 |
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 |
| |
| MI | Signed into law 12/2008 | P-12 | Provides that a financial literacy course is a permissible mathematics course under the state merit standard for high school graduation.
http://www.legislature.mi.gov/documents/2007-2008/publicact/pdf/2008-PA-0316.pdf
Title: S.B. 834
Source: http://www.legislature.mi.gov/
| |
| LA | Adopted 10/2008 | P-12 | Amends rules relating to high school graduation requirements. Aligns the graduation requirements with the new requirements approved for public school students and will align the nonpublic school requirements with the entrance requirements for colleges and universities. Adds a fourth math requirement for all nonpublic school students beginning with the freshmen class of 2009-2010.
http://doa.louisiana.gov/osr/lac/28v79/28v79.doc
Title: LAC 28:LXXIX.2109, .2313, .2323, .2329, .2331
Source: http://doa.louisiana.gov/osr/
| |
| LA | Adopted 10/2008 | P-12 | Amends rules to allow students who are repeating the eighth grade because they have scored Unsatisfactory on the Mathematics and/or English Language Arts components of LEAP to earn Carnegie credit in elective courses. Adds a list of Advanced Placement courses which can be taught in high schools to the Advanced Placement policy. Awards two units of elective credit toward high school graduation to individuals who have provided military service.
http://doa.louisiana.gov/osr/lac/28v115/28v115.doc
Title: LAC 28:CXV.2321, .2325
Source: http://doa.louisiana.gov/osr/
| |
| CA | Vetoed 09/2008 | P-12 | Amends existing law that prescribes the course of a study a pupil is required to complete while in grades 9 to 12, inclusive, to receive a diploma of graduation, including additional coursework required by a school district board. Requires a district to exempt a pupil in foster care from the additional requirements under certain conditions. Requires the district to notify the pupil if any waived requirements will affect admission to a postsecondary educational institution and transfer information.
http://www.assembly.ca.gov/acs/acsframeset2text.htm
Title: A.B. 2138
Source: http://www.assembly.ca.gov/acs/acsframeset2text.htm
| |
| CA | Vetoed 09/2008 | P-12 | Reenacts provisions of former law which required a school district or state special school to grant a high school diploma to a pupil with a disability who was scheduled to graduate from high school, did not pass high school exit examination, did not receive a high school exit examination waiver, and met other specified criteria. Provides for retroactive application of these provisions to pupils with disabilities who are scheduled to graduate in a specified school year.
Title: S.B. 1446
Source: Lexis-Nexis/StateNet
| |
| LA | Adopted 08/2008 | P-12 | Amend rules relating to the high school graduation requirements for mathematics. For incoming freshmen in 2008-2009 and beyond, the 24 units required for graduation shall include 16 required units and 8 elective units for the Louisiana Core Curriculum, or 21 required units and 3 elective units for the Louisiana Core 4 Curriculum. Effective for 2008-2009 incoming freshmen, four units of mathematics shall be required for graduations
In addition to completing a minimum of 23 Carnegie credits, students must pass the English language arts and mathematics components of the GEE and either the science or social studies portions of GEE to earn a standard high school diploma. For students with disabilities who have passed two of the three required components of the GEE and have exhausted all opportunities available through the end of the twelfth grade to pass the remaining required GEE component, that GEE component may be waived by the State Superintendent of Education if the Department of Education determines the student's disability significantly impacts his/her ability to pass the GEE component.
http://doa.louisiana.gov/osr/lac/28v115/28v115.doc
Title: LAC 28:CXV.2319, 2353
Source: http://doa.louisiana.gov
| |
| WA | Adopted 08/2008 | P-12 | Raises the required number of math credits for high school graduation to three. http://www.sbe.wa.gov/documents/OTS-1641.pdf
Title: WAC 180-51-060, 061, 066
Source: http://apps.leg.wa.gov
| |
| 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
| |
| IA | Signed into law 05/2008 | P-12 | Amends previous language to remove "voluntary model" from the establishment of core curriculum for grades 9-12, beginning with students graduating in the 2010-2011 class. Prohibits the state board from requiring specific textbooks. Requires core curriculum technical assistance and implementation strategies for districts and accredited nonpublic schools, including assistance with the development of formative and end-of-course assessments that teachers can use to measure student progress. Requires an annual report to the general assembly regarding activities, findings and student progress under the core curriculum. For the school year beginning July 1, 2008 and thereafter, district board plans must include a timeline for each student to successfully complete, prior to graduation, all components of the state-designated career information and decision-making system administered by the department in accordance with federal law (Perkins Act). Boards are required to adopt an implementation plan for the full implementation of the core curriculum established for kindergarten through grade 8 by the 2015-2015 school year. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?category=billinfo&service=billbook&GA=82&hbill=S
Title: S.F. 2216 - Core Curriculum
Source: http://coolice.legis.state.ia.us
| |
| NE | Signed into law 04/2008 | P-12 | At the request of 1 a parent or guardian, a school district is to issue a certificate of attendance to a student who receives special education services, who has reached seventeen years of age, and who has not completed his or her individualized education plan. Requires districts to allow a student who receives a certificate of attendance under this section to participate in the high school graduation ceremony of such high school with students receiving high school diplomas. A student may receive only one certificate of attendance and may participate in only one graduation ceremony based on such certificate. The receipt of a certificate of attendance does not affect a school district's obligation to continue to provide special education services to a student receiving such certificate. Does not preclude a student from receiving a high school diploma by meeting the school district's graduation requirements or in his or her individualized education plan or receiving a diploma of high school equivalency upon completing the requirements of such section. The school district may allow a student who has previously participated in a graduation ceremony based on a certificate of attendance to participate in an additional graduation ceremony when such student receives a high school diploma.
For school year 2008-09, any early childhood education program established by a school board or an educational service unit that is not receiving a grant or funding through the Tax Equity and Educational Opportunities Support Act may enroll children who meet the age requirements to be enrolled in kindergarten.
http://uniweb.legislature.ne.gov/FloorDocs/Current/PDF/Final/LB1153.pdf
Title: L.B. 1153
Source: http://uniweb.legislature.ne.gov
| |
| ME | To governor 03/2008 | P-12 | Amends standards for student assessment, basic school approval, the elementary, middle and secondary courses of study, the comprehensive program of study for the high school diploma, and the Department of Education diploma in order to more fully implement the State's system of learning results.
http://janus.state.me.us/legis/LawMakerWeb/externalsiteframe.asp?ID=280027886&LD=2174&Type=1&SessionID=7
Title: H.B. 1548
Source: http://janus.state.me.us/house/
| |
| UT | Signed into law 03/2008 | P-12
Postsec.
Community College | Establishes the Regents' Scholarship Program to award merit scholarships to students who complete a rigorous core course of study in high school. Provides that the scholarship includes a $1,000 base scholarship. Provides for a supplemental scholarship award, offering $100 for each year that the student was 14, 15, 16 or 17 years of age and at least $100 in contributions (excluding transfers, investment earnings, and interest) was deposited in a Utah Educational Savings Plan Trust account that designated the student as the beneficiary (for a maximum $400 supplemental scholarship award).
Awards an additional Exemplary Academic Achievement Scholarship to a student who qualifies for the Base Regents' Scholarship and who:
(1) Completes high school with a cumulative weighted grade point average of 3.5 or higher, as determined by state board policies
(2) completes a 22 unit core course of study as specified in legislation and state board rules with no core course grade below a "B"
(3) scores a minimum composite ACT score of 26, as determined by the board's policies, which may also include required college readiness benchmark scores in English, mathematics, reading and science.
Provides that the amount of the Exemplary Academic Achievement Scholarship equals 75% of tuition costs if used at an institution within the state system of higher education, or, if used at a postsecondary institution not in the state system, an amount equal to 75% of the student's tuition costs, not to exceed 75% of the average tuition costs at institutions in the state system of higher education. Provides that an Exemplary Academic Achievement Scholarship is valid for up to two years of full-time equivalent enrollment, or until the requirements of an associate's or bachelor's degree have been met, whichever is shorter. Provides circumstances under which an Exemplary Academic Achievement Scholarship may be canceled at any time.
Provides that a student who qualifies for the Exemplary Academic Achievement Scholarship also receives a Regents' Diploma Endorsement to be issued by the stae board, and that, if qualified for in time, the endorsement must be awarded to the student at high school commencement exercises.
Specifies that a New Century Scholarship must be used either at a higher education institution within the state system of higher education that offers baccalaureate programs or an accredited private, nonprofit college or university.
Makes appropriations for fiscal year 2008-2009 to the State Board of Regents to fund the Regents' Scholarship Program.
http://le.utah.gov/~2008/bills/sbillenr/sb0180.pdf
Title: S.B. 180
Source: le.utah.gov
| |
| UT | Signed into law 03/2008 | P-12 | Provides for honorary high school diplomas for certain veterans. Allows a board of education of a school district to award an honorary high school diploma to a veteran who left high school before graduating to serve in the U.S. armed forces and who served during World War II, the Korean War or the Vietnam War. Specifies the eligibility requirements and procedures for requesting a diploma. http://le.utah.gov/~2008/bills/hbillenr/hb0118.pdf
Title: H.B. 118
Source: le.utah.gov
| |
| UT | Signed into law 03/2008 | P-12 | Defines "financial and economic literacy passport" as a document that tracks mastery of financial and economic literacy concepts and completion of financial and economic activities in a number of specified areas. Directs the state board of education, in cooperation with interested private and non-profit entities, to:
(1) Develop a financial and economic literacy passport that students may elect to complete
(2) Develop methods of encouraging parent and educator involvement in completion of the financial and economic literacy passport
(3) Develop and implement appropriate recognition and incentives for students who complete the financial and economic literacy passport, including:
(A) a financial and economic literacy endorsement on the student's high school diploma
(B) a specific designation on the student's official transcript
(C) any incentives offered by community partners.
Also directs the state board to:
(1) More fully integrate existing and new financial and economic literacy education into K-12 instruction by:
(i) coordinating financial and economic literacy instruction with existing instruction in other core curriculum areas such as mathematics and social studies
(ii) using curriculum mapping
(iii) creating training materials and staff development programs that highlight areas of potential coordination between financial and economic literacy education and other core curriculum concepts, and that demonstrate specific examples of financial and economic literacy concepts as a way of teaching other core curriculum concepts
(iv) using appropriate financial and economic literacy assessments to improve financial and economic literacy education and, if necessary, developing assessments
(2) Work with interested private and non-profit entities to:
(i) coordinate school use of existing financial and economic literacy education resources
(ii) develop simple, clear, and consistent messaging to reinforce and link existing financial literacy resources
(iii) coordinate the efforts of school, work, private, non-profit and other financial education providers in implementing methods of appropriately communicating to teachers, students and parents key financial and economic literacy messages.
(3) Make rules to develop guidelines and methods for school districts and charter schools to more fully integrate financial and economic literacy education into other core curriculum courses.
Directs the state superintendent to annually report to the Education Interim Committee on the successes and areas of needed improvement in financial and economic literacy education.
Pages 15-17: http://le.utah.gov/~2008/bills/sbillenr/sb0002.pdf
Title: S.B. 2 - Section 10
Source: le.utah.gov
| |
| VA | Signed into law 03/2008 | P-12 | A technical diploma is required to meet or exceed the requirements of a standard diploma and must include a concentration in career and technical education, as established in Board regulations. This bill requires that a student who meets the requirement for the advanced studies diploma who also fulfills a concentration in career and technical education will receive an advanced technical diploma, or if he chooses, he can receive an advanced studies diploma.
http://leg1.state.va.us/cgi-bin/legp504.exe?081+ful+CHAP0351
Title: H.B. 97
Source: http://leg1.state.va.us
| |
| NM | Signed into law 02/2008 | P-12
Postsec.
Community College | Relates to public schools; changes the statewide college and workplace readiness assessments; allows the eleventh grade standards-based assessments to serve as the assessment required for graduation; provides that financial literacy shall be offered as an elective course; addresses graduation requirements, student graduation plans and exit exams.
http://www.sos.state.nm.us/2008/SBill460.pdf
Title: S.B. 460
Source: http://legis.state.nm.us/LCS/default.asp
| |
| AZ | Adopted 01/2008 | P-12 | Relates to the minimum course of study and competency requirements for the graduation of pupils from high school. Adds two credits to minimum number of required credits; adds .5 credit in economics; increases mathematics requirement from 2 to 3 credits; decreases electives from 8.5 to 7. ARIZONA 4337
http://www.azsos.gov/aar/2008/3/exempt.pdf
Title: AAC R7-2-302.01, R7-2-302.02, R7-2-302.03
Source: Arizona Administrative Journal
| |
| 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 |
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| Postsecondary Students--Minority |
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| Postsecondary Success--Completion--Completion Rates (Statistics) |
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| Postsecondary Success--Developmental/Remediation |
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| Postsecondary Success--Transfer/Articulation |
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| Private Schools |
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| Privatization |
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| Promotion/Retention |
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| Public Involvement |
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| Reading/Literacy |
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| Religion |
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| Religion--Scientific Creationism (Evolution) |
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| Rural |
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| Scheduling/School Calendar |
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| Scheduling/School Calendar--Day/Class Length |
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| Scheduling/School Calendar--Extended Day Programs |
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| Scheduling/School Calendar--Summer School |
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| Scheduling/School Calendar--Week |
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| Scheduling/School Calendar--Year |
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| School Safety |
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| School Safety--Bullying Prevention/Conflict Resolution |
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| School Safety--Code of Conduct |
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| School Safety--Corporal Punishment |
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| School Safety--Disaster/Emergency Preparedness |
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| School Safety--Expulsion/Suspension |
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| School Safety--No Child Left Behind--Safe Schools |
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| School Safety--Sexual Harassment and Assault |
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| School Safety--Special Education |
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| School/District Structure/Operations |
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| School/District Structure/Operations--District Consolidation/Deconsolidation |
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| School/District Structure/Operations--Facilities |
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| School/District Structure/Operations--Food Service |
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| School/District Structure/Operations--Libraries |
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| School/District Structure/Operations--Personnel (Non-Teaching) |
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| School/District Structure/Operations--Shared Services |
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| School/District Structure/Operations--Transportation |
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| Service-Learning |
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| Special Education |
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| Special Education--Federal Law/Regulations |
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| Special Education--Finance |
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| Special Education--Placement |
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| Special Education--Transition |
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| Special Populations--Corrections Education |
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| Special Populations--Foster Care |
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| Special Populations--Gifted and Talented |
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| Special Populations--Homeless Education |
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| Special Populations--Military |
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| Standards |
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| State Comparisons/Statistics |
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| State Longitudinal Data Systems |
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| State Policymaking |
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| State Policymaking--Ballot Questions |
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| State Policymaking--Task Forces/Commissions |
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| STEM |
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| Student Achievement |
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| Student Achievement--Closing the Achievement Gap |
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| Student Supports--Counseling/Guidance |
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| Student Supports--Mentoring/Tutoring |
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| Student Supports--Remediation |
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| Students |
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| Students--Athletics/Extracurricular Activities |
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| Students--Incentives |
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| Students--Mobility |
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| Students--Records/Rights |
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| Teaching Quality |
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| Teaching Quality--Certification and Licensure |
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| Teaching Quality--Certification and Licensure--Alternative |
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| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
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| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
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| Teaching Quality--Certification and Licensure--Special Education |
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| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
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| Teaching Quality--Certification and Licensure--Substitute Teachers |
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| Teaching Quality--Compensation and Diversified Pay |
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| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
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| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
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| Teaching Quality--Evaluation and Effectiveness |
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| Teaching Quality--Induction Programs and Mentoring |
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| Teaching Quality--Paraprofessionals |
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| Teaching Quality--Preparation |
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| Teaching Quality--Professional Development |
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| Teaching Quality--Recruitment and Retention |
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| Teaching Quality--Recruitment and Retention--At-Risk Schools |
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| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
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| Teaching Quality--Reduction in Force |
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| Teaching Quality--Teacher Rights |
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| Teaching Quality--Tenure or Continuing Contract |
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| Teaching Quality--Unions/Collective Bargaining |
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| Technology |
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| Technology--Devices/Software/Hardware |
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| Technology--Funding Issues |
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| Technology--Internet Safety |
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| Technology--Teacher/Faculty Training |
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| Textbooks and Open Source |
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| Urban |
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| Urban--Governance |
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| Whole Child |
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