board-endorsed AP or IB summer training institute
(g) The number of teachers with the knowledge and training needed to prepare students for high achievement on AP and IB exams in advanced science and math
(h) Other criteria determined by the board.
Requires the department of education to develop a program evaluation framework on the use of the science and mathematics advancement fund for the purposes set forth in statute. Requires the program evaluation framework to address the use of funds, the number of grants and awards, student achievement outcomes, and trends over time on the indicators established to measure progress against the statewide goals. Beginning in 2008, requires the department to submit an annual report to the state board and the interim joint committee on education.
By July 1, 2009, requires the department, in cooperation with teacher education institutions, to develop a training program for certified personnel to become on-line coaches to provide effective support to students enrolled in Kentucky Virtual High School courses. By July 1, 2010, requires at least one employee in each middle and high school to have successfully completed the on-line coaches training, with the cost of acquiring the training borne by the local district.
Directs the council on postsecondary education to create a STEM Initiative Task Force to provide leadership and strategic direction on a comprehensive, statewide STEM initiative to improve Kentucky's position for success in the knowledge-based economy by expanding and strengthening educational and economic development opportunities in science, technology, engineering, and mathematics. Provides the task force must be composed of representatives from the executive and legislative branches of government, K-12 and postsecondary education, professionals within the STEM disciplines, and the business community. Authorizes the task force to create a public or nonprofit corporation or contract with an existing nonprofit corporation to facilitate the public-private collaboration in the development and implementation of the STEM Initiative. Directs the task force to explore the critical relationship between STEM degree production and the state's knowledge-based economy and make recommendations to accelerate Kentucky's performance in the STEM disciplines.
Requires the task force to develop a comprehensive, statewide strategic plan and a business plan to improve STEM performance in government, business, and K-12 and postsecondary education. Requires that the strategic plan include:
(a) Energizing a statewide public awareness campaign to help Kentuckians understand the critical importance of STEM to their own economic competitiveness and that of the Commonwealth
(b) Creating incentives and a supportive environment for students, teachers, and institutions that pursue, succeed, and excel in the STEM disciplines throughout the P-20 educational pipeline
(c) Implementing international best practices in professional development programs for P-16 STEM teachers to increase the intensity, duration, and rigor of professional development
(d) Improving teacher preparation programs and encouraging people with undergraduate and graduate degrees in the STEM disciplines to enter the teaching profession
(e) Revolutionizing how STEM subjects are taught, learned, and assessed and implementing a statewide, research-based STEM curriculum that is aligned with global workforce and academic standards
(f) Engaging business, industry, and civic leaders to improve STEM education and skills in the Commonwealth and creating incentives for Kentucky businesses that employ and invest in STEM-educated students
(g) Developing an ongoing, coordinated, statewide STEM initiative that maximizes the impact of resources among government agencies, schools, colleges and universities, and businesses, and which is focused on developing and attracting STEM-related jobs in Kentucky
(h) Targeting energy sustainability problems and opportunities in Kentucky and the nation as a primary objective of statewide STEM enhancements
(i) Developing STEM mentoring programs that partner students in grades 5-12, their teachers, or both, with engineers, business professionals, college or university professors, university students, or others with expertise in the STEM disciplines to link academic coursework with the real world, underscoring the importance of rigorous academic preparation and encouraging pursuit of careers in the STEM disciplines
(j) Creating recognition awards and activities and financial support for individuals, businesses, or organizations that exhibit excellence in mentoring within the STEM disciplines.
Directs the STEM Task Force to develop a business plan aligned with the strategic plan which includes measurable benchmarks for progress in achieving the goals within the strategic plan for 1-, 3-, and 5-year time periods. Requires the initial business plan to be presented to the interim joint committees on appropriations and revenue and education by December 30, 2008. Requires the task force to review and revise the business plan as needed in subsequent years to further the purposes of the STEM Initiative. Establishes the Kentucky STEM Initiative fund to support the work of the STEM Initiative Task Force. Provides the department of education and the council on postsecondary education may expend available funds from other sources on the STEM Initiative.
Directs the state board to promulgate regulations on courses of study or educational experiences available to students in all middle and high schools to fulfill the prerequisites for courses in advanced science and mathematics. Specifies that every school must offer an AP, IB or dual enrollment course in both math and science. Provides that if funds are available, the department must provide an ACT preparation program to all public high school juniors. Requires each school report card to parents and the public to indicate for AP and IB, the courses offered, the number of students enrolled, completing, and taking the examination for each course, and the percentage of test-takers receiving a score of 3 or better on AP exams or a score of 5 or better on IB examinations. Requires the data to be disaggregated by gender, race, students with disabilities, and economic status, and to be included in the report card beginning with the 2009-2010 school year.
Requires the department to make available to middle and high schools information on the prerequisite content necessary for success in secondary courses, AP courses, and IB courses. Requires the department to provide sample syllabi, instructional resources and instructional supports for teachers that will assist in preparing students for more rigorous coursework. Provides instructional supports must include professional development for assisting students enrolled in the Kentucky Virtual High School or other virtual learning settings.
Provides that all students willing to accept the challenge of a rigorous academic curriculum must be admitted to AP courses, including AP courses offered through the Kentucky Virtual High School, IB courses, dual enrollment courses, and dual credit courses, if they have successfully completed the prerequisite coursework or have otherwise demonstrated mastery of the prerequisite content knowledge and skills as determined by measurable standards. Provides that if a school does not offer an AP course in a particular subject area, the school must permit a qualified student to enroll in the AP course offered by the Kentucky Virtual High School and receive credit toward graduation. Provides that effective with the 2008-2009 school year, students enrolled in AP or IB courses in the public schools must have the cost of the examinations paid by the department.
Includes participation in the Gatton Academy of Mathematics and Science in Kentucky at Western Kentucky University as a dual credit option, and specifies that students who attended the academy are eligible for a Kentucky educational excellence scholarship (KEES) award. Authorizes the Gatton Academy of Mathematics and Science in Kentucky to award a diploma to any student who completes his or her high school program at the academy. Provides that if the academy issues a diploma, the board of regents of the university must provide to the commissioner of education a letter of assurance that the program of study completed by its students, in combination with previously earned secondary credits, meets the minimum high school graduation requirements established by the state board. Authorizes a local district to award a joint diploma with the Gatton Academy of Mathematics and Science in Kentucky to any student who was enrolled in a district high school and completed his or her high school program at the academy. Requires the academy and the home school district to ensure that student transcripts from each institution accurately reflect the dual credit coursework.
Beginning with the 2008-2009 academic year, requires the higher education assistance authority to commit to provide a supplemental KEES award for achievement on AP and IB exams to an eligible high school student whose family was eligible for free or reduced-price lunch for any year during high school enrollment. Awards range between $200-$300 for AP exam scores between 3 and 5 and IB exam scores between 5 and 7. Requires every high school and the Gatton Academy of Mathematics and Science in Kentucky to submit to the higher education assistance authority each student's family eligibility status f | |
| KY | Signed into law 04/2008 | P-12 | Creates a certification incentive fund to provide grants for eligible recipients to conduct summer institutes. Specifies that the priority for the institutes in the 2008-2009 through 2011-2012 school years is the certification of teachers in high school mathematics, chemistry, integrated science, and physics, and middle school mathematics and earth science under option 7 of the alternative certification program, certification of a person in a field other than education to teach in elementary, middle or secondary programs. Provides that grant recipients may be nonprofit organizations, institutions, and agencies, including postsecondary education institutions, school districts, education cooperatives, and consortia of school districts. Requires the education professional standards board to determine priority for specific institutes at the end of the 2011-2012 school year.
Requires each individual completing a summer institute to have additional hours of formal instruction or assistance during the first year of teaching to reach the minimum number of clock hours. Provides that an alternative teacher certification candidate participating in the institute must not be required to participate in the teacher internship program until the second year of teaching. Requires the candidate to be assigned a teacher mentor by the grant recipient the first year of teaching, with payment of the teacher mentor coming from the summer institute grant.
Provides forgiveable loans to individuals accepted into an institute. Provides the loan will be forgiven if the participant teaches in a Kentucky public or certified nonpublic school for one year within the three years following the awarding of the loan. Also provides a stipend, equal to the loan award amount, for each individual who completes a summer institute. Provides that grant recipients and school districts may offer financial incentives to potential participants and individuals who complete an institute from fund sources other than the grant funds.
Provides that teachers' professional growth fund may be used to provide teachers with professional development that may lead to additional certification endorsements or renewal of certification. Adds that the professional development programs for which teachers may receive support from the fund must provide teacher participants with the opportunity to obtain certificate endorsements or extensions in critical shortage areas, with priority given to math and science through 2016, and in core content areas to their existing certifications through the TC-HQ process, established by the education professional standards board to meet the requirements of the No Child Left Behind Act. Specifies that beginning June 1, 2010, through the 2015-2016 school year, priority for the use of funds from the teachers' professional growth fund must be for the purpose of increasing the number of certified math and science teachers. http://www.lrc.ky.gov/record/08RS/SB64/bill.doc
Title: S.B. 64
Source: www.lrc.ky.gov
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| MS | Signed into law 04/2008 | P-12 | Requires the Department of Education to conduct a study on the need for and the potential benefits of establishing a career ladder opportunity program for assistant teachers employed in the public schools.
http://billstatus.ls.state.ms.us/documents/2008/pdf/HB/0900-0999/HB0902SG.pdf
Title: H.B. 902
Source: http://billstatus.ls.state.ms.us
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| WA | Signed into law 03/2008 | P-12 | Requires the Office of the Superintendent of Public Instruction to develop and offer classified instructional assistants professional development during Summer Institute sessions. The professional development must be designed to help them maximize their effectiveness in improving student achievement.
http://apps.leg.wa.gov/documents/billdocs/2007-08/Pdf/Bills/Session%20Law%202008/2870-S2.SL.pdf
Title: H.B. 2870
Source: www.leg.wa.gov
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| WY | Signed into law 03/2008 | P-12 | The bill amends the payback requirements for educational development scholarships given to assist the owners or staff of child caring facilities to attain certificates or degrees in early childhood development or a related field.
Title: H.B. 102
Source: legisweb.state.wy.us
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| IA | Adopted 02/2008 | P-12 | Implements changes made to the Student Achievement and Teacher Quality program and the Beginning Administration Mentoring and Induction program. Adds standards and criteria by which AEA staff who meet the definition of teacher should be evaluated. Adds a new division of rules with specific standards applicable to administrators and administrator quality programs, including mentoring and induction for administrators, standards and criteria by which to evaluate administrators, and professional development of administrators. With respect to a beginning administrator, "comprehensive evaluation" means a summative evaluation of a beginning administrator conducted by an evaluator in accordance with Iowa Code section 284A.3 for purposes of determining a beginning administrator's level of competency for recommendation for licensure based on the Iowa standards for school administrators adopted pursuant to 2007 Iowa Acts, chapter 108, section 2.An administrator mentor must have a record of four years of successful administrative experience and must demonstrate professional commitment to both the improvement of teaching and learning and the development of beginning administrators.
http://www.iowa.gov/educate/component/option,com_docman/task,doc_download/gid,4673/
Title: IAC 281-12.7(256,284,284A), 12.7(1), 12.7(2), 72.9(1), 281-Chapter83, 281-83.1(284,284A), 281- 83.2(284,248A), 281-83.3(284), 83.3(1) through,83.3(4), 281-83.4(284),
Source: http://www.iowa.gov
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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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