 |
State |
Status/Date |
Level |
Summary |
|
 | Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
| |
| Accountability--Rewards |
| |
| 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--College Entrance Exams |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--NAEP (NAEP Results and NAEP Organization) |
| |
| Assessment--Performance Based/Portfolio |
| |
| Assessment--Value Added |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Compulsory |
| |
| Attendance--Statutory Ages (Upper and Lower) |
| |
| Attendance--Truancy |
| |
| Background Checks |
| |
| Bilingual/ESL |
| |
| Business Involvement |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Cheating |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Charter Districts |
| |
| Choice of Schools--Charter Schools--Closings |
| |
| Choice of Schools--Charter Schools--Cyber Charters |
| |
| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Charter Schools--Research |
| |
| Choice of Schools--Choice/Open Enrollment |
| |
| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Vouchers |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Core Curriculum |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--Home Economics |
| |
| Curriculum--International Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Demographics--Condition of Children/Adults |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Education Research |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Litigation |
| |
| 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 |
| |
| MT | Adopted 11/2009 | P-12
Postsec.
Community College | Establishes new rules regarding Class 8 dual credit-only postsecondary faculty license endorsements.
Title: ARM 10.57.102, .201, .204, .215, .301, .413, .420, .425, .426, .437,.438
Source: Lexis-Nexis/StateNet
| |
| RI | Signed into law 11/2009 | Postsec.
Community College | Authorizes the Bachelors Degree in Three program, a new educational initiative designed to expedite the process so that students can earn a bachelor's degree at a state college or university within 3 years; requires the establishment of a credit transfer policy at the University of Rhode Island, Rhode Island College and the Community College of Rhode Island to ensure greater opportunities; requires the identification of potential related costs, including costs to students, and to school districts. http://www.rilin.state.ri.us/billtext09/housetext09/h5286.pdf
Title: H.B. 5286
Source: http://www.rilin.state.ri.us
| |
| IA | Adopted10 10/2009 | P-12 | Rescinds Chapter 22, "Postsecondary Enrollment Options," and adopts a new Chapter 22, "Senior Year Plus Program." The senior year plus program provides Iowa high school students access to advanced placement courses and a variety of means by which to concurrently access secondary and postsecondary credit. Requires districts to meet the following requirements, but allows them to do so through direct instruction, collaboration with another school district, or use of the Iowa online advanced placement academy. Requires districts to provide descriptions of advanced placement courses; to ensure that advanced placement course teachers are appropriately licensed and meet the
minimum certification requirements of the national organization that administers the advanced placement program; establish prerequisite coursework for each advanced placement course offered and describe the prerequisites in the course registration handbook, which must be provided to every junior high school or middle school student prior to the development of a core curriculum plan; make advanced placement coursework available to a dually enrolled student under competent private instruction if the student meets the same criteria as a regularly enrolled student of the district.
http://www.legis.state.ia.us/aspx/ACODocs/ruleList.aspx?pubDate=10-21-2009&agency=281&chapter=22
http://www.legis.state.ia.us/aspx/ACODocs/DOCS/10-21-2009.281.22.pdf
Title: IAC 281-22.1(261E) thru 281-22.29(216E)
Source: http://www.legis.state.ia.us
| |
| IL | Signed into law 08/2009 | P-12
Postsec. | Creates the Dual Credit Quality Act. Requires the Illinois Community College Board and the Board of Higher Education to develop policies to permit multiple measures using differentiated assessment for granting eligibility for dual credit to students. Authorizes institutions to adopt policies to protect the academic standing of students who are not successful in dual credit courses, including options for late withdrawal from a course and/or taking the course on a pass-fail basis. Requires instructors teaching credit-bearing courses for dual credit to meet same academic requirements as faculty teaching on campus. Requires those teaching CTE courses to possess the credentials and demonstrated teaching competencies appropriate to the field of instruction. Establishes provisions requiring content of dual credit courses to be identical to that of traditional college courses.
Directs the Illinois Community College Board and Board of Higher Education to implement a review process and criteria for evaluating the quality of dual credit courses provided by colleges/institutions under their respective purviews. Requires institutions to annually report specified data on dual enrollment instructors/participation to the Illinois Community College Board or the Board of Higher Education. Directs the state board, the Illinois Community College Board and Board of Higher Education to include information on dual credit participation and performance in a statewide longitudinal data system. Requires the data system to track dual credit students and courses on student records. Requires analysis of data on student success in dual credit courses and performance in postsecondary education to be incorporated into the evaluation of dual credit programs in both high school and college. http://www.ilga.gov/legislation/96/HB/PDF/09600HB1079lv.pdf
Title: H.B. 1079
Source: www.ilga.gov/legislation
| |
| IL | Signed into law 08/2009 | P-12
Postsec. | Removes a provision that prohibits a student from being admitted to instruction in any of the departments of the university who has not attained the age of 15 years and who has not previously undergone a satisfactory examination in each of the branches ordinarily taught in the common schools of the state. http://www.ilga.gov/legislation/96/SB/PDF/09600SB0263lv.pdf
Title: S.B. 263
Source: Lexis-Nexis/StateNet
| |
| ND | Signed into law 08/2009 | P-12
Postsec. | Adds students enrolled in grade ten as eligible for enrollment in a postsecondary options program.
http://www.legis.nd.gov/assembly/61-2009/bill-text/JBEH0200.pdf
Title: H.B. 1273
Source: http://www.legis.nd.gov
| |
| OH | Signed into law 07/2009 | P-12
Postsec. | Partially from the DOE summary of H.B. 1: Adjusts payments to community schools and STEM schools as well as other payments/transfers:
--Sets the formula amount for community schools and STEM schools at $5,718 in FY 2010 and $5,703 in FY 2011, except for computing deductions and payments for special education and vocational education.
--For special education and vocational education, specifies that deductions and payments be computed by multiplying the respective fiscal year 2009 weight times $5,732.
--Sets the formula amount at $5,732 for both fiscal years for open enrollment and postsecondary enrollment options (dual enrollment) students.
--Authorizes the state superintendent and the chancellor of the board of regents jointly to adopt rules allowing school districts, community schools, STEM schools, and nonpublic schools to enter into alternative funding agreements to use an alternate funding formula to calculate or alternate method to transmit payments to colleges and universities for high school students taking college courses through postsecondary enrollment options (PSEO), including Seniors to Sophomores.
--Amends Section 3365.04, 3365.041, 3365.07, 3365.08 and 3365.10 to allow for alternate funding agreements to cover the costs of participation in PSEO programs.
Pages 1252-1253, 1503-1510 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
DOE summary of H.B. 1: http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Title: H.B. 1 - Section 3314.088, 3365.04, 3365.041, 3365.07, 3365.08, 3365.10 and 3365.12
Source: www.ode.state.oh.us
| |
| TX | Signed into law 06/2009 | P-12
Community College | Authorizes junior colleges (two-year institutions) to enter into agreements with school districts to offer courses for joint high school and college credit, regardless of whether the high school is in the service area of the junior college district. Specifies that a junior college may enter into an agreement with a high school in another junior college district's service area only if the other junior college district is unable to provide the requested course. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB02480F.pdf
Title: H.B. 2480
Source: Lexis-Nexis/StateNet
| |
| TX | Signed into law 06/2009 | P-12
Postsec.
Community College | Establishes the Jobs and Education for Texans (JET) grant program and fund to award grants to public junior colleges and public technical institutes, and to eligible nonprofit organizations to:
(1) Develop or support nonprofit organizations' programs that prepare low-income students for careers in high-demand occupations. Eligible programs must help students prepare for, apply to and enroll in a public junior college/technical institute, provide matching funds, and demonstrate that they have achieved or will achieve above average developmental course completion rates, persistence rates, and 3-year degree or certificate completion rates among participating students.
(2) Defray the start-up costs of new career and technical education programs in high-demand occupations
(3) Provide scholarships for students who demonstrate financial need and who are enrolled in training programs for high-demand occupations.
In awarding grants to public junior colleges and public technical institutes for the development of new career and technical education courses or programs, provides the comptroller may consider whether the course or program offers new or expanded dual credit career and technical educational opportunities in public high schools.
Directs the comptroller to conduct a study of the feasibility of basing part of all public postsecondary technical training program funding on the program's economic benefit to the state, and of estimating the additional tax revenue from employers generated by the ability of public junior colleges/technical institutes/state colleges to prepare students for employment fields for which there is employer demand. Requires the comptroller to report to the lieutenant governor and speaker of the house by January 2011 for legislative action based on the results of the study.
Defines "green jobs" as jobs in the field of renewable energy or energy efficiency. Establishes the Green Job Skills Development Fund and Training Program to support the implementation and expansion of green job skills training programs. Specifies that an eligible training program must be hosted by a regional partnership designed to implement training programs that lead trainees to economic self-sufficiency and career pathways. Requires regional partnerships to include at a minimum a postsecondary institution; chamber of commerce, local workforce agency, local employer, or other public or private participating entity; economic development authority; and community or faith-based nonprofit organization that works with one or more targeted populations.
Specifies criteria that eligible green job skills training programs must meet. Requires programs receiving grants to target specified groups of individuals for training, including low-income workers, unemployed youth and adults, individuals who did not complete high school, or other underserved sectors of the workforce in high poverty areas. Provides that a training program may use grant funds for support services, including basic skills, literacy, GED, English as a second language, and job readiness training, career guidance, and referral services. Establishes grant application procedures. Specifies training programs the comptroller must give preference to, and requires 20% of funds to be reserved for job skill training programs that serve the unemployed and those with incomes at or below 200% of the poverty level. Establishes grantee reporting requirements, and requires the comptroller to report biennially on submitted information to the governor, lieutenant governor and speaker of the house. Directs the comptroller to adopt standards for a green job skills training program awarded a grant.
H.B. 1935: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB01935F.pdf
H.B. 3 (pages 169-174): http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 1935 and H.B. 3, Section 64
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12 | Specifies that a district is not required to pay a student's tuition or other costs to participate in the college credit program as established in section 28.009. This provision expires September 1, 2011. Page 12 of 108: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Section 15
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12
Postsec. | Section 35: Directs the commissioner to establish rules regarding procedures for verifying that teachers of electronic courses through the state virtual school network successfully completed the required professional development before teaching the course. Requires the commissioner to establish by rule qualifications
and professional development requirements applicable to college instructors providing dual credit courses for high school and college credit through
the state virtual school network.
Section 36: Authorizes districts or open-enrollment charter schools to offer professional development courses to teachers seeking authorization to teach electronic courses through the state virtual school network. Requires the state education agency to review each district or charter school's professional development course to ensure it meets state-set quality standards before the course may be offered.
Section 37: Specifies that for a full-time grade 3-8 course offered through the state virtual school network, the district or charter school is eligibile for federal, state and local funding for that student at a level equal to the funding the district or school would otherwise receive for the student. Provides the student's average daily attendance may be calculated based on hours of contact with the student, student's completion of a course, or a method approved by the commissioner.
Section 38: Authorizes a district or charter school to charge a fee to a student who enrolls in a state virtual school network course during the summer. Authorizes a district or charter school that is not providing the course to charge a nominal fee to a student who enrolls in a state virtual school network course that exceeds the course load normally taken by students in the equivalent grade level.
NOTE: This bill also repeals Section 29.909, "Electronic Courses."
Pages 24-28 of 108: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Sections 35-38
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12
Postsec. | Authorizes a school district and an institution of higher education located wholly or partially in the county in which the district is located to contract for the district to pay a portion of the costs of designing or building an instructional facility or stadium or other athletic facilities owned by or under the control of the institution of higher education. Provides for such a partnership only if both parties enter into a written agreement authorizing the district to use the facility.
Authorizes one or more districts to enter into an agreement with an institution of higher education for the district(s) to pay a portion of the costs of the design, improvement or construction of an instructional facility owned by or under the control of the institution of higher education. Provides for such a partnership only if both parties enter into a written agreement authorizing the district to use that facility, including authorizing the enrollment of district students in courses offered
at that facility. Pages 72-73 of 108: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Section 74
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12 | Directs the commissioner of education, in collaboration with the commissioner of higher education, to conduct a study of dual credit programs and courses. Provides the study must focus on the costs to the state, school district, community college and student. Requires the commissioner, based on the results of the study, to make recommendations to the 82nd Legislature (to convene in 2011) on how to provide all students with the opportunity to earn 12 semester credit hours of college credit before graduating from high school, how to ensure efficient use of state resources regarding dual credit programs and courses, and how to promote the ability of students to access quality dual credit courses. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Section 91
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12 | Directs the state education agency, in developing state assessments for math, reading, writing, social studies and science for grades 3-8, to allow student scores to provide reliable information relating to a student's satisfactory performance for each performance standard under Section 39.0241, and an appropriate range of performances to serve as a valid indication of growth in student achievement. Amends language in 39.023(b) regarding the assessment of students with disabilities. Eliminates provision allowing a student with disabilities to be exempted from an end-of-course assessment. Excludes assessments that students may retake (i.e., an end-of-course assessment) from those whose questions and answer keys are released to the public every third year. Makes grade 5 final grade in which limited-English proficient students may take statewide assessments in reading, writing, math and science in Spanish (previous provision extended such assessments to students in grade 6.)
Directs the commissioner of education and commissioner of higher education to study the feasibility of allowing students to satisfy end-of-course requirements by successfully completing a dual credit course through an institution of higher education. Requires the commissioner of education and commissioner of higher education to make recommendations based on the study to the legislature by December 2010.
By September 1 of each year, requires the state education agency Web site to report the following information for state assessments in grades 3-8 and end-of-course assessments:
(1) The number of questions on the assessment
(2) The number of questions that must be answered correctly to achieve satisfactory performance
(3) The number of questions that must be answered correctly to achieve satisfactory performance under the college readiness performance standard
(4) The corresponding scale scores.
Previous law required questions indicating college readiness in end-of-course assessments to be administered in a separate section of the assessment. New enactment bars these items from being included in a separate section of the assessment.
Provides the commissioner may not require a school district or charter school to administer an assessment instrument by computer.
Pages 45-50 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 50 through 52
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12 | Section 61: Provides that a student who has completed a recommended or advanced high school program and demonstrated the performance standard for college readiness on the Algebra II and English III end-of-course assessments is exempt from the placement testing requirement upon entering an institution of higher education.
Section 63: Permits the commissioner of education and the commissioner of higher education, in consultation with the comptroller and the Texas Workforce Commission, to award a grant of up to $1 million to an institution of higher education to develop advanced math and science courses to prepare students for employment in a high-demand occupation, as jointly defined by the commissioner of higher education, the
commissioner of education, the comptroller, and the Texas Workforce Commission. Requires an institution of higher education to work with at least one school district and a business entity in developing a course. Requires any course developed to:
(1) Provide content enabling a student to develop the skills needed for employment or additional training in a high-demand occupation
(2) Incorporate college and career readiness skills into the curriculum
(3) Be offered for dual credit, and
(4) Satisfy a math or science requirement under the recommended or advanced high school program.
Requires an institution of higher education to revise the curriculum for such a course to accommodate changes in industry standards for the high-demand occupation. Requires the establishment of application criteria, which must give priority to courses that:
(1) Will prepare students for high-demand, high-wage and high-skill occupations and further postsecondary study
(2) May be transferred as college credit to multiple institutions of higher education, and
(3) Are developed as part of a sequence of courses that includes statewide availability of the instructional materials and training for the courses at a nominal cost to public educational institutions.
Identifies permissible uses of funds by postsecondary institutions. Requires courses developed through the grant to be reviewed once every four years to determine whether the course:
(1) Is being used by public educational institutions
(2) Prepares high school students with the skills necessary for employment in the high-demand occupation and further postsecondary study; and
(3) Satisfies a math or science requirement for the recommended or advanced high school program.
Requires a grant recipient to obtain matching funds, equal to the amount of the state grant, from one or more business entities in the industry for which students taking courses developed through this program are training. Limits total grant awards in any fiscal biennium to $10 million.
Pages 164-168 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 61 and 63 (College Placement Testing and Math, Science Courses for High-Demand Occupations)
Source: www.legis.state.tx.us
| |
| AL | Signed into law 05/2009 | P-12 | Increases the upper mandatory school age to 17 while retaining existing exceptions for certain students. Allows a student over the age of 17 to leave school before graduation if the child's parent provides written consent and an exit interview is conducted where the student and the student's parent are advised that dropping out will likely reduce the student's future earning potential and increase the student's likelihood of being unemployed.
Requires the department to incorporate specific dropout prevention strategies, target resources, and gather data that will improve graduation rates and educational outcomes in all grades in all public schools. Directs the department to develop specific methods of intervention or identify appropriate existing methods for districts with 4-year graduation rates below a state board-determined percentage. Specifies 8 interventions that may be included. Directs the department to compile specified data on truancy, 9th grade success, alternative education placements and other indicators to ensure that dropout prevention programs are based upon evidence-based research, are data-driven and show continuous improvement. Directs the department to annually report to the legislature on outcomes of the dropout prevention program and any planned modifications based on compiled data.
Directs the state superintendent, chancellor of the department of higher education and the Alabama Commission on Higher Education to develop a plan for a high school fast track to college program offering individuals the opportunity to simultaneously earn a high school diploma as well as credits for a certificate program or associate's degree. Targets program to individuals either age 18 not enrolled in school, or age 16-18, with consent from an administrator in which the student is enrolled. Directs the department to report to the legislature on the feasibility of establishing the fast track to college program.
Title: S.B. 334
Source: www.lexis.com
| |
| CO | Signed into law 05/2009 | P-12
Postsec.
Community College | Repeals the high school fast track program, the Postsecondary Enrollment Options Act, and the Fast College Fast Jobs Act. Allows school districts to partner with institutions of higher education to offer college courses to qualified high school students. Requires school districts to notify middle school, junior high school, and high school students and their parents or legal guardians of the opportunity for qualified students' concurrent enrollment in courses offered by institutions.
http://www.leg.state.co.us/clics/clics2009a/csl.nsf/fsbillcont3/1E0CD0AF8CFD8C268725753C006E97B4?open&file=1319_enr.pdf
Title: H.B. 1319
Source: http://www.leg.state.co.us
| |
| CO | Signed into law 05/2009 | P-12
Postsec.
Community College | Includes career and technical education program providers among the institutions of higher education that are permitted to offer concurrent enrollment opportunities to high school students; adds representatives of career and technical education program providers to the concurrent enrollment advisory board; prohibits the concurrent enrollment of a student in a course that is offered by the program provider under certain conditions; relates to teaching credentials; relates to school district funding.
http://www.leg.state.co.us/clics/clics2009a/csl.nsf/fsbillcont3/8CFEC02A1C75DCC38725757D0073F9CD?open&file=285_enr.pdf
Title: S.B. 285
Source: http://www.leg.state.co.us
| |
| GA | Vetoed 05/2009 | P-12 | Adds provisions for counting dual enrollment students who are enrolled in a program other than that established in Code Section 20-2-161.1.
Bill: http://www.legis.state.ga.us/legis/2009_10/pdf/sb178.pdf
Veto message 11 (toward bottom of page): http://gov.georgia.gov/00/press/detail/0,2668,78006749_139486062_140372354,00.html
Title: S.B. 178 Sections 1 and 2
Source: www.legis.state.ga.us
| |
| GA | Vetoed 05/2009 | P-12 | Enacts the "Building Resourceful Individuals to Develop Georgia's Economy Act". Directs the department of education to develop focused programs of study in high demand, high skill and high wage academic and career fields, which may include aerospace, health care and elderly care, agribusiness, life science, energy and environmental, logistics and transportation, information and technology, teacher education training, technology and engineering, science and math, and humanities and fine arts. Requires the department to include in the program of study the flexibility for students to study at either their school of attendance, a technical college, a public postsecondary institution, a work site under an apprenticeship cooperative education program, and at other state board-approved settings.
For each focused program of study, requires the department of education to convene a committee that includes high school teachers, counselors, representatives from the University System of Georgia Board of Regents, the Technical College System of Georgia, the governor's Office of Workforce Development, employers, and others as deemed appropriate by the department. Directs each committee to develop a focused program of study blending academic and technical content developed around college and career readiness standards with real-world problems and projects for students. Requires recommendations to include statewide articulation and dual enrollment courses to allow prepared high school students to move directly into postsecondary education. Directs the committees to develop measures to certify equivalency in content and rigor for all statewide articulation and dual enrollment courses.
Establishes means for identifying high school students qualified to enroll in credit-bearing postsecondary coursework. Requires secondary and postsecondary credit to be awarded to any student who articulated or dual enrollment course. Requires students in grades 6-8 to be provided counseling, advisement, career awareness, career interest inventories and information to help them evaluate academic skills and career interests. Requires all students by end of grade 8 to select a preferred focused program of study and develop an individual graduation plan. Requires high school students to be provided counseling annually to enable them to complete their individual graduation plans, and prepare them for a seamless transition to postsecondary study, training or employment. Sets forth required components of every individual graduation plan, including integration of experience-based, career-oriented learning experiences that may include internships, apprenticeships, mentoring, co-op education and service learning, as well as opportunities for postsecondary learning through articulation, dual enrollment and joint enrollment.
Requires the department to provide training for counselors and graduation coaches about (1) high demand, high skill and high wage opportunities for bachelor's degrees, associate's degrees and certificates; (2) how a combination of rigorous academic and technical courses can prepare students for these fields, (3) how to organize a teacher adviser system that engages teachers in working with a group of students and their parents in setting goals, identifying individual programs of study, and establishing individual graduation plans to achieve those goals. Requires the plan to include strategies for school staff to effectively involve parents in the educational and career guidance process and in the development of individual graduation plans. Provides that on request by any local school system, training may be given to counselors and graduation coaches in any middle or high school.
Directs the state board, in collaboration with the Technical College System of Georgia and the University System of Georgia Board of Regents, to establish a process for certifying all focused programs of study by using national certifying agencies where they exist and developing state industry-certifying panels in career pathways where no national certifying agency exists. The certification process must, at a minimum, validate that a program of study curriculum meets industry standards where applicable, that its teachers hold current industry certification where applicable, and that its facilities, equipment and software are adequate to teach the curriculum.
Bill: http://www.legis.state.ga.us/legis/2009_10/pdf/sb178.pdf
Veto Message 11 (scroll toward bottom of page): http://gov.georgia.gov/00/press/detail/0,2668,78006749_139486062_140372354,00.html
Title: S.B. 178 Section 10, Part 1
Source: www.legis.state.ga.us
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| ND | Signed into law 05/2009 | P-12 | Requires all high schools to offer one dual enrollment course or one Advanced Placement course.
Increases total number of Carnegie units for high school graduation from 21 to 22 units. These must include:
1. Four units of English language arts from a sequence that includes literature, composition,
and speech;
2. Three units of mathematics;
3. Three units of science, including:
a. One unit of physical science;
H. B. No. 1400 - Page 10
b. One unit of biology; and
c. (1) One unit of any other science; or
(2) Two one-half units of any other science;
4. Three units of social studies, including:
a. One unit of United States history;
b. (1) One-half unit of United States government and one-half unit of economics; or
(2) One unit of problems of democracy; and
c. One unit or two one-half units of any other social studies, which may include civics,
civilization, geography and history, multicultural studies, North Dakota studies,
psychology, sociology, and world history;
5. a. One unit of physical education; or
b. One-half unit of physical education and one-half unit of health;
6. Three units of:
a. Foreign languages;
b. Native American languages;
c. Fine arts; or
d. Career and technical education courses; and
7. Any five additional units.
If after completing at least two years of high school a student has failed to pass at least one-half unit from three of these areas or has a grade point average at or below the twenty-fifth percentile of other students in the district who are enrolled in the same grade, the student may request that the student's career advisor, guidance counselor, or principal meet with the student and the student's parent to determine if the student should be permitted to pursue an optional high school curriculum. If a student's parent consents in writing to the student pursuing the optional high school curriculum, the student is eligible to receive a high school diploma upon completing the following requirements: 1. Four units of English language arts from a sequence that includes literature, composition, and speech; 2. Two units of mathematics; 3. Two units of science; 4. Three units of social studies, which may include up to one-half unit of North Dakota studies and one-half unit of multicultural studies; 5. a. One unit of physical education; or b. One-half unit of physical education and one-half unit of health; 6. Two units of: a. Foreign languages; b. Native American languages; c. Fine arts; or d. Career and technical education courses; and 7. Any seven additional units.
http://www.legis.nd.gov/assembly/61-2009/bill-text/JARF1000.pdf
Title: H.B. 1400 - Sections 15 and 16
Source: http://www.legis.nd.gov
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| OK | Signed into law 05/2009 | P-12 | Adds a provision that when a student earns college credit through concurrent enrollment, school districts shall provide academic credit for any concurrently enrolled higher education courses that are correlated with the academic credit awarded by the institution of higher education. Academic credit is only be transcripted as elective credit if there is no correlation between the concurrent enrollment higher education course and a course provided by the school district.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB290_ENR.RTF
Title: S.B. 290
Source: http://webserver1.lsb.state.ok.us
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| AR | Signed into law 04/2009 | P-12
Postsec.
Community College | Allows a two-year or four-year college or university to provide concurrent credit courses to high school students at a reduced tuition amount.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act1451.pdf
Title: H.B. 1993
Source: http://www.arkleg.state.ar.us
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| GA | Signed into law 04/2009 | P-12
Postsec. | Enacts the Move on When Ready Act, which provides a program for 11th and 12th grade students to attend postsecondary institutions for high school credit. Requires all 10th and 11th graders and their parents to be notified about the program, and requires districts to provide counseling services to students and parents before students enroll in the program. Establishes procedures for awarding course credit. Specifies how state funds are to be awarded to institutions and districts for participating students. Specifies that hours for courses taken through the program by a participating eligible student shall not count against any maximum hourly caps applicable for purposes of HOPE scholarships or grants. http://www.legis.state.ga.us/legis/2009_10/pdf/hb149.pdf
Title: H.B. 149
Source: www.legis.state.ga.us
| |
| MD | Signed into law 04/2009 | P-12
Postsec.
Community College | Expands eligibility in the Part-Time Grant Program to include specified students who are dually enrolled in specified secondary schools in the State and specified institutions of higher education; provides that a recipient of a specified part-time grant is not required to receive specified academic credit under specified circumstances.
http://mlis.state.md.us/2009rs/bills/hb/hb1396t.pdf
Title: H.B. 1396
Source: http://mlis.state.md.us/
| |
| MD | Signed into law 04/2009 | P-12
Postsec.
Community College | Establishes a Study Group on Expanding Enrollment Options for High School Students; establishes the membership and staffing of the Study Group; specifies the duties of the Study Group; requires the Study Group to make specified reports; terminates the Study Group at the end of June 30, 2010.
http://mlis.state.md.us/2009rs/bills/sb/sb0689e.pdf
Title: S.B. 689
Source: http://mlis.state.md.us/
| |
| WA | Signed into law 04/2009 | P-12
Postsec. | Expands dual credit opportunities; directs the superintendent of public instruction, the state board for community and technical colleges, and the public baccalaureate institutions to jointly develop and each adopt rules governing the college in the high school program; directs the superintendent of public instruction to develop advising guidelines to assure that students and parents understand college credits earned in high school. Chapter 450
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/2119-S2.PL.pdf
Title: H.B. 2119
Source: http://apps.leg.wa.gov
| |
| WA | Signed into law 04/2009 | P-12 | Expands options for students to earn high school diplomas; expands students' options and choices for completing high school by awarding diplomas to students who complete certain postsecondary programs. Chapter 524
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/1758-S.PL.pdf
Title: H.B. 1758
Source: http://apps.leg.wa.gov
| |
| NE | Signed into law 03/2009 | P-12
Postsec.
Community College | Changes provisions of the Access College Early Scholarship Program Act for low-income dually enrolled students to authorize the coordinating commission for postsecondary education to limit the number of scholarships awarded in each term or to an individual student. Revises commission's reporting requirement on the program from biennial to annual. http://www.nebraskalegislature.gov/FloorDocs/Current/PDF/Slip/LB20.pdf
Title: L.B. 20
Source: www.nebraskalegislature.gov
| |
| UT | Signed into law 03/2009 | P-12
Postsec. | Modifies requirements governing concurrent enrollment programs and courses. Requires student assessment prior to participation in English and math courses, and in meeting college course prerequisites. Requires institutions to collaborate to provide general education and high demand career and technical education concurrent enrollment courses statewide, including via technology. Modifies the distribution of concurrent enrollment appropriations. Requires the state board of regents to annually report to the higher education appropriations subcommittee on concurrent enrollment participation and growth. http://le.utah.gov/~2009/bills/sbillenr/sb0081.pdf
Title: S.B. 81
Source: le.utah.gov
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| High School--Early Colleges/Middle Colleges |
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| High School--Exit Exams |
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| High School--GED (General Education Development) |
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| High School--Graduation Requirements |
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| High School--International Baccalaureate |
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| Instructional Approaches |
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| Instructional Approaches--Grading Practices |
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| Instructional Approaches--Homeschooling |
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| Instructional Approaches--Problem Based Learning |
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| Instructional Approaches--Single-Sex Education |
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| Instructional Approaches--Time/Time on Task |
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| Integrated Services/Full-Service Schools |
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| International Benchmarking |
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| Leadership |
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| Leadership--District Superintendent |
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| Leadership--District Superintendent--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership |
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| Leadership--Principal/School Leadership--Certification and Licensure |
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| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
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| Leadership--Principal/School Leadership--Preparation |
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| Middle School |
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| Minority/Diversity Issues |
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| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
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| Minority/Diversity Issues--Hispanic |
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| No Child Left Behind |
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| No Child Left Behind--Adequate Yearly Progress |
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| No Child Left Behind--Assessment |
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| No Child Left Behind--Choice/Transfer |
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| No Child Left Behind--Consequences for Schools |
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| No Child Left Behind--Finance |
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| No Child Left Behind--Report Cards |
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| No Child Left Behind--School Support |
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| No Child Left Behind--Supplemental Services |
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| Online Learning--Digital/Blended Learning |
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| Online Learning--Virtual Schools/Courses |
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| P-16 or P-20 |
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| P-3 |
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| P-3 Child Care |
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| P-3 Content Standards and Assessment |
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| P-3 Early Intervention (0-3) |
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| P-3 Ensuring Quality |
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| P-3 Evaluation/Economic Benefits |
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| P-3 Finance |
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| P-3 Governance |
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| P-3 Grades 1-3 |
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| P-3 Kindergarten--Full Day Kindergarten |
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| P-3 Preschool |
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| P-3 Teaching Quality/Professional Development |
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| Parent/Family |
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| Parent/Family--Parent Rights |
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| Partnerships--University/School |
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| Postsecondary |
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| Postsecondary Accountability |
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| Postsecondary Accountability--Accreditation |
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| Postsecondary Accountability--Diploma Mills |
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| Postsecondary Affordability--Financial Aid |
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| Postsecondary Affordability--Textbooks |
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| Postsecondary Affordability--Tuition/Fees |
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| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
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| Postsecondary Faculty |
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| Postsecondary Faculty--Compensation |
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| Postsecondary Faculty--Intellectual Property |
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| Postsecondary Faculty--Teaching Assistants |
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| Postsecondary Finance |
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| Postsecondary Finance--Efficiency/Performance-Based Funding |
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| Postsecondary Finance--Facilities |
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| Postsecondary Governance and Structures |
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| Postsecondary Institutions--Community/Technical Colleges |
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| Postsecondary Institutions--For-Profit/Proprietary |
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| Postsecondary Institutions--Private/Independent |
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| Postsecondary Online Instruction |
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| Postsecondary Participation |
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| Postsecondary Participation--Access |
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| Postsecondary Participation--Admissions Requirements |
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| Postsecondary Participation--Affirmative Action |
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| Postsecondary Participation--Outreach |
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| Postsecondary Students |
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| Postsecondary Students--Foster Youth |
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| Postsecondary Students--Graduate/Professional |
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| Postsecondary Students--Military |
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| Postsecondary Students--Minority |
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| Postsecondary Success--Completion |
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| Postsecondary Success--Completion--Completion Rates (Statistics) |
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| Postsecondary Success--Developmental/Remediation |
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| Postsecondary Success--Retention/Persistence |
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| Postsecondary Success--Transfer/Articulation |
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| Private Schools |
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| Privatization |
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| Promising Practices |
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| Promotion/Retention |
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| Public Involvement |
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| Reading/Literacy |
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| Reading/Literacy--Adult Literacy |
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| Religion |
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| Religion--Prayer/Meditation |
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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--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--School Size |
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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--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--Immigrant Education |
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| Special Populations--Military |
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| Standards |
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| State Longitudinal Data Systems |
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| State Policymaking |
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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--Employment |
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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--Assignment |
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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 Attitudes |
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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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| Teaching Quality--Working Conditions |
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| Technology |
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| Technology--Computer Skills |
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| Technology--Devices/Software/Hardware |
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| Technology--Equitable Access |
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| Technology--Funding Issues |
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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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