 |
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 |
| |
| High School--Early Colleges/Middle Colleges |
| |
| High School--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
 | High School--Graduation Requirements |
| |
| OH | Signed into law 12/2009 | P-12 | Includes Junior ROTC as a permitted elective within the state's core curriculum for high school graduation. Permits schools to excuse Junior ROTC students from high school physical education. Permits a student who has participated in Junior ROTC for at least two full school years to use credit received for that participation to satisfy the requirement to complete one-half unit in another course of study.
Pages 15-22 of 29: http://www.legislature.state.oh.us/BillText128/128_HB_290_EN_N.pdf
Title: H.B. 290 - Junior ROTC
Source: www.legislature.state.oh.us
| |
| TX | Adopted 12/2009 | P-12 | Amends high school graduation requirements to make the rule consistent with H.B. 3 passed by the 81st Texas Legislature, 2009 (see Section 28.025, starting page 28 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf). Requires a student to complete 1 credit of physical education under the recommended high school program [under pre-existing rule, students in recommended curriculum were to complete 1.5 units physical education]. Releases a student completing the recommended high school program from the requirement to complete one-half credit of health or one credit of technology applications to satisfy the graduation requirements (in keeping with provision of H.B. 3 that, allowing certain exceptions, bars the state board from designating a specific course or a specific number of credits in the enrichment curriculum as requirements for the recommended program.) Adds requirement that a student entering Grade 9 in the 2010-11 school year and thereafter who opts into the minimum high school program complete one fine arts credit to satisfy the graduation requirements. Adopted as proposed in October 9, 2009 Texas Register. See pages 46-48 of 135: http://www.sos.state.tx.us/texreg/pdf/backview/1009/1009prop.pdf
Title: 19 TAC 2.74.A.74.3
Source: www.sos.state.tx.us
| |
| IL | Adopted 11/2009 | P-12 | Partially from "Notice of Adopted Amendments" in Illinois Register (changes from this rulemaking but not listed below are technical in nature or echo recent changes in legislation):
Section 1.20: Revised to distinguish among the appropriate levels of sign-off on the corrective plan a district must submit depending on whether a school or the district has been placed on probation. Adds a provision allowing a district's or school's status to be changed to "nonrecognized" if, at any time that a corrective action plan is in effect, the state superintendent determines that the agreed-upon actions are not being implemented in accordance with the plan or the underlying areas of noncompliance are not being remedied.
Section 1.30: Updated to refer to state assessment accommodations now allowed for limited English proficient students, and now specifies when time extensions will be made available to those students (in response to P.A. 94-642, which authorized the state board to allow additional time "by rule"). Revises labels used to describe scores on the Illinois Alternate Assessment, and updates rule on review and verification of assessment information.
Section 1.100: Adds details so that staff of districts and other eligible applicants will have more specific guidance as to what is expected as part of the process for receiving waivers and modifications of requirements in the school code or administrative rules.
Section 1.240: Expanded to include a reference to gender identity among the prohibited bases for discrimination because it may otherwise not be clear that gender identity is encompassed in the definition of "sexual orientation".
Section 1.420: Adds provision specifying that each district's plan for recording student progress and/or awarding credit must include credit for courses completed by correspondence, online or from other external sources. Specifies that a district may count four clock-hours as a day of instruction only due to a condition beyond the district's control; specifies other requirements that must be met for the state superintendent to approve a district's request to use "multiple sessions" to fulfill school day requirements. Specifies that students in attendance for at least 150 but fewer than 240 minutes of school work may be counted for a half-day of attendance; students in attendance for fewer than 150 minutes of school work are not to be counted for purposes of calculating average daily attendance. Emphasizes the meaning of the portion of the rule on library media programs that distinguishes between the services that may be performed only by certified library information specialists and the other tasks that may be inherent in districts' operation of their programs.
Section 1.465 (on awarding of credit for foreign language study in an ethnic school program) and 1.480 (on correctional institution educational programs): Generally updated, including the insertion of current statutory citations.
Section 1.510: Main revision conveys state board's interpretation that districts may not pick and choose among students in the same situation once they elect to transport some students.
Section 1.737: Updated to complement new requirements for endorsements in safety and driver education that will take effect in 2012.
Pages 324-388 of 432: http://www.cyberdriveillinois.com/departments/index/register/register_volume33_issue45.pdf
Title: 23 IAC 1.20, .30, .100, .240, .420, .465, .480, .510, .737
Source: www.cyberdriveillinois.com
| |
| CA | Vetoed 10/2009 | P-12 | Authorizes the governing board of a school district to offer credit for hours of community service provided by a pupil outside of school hours for a maximum of two semesters. Requires such district to establish and maintain a list of suitable community service organizations from which a pupil would be required to choose to complete the hours. Requires the district to require a report or other academic assignments by the pupil to verify service. Bill: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0501-0550/sb_520_bill_20090908_enrolled.pdf Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0501-0550/sb_520_vt_20091012.html
Title: S.B. 520
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 10/2009 | P-12 | Requires a school district to exempt a pupil in foster care from all coursework and other requirements adopted by the district's governing board in addition to the statewide coursework if the pupil, while he/she is in grade 11 or 12, transfers to the district from another school district or between high schools within the district, unless the district finds that the pupil is reasonably able to complete the additional requirements in time to graduate from high school while he or she remains eligible for foster care benefits pursuant to state law. Requires the district to notify the pupil in foster care of the exemption and to let the pupil know if the waived requirements will affect the pupil's ability to gain admission to a postsecondary institution. Requires a district to provide information about transfer opportunities available through the California Community Colleges. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0151-0200/ab_167_bill_20091011_chaptered.pdf
Title: A.B. 167
Source: www.leginfo.ca.gov
| |
| OR | Adopted 10/2009 | P-12 | Amends rules relating to the timeline for when students must be proficient in essential skills to receive diploma.
Title: OAR 581-022-0615
Source: Lexis-Nexis/StateNet
| |
| LA | Adopted 09/2009 | P-12 | Amends rules relating to high school graduation requirements. Provides students the opportunity to complete requirements for the senior project to sit for the IBC exam, post graduation as an alternative to the required industry-based certification in the student's area of concentration. Replaces the Graduation Exit Examination with the End- of-Course tests as a graduation requirements for incoming freshmen in 2010-2011 to help prevent dropouts and assist in helping students graduate on time.
http://doa.louisiana.gov/osr/lac/28v115/28v115.doc
Title: LAC 28:CXV.2319
Source: Lexis-Nexis/StateNet
| |
| IL | Signed into law 08/2009 | P-12 | Relates to the authorization of students in grade 7 or 8 to enroll in a high school course. Allows a student to participate in the course where the student attends school as long as the course is taught by a certified high school teacher who teaches in a high school of the school district where the student will attend when in high school and no high school students are enrolled in the course. http://www.ilga.gov/legislation/96/HB/PDF/09600HB4038lv.pdf
Title: H.B. 4038
Source: Lexis-Nexis/StateNet
| |
| OH | Signed into law 07/2009 | P-12 | Section 3301.079(A)(2). Requires the state board to adopt K-12 standards for instruction in financial literacy and entrepreneurship, which must meet the same requirements as standards in the core areas of English, math, science and social studies (i.e., the standards must specify: (1) The content and skills at each grade level that will allow students to be prepared for postsecondary instruction and the workplace for success in the 21st century; (2) The development of skill sets as they relate to creativity and innovation, critical thinking and problem solving, and communication and collaboration; (3) The development of skill sets that promote information, media and technological literacy; and (4) The development of skill sets that promote personal management, productivity and accountability, and leadership and responsibility
(5) Interdisciplinary, project-based, real-world learning opportunities.)
Creates new Section 3301.0721. Directs the superintendent of public instruction to develop a model curriculum for instruction in college and career readiness and financial literacy. Provides the curriculum must focus on grades 7-12 but may include other grades. Directs the department, once the curriculum is developed, to notify all school districts, community schools and STEM schools. Authorizes all such schools to use the model curriculum.
Creates new Section 3313.6015. Directs every district board to adopt a resolution describing how the district will address college and career readiness and financial literacy in its curriculum for grades 7 or 8 and for any other grades in which the board determines that those subjects should be addressed. Directs the board to submit a copy of the resolution to the department of education.
Section 3313.603: Requires academic content standards for financial literacy and entrepreneurship to be integrated into one or more social studies classes required for high school graduation or into another course. Requires a high school that permits a student below grade 9 to take a high school-level course to award high school credit for successful completion of the course.
Pages 986 (Section 3301.079), 1016-1017 (Section 3301.0721), 1160-1167 (Section 3313.603) and 1173 (Section 3313.6015) of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.0721, 3301.079(A)(2) and 3313.601, 3313.603
Source: www.legislature.state.oh.us
| |
| WA | Adopted 07/2009 | P-12 | Amends rules to allow a student who has taken a mathematics coursebefore attending high school but elected not to be given high school credit forthe course to take another prescribed mathematics course and eliminate thisrequirement. http://apps.leg.wa.gov/wac/
Title: WAC 180-51-066
Source: http://apps.leg.wa.gov/wac/
| |
| LA | Signed into law 06/2009 | P-12 | Provides for the high school career option program consisting of an academic major and a career major; requires students in grades 9 through 12 to pursue such core curriculum and either general or college preparatory courses or the specific career courses required for his career major; provides that students enrolled in such major may participate in dual enrollment with an institution under the management and supervision of the board of supervisors of Community and Technical Colleges. Graduation requirements are revised for particular courses for students participating in the program.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=665716
Title: S.B. 259; H.B. 612
Source: http://www.legis.state.la.us/
| |
| NC | Signed into law 06/2009 | P-12 | Removes the high school graduation project as a requirement for graduation from high school prior to July 1, 2011; permits local boards of education to require their students to complete a high school graduation project; directs the Program Evaluation Division of the General Assembly to study the cost and effectiveness of requiring a high school graduation project.
http://www.ncga.state.nc.us/Sessions/2009/Bills/House/PDF/H223v4.pdf
Title: H.B. 223
Source: http://www.ncga.state.nc.us
| |
| OR | Adopted 06/2009 | P-12 | Waives the increased graduation credit requirements for students who began ninth grade during the 2005- 2006 school year, attended school consecutively during the 2006-07, 2007-08 and 2008-09 school years and who will receive their diploma prior to July 1, 2010.
Title: OAR 581-022-1130
Source: Lexis-Nexis/StateNet
| |
| TX | Signed into law 06/2009 | P-12 | Requires the state board to adopt rules requiring students in grades 6-8 to complete at least one fine arts course.
Each time the Texas Higher Education Coordinating Board revises the Internet database of the coordinating board's official statewide inventory of workforce education courses, requires the state board of education to revise the essential knowledge and skills (standards) of any corresponding career and technology education curriculum.
Clarifies that a school district may not vary the curriculum for a course in the required curriculum based on whether a student is enrolled in the minimum, recognized, or advanced high school program.
Pages 24-25 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 25
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12 | Directs the state board to designate the specific foundation courses (English, math, science, social studies) required for completion of the minimum, recommended or advanced high school program. Specifies that, with the exception of courses stated in this legislative provision, the state board may not designate any courses in the enrichment curriculum (career/technical education, economics, arts, health/physical education, foreign language, technology applications and religious literature) as requirements for the recommended program.
Clarifies that an agreement by a student, student's parent and school counselor or adminstrator for a student to opt into the minimum curriculum program must be in writing and signed by each party. Also requires the student opting into the minimum curriculum program to either be at least 16 years old, have completed at least 2 credits required for graduation from each subject in the foundation curriculum, or have failed to be promoted to grade 10 one or more times as determined by the district. Provides that before a student's parent may agree that the student complete the minimum high school program, a district must provide the parent with written notice explaining the benefits of the recommended high school program. Provides the notice must be developed by the state education agency and be printed in English and Spanish, and that the notice require the student's parent to sign a confirmation of receipt and return the confirmation to the student's campus. Adds that a student agreeing to complete the minimum program requirements may, upon request, resume taking courses under the recommended high school program.
Adds to legislation provisions already adopted in rule by the state board, namely that the social studies units for students completing the recommended and advanced programs include at least one-half credit each in government and economics; that two credits in the same foreign language are required for the recommended program and three credits in the same foreign language are required for the advanced program; and that one credit in fine arts is required for the recommended and advanced programs. Increases elective credits to six credits for the recommended program, and five credits for the advanced program. Adds requirement that students in minimum program complete one credit in fine arts. Specifies that students in minimum, recommended and advanced programs complete one credit in physical education (graduation requirements as currently set in administrative rule require 1.5 credits physical education for minimum, recommended and advanced program students).
Directs the state board, in adopting rules regarding courses that may fulfill the recommended program requirements, to approve a variety of math and science courses that may be taken after Algebra II and physics. Provides that approved math or science courses taken after Algebra II and physics in compliance with recommended program requirements must be endorsed by an institution of higher education as (1) a course for which the institution would award course credit or (2) as a prerequisite for a course for which the institution would award credit.
Authorizes a district to offer the four credits for the foundation curriculum in the recommended and advanced programs in an applied manner. Requires such courses delivered in an applied manner to cover the essential knowledge and skills (state standards), and requires students in applied courses to take the applicable end-of-course assessment.
Directs the state board, in coordination with the higher education coordinating board, to adopt rules to ensure that a student in the minimum, recommended or advanced high school program may complete courses for each subject of the foundation curriculum or foreign language courses by successfully completing appropriate courses through an institution of higher education.
Directs the agency to establish a pilot program allowing a student in a county with a population of more than one million and in which more than 80% of the population resides in a single municipality to satisfy the fine arts credit by participating in a fine arts program not provided by the school district, either on or off campus and potentially outside the school day. Directs the agency to report to the legislature on the pilot program by December 2010, including the feasibility of expanding the pilot program statewide. Authorizes a district, with the commissioner's approval, to allow a student to complete the physical education requirement by participating in a private or commercially sponsored physical activity program on or off the school campus and potentially outside the school day.
Pages 28-32 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 30
Source: www.legis.state.tx.us
| |
| 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
| |
| TN | Signed into law 05/2009 | P-12 | Removes requirement of passage of the Tennessee comprehensive assessment program tests in order to receive a full diploma. (No impact of substance for end-of-course assessments.)
http://www.capitol.tn.gov/Bills/106/Bill/SB2312.pdf
Title: S.B. 2312
Source: http://www.capitol.tn.gov/
| |
| AR | Signed into law 04/2009 | P-12 | Creates the Smart Core Incentive Funding Program to provide a financial incentive to assist with a public high school's efforts to encourage students to complete the Smart Core curriculum and promote programs that contribute to student success, including tutoring, after-school and summer programs that may include the College Preparatory Enrichment Program, professional development for mathematics, science, literacy, foreign language, and Advanced Placement instruction and support to school counselors.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act1481.pdf
Title: S.B. 918
Source: http://www.arkleg.state.ar.us
| |
| NM | Signed into law 04/2009 | P-12 | Allows for five-year graduation from high school. If within five years after a student exits from the district the student takes and passes the state graduation examination, the student may receive a high school diploma. Any student passing the state graduation examination and completing all other requirements within five years of entering ninth grade, including a final summer session, may be counted by the district in which the student is enrolled as a high school graduate for the year in which completion and examination occur.
http://nmlegis.gov/Sessions/09%20Regular/final/HB0333.pdf
Title: H.B. 333
Source: http://nmlegis.gov/
| |
| OR | Adopted 04/2009 | P-12 | Amends rules relating to the granting of credits towards high school diplomas. Updates available options for school districts in granting credit to align with graduation requirements adopted by the state board of education. OREGON 30408
http://arcweb.sos.state.or.us/rules/OARS_500/OAR_581/581_tofc.html
Title: OAR 581-022-1131
Source: http://arcweb.sos.state.or.us
| |
| TN | Signed into law 04/2009 | P-12 | Authorizes students graduating solely by attending an alternative school.
http://www.capitol.tn.gov/Bills/106/Bill/SB2326.pdf
Title: S.B. 2326
Source: http://www.capitol.tn.gov
| |
| WA | Signed into law 04/2009 | P-12 | Over a period of eight years, starting in 2011:
Section 104 states that each school district shall make available to students the following minimum instructional offering each school year:
(2) (a) For students enrolled in grade one through twelve, at least a district-wide annual average of one thousand hours...which shall be increased to at least 1080 instructional hours for students enrolled in each of grades seven through twelve and at least 1000 instructional hours for students in each of grades one through six according to an implementation scheduled adopted by the legislature. (b) For students enrolled in kindergarten, at least 450 instructional hours, which shall be inceased to at least 1000 hours according to the implementation schedule under RCW 28A.150.315 (3) The instructional program of basic education provided by each school district shall include: (a) Instruction in the essential academic learning requirements under RCW 28A..655.070; (b) Instruction that provides students the opportunity to complete 24 credits for high school graduation, subject to a phased-in implementation of the 24 credits as established by the legislature. Course distribution requirements may be established by the state board of education under RCW 28A.230.090; (c) If the essential academic learning requirements include a requirement of languages other than English, the requirement may be met by students receiving instruction in one or more American Indian languages; (d) Supplemental instruction and services for underachieving students through the learning assistance program under RCW 28A.165.005 through 28A.165.065; (e) Supplemental instruction and services for eligible and enrolled students whose primary language is other than English through the transitional bilingual instruction program under RCW 28A.180.010 through 28A.180.080; (f) Opportunity for an appropriate education at public expense as defined by RCW 28A.155.020 for all eligible students with disabilities as defined in RCW 28A.155.020
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/2261-S.PL.pdf
Title: H.B. 2261--Section 104--Calendar and Credit Hours
Source: http://apps.leg.wa.gov
| |
| OR | Signed into law 03/2009 | P-12 | Waives increased graduation requirements for students who begin grade nine during 2005-2006 school year, attend school during 2006-2007, 2007- 2008 and 2008-2009 school years and receive diploma prior to July 1, 2010; declares emergency, effective June 30, 2009. Chapter 55
http://www.leg.state.or.us/09reg/measpdf/hb2000.dir/hb2061.en.pdf
Title: H.B. 2061
Source: http://www.leg.state.or.us
| |
| SD | Signed into law 03/2009 | P-12 | Revises graduation requirements for students entering the ninth grade in 2009; eliminates the option of the basic high school program; relates to the scholarship program.
http://legis.state.sd.us/sessions/2009/Bills/SB185ENR.pdf
Title: S.B. 185
Source: http://legis.state.sd.us/
| |
| WA | Signed into law 03/2009 | P-12 | Changes the requirements for graduating without a certificate of academic achievement or a certificate of individual achievement.
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/1562.PL.pdf
Title: H.B. 1562
Source: http://apps.leg.wa.gov
| |
| MD | Adopted 02/2009 | P-12 | Establishes rules relating to the graduation requirements in public high schools in the state. In particular, procedures for denial of high school diploma and appealing such decisions.
http://www.dsd.state.md.us/comar/13a/13a.03.02.09-1.htm
Title: COMAR 13A.03.02.09-1
Source: http://www.dsd.state.md.us/comar/
| |
| VA | Signed into law 02/2009 | P-12 | Provides that local school boards must require the completion of 12 classroom hours of instruction in financial literacy as a condition for graduation from the public schools in the Commonwealth.
http://leg1.state.va.us/cgi-bin/legp504.exe?091+ful+HB2112ER
Title: H.B. 2112
Source: http://leg1.state.va.us
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
| |
| Instructional Approaches--Problem Based Learning |
| |
| Instructional Approaches--Single-Sex Education |
| |
| Instructional Approaches--Time/Time on Task |
| |
| Integrated Services/Full-Service Schools |
| |
| International Benchmarking |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--District Superintendent--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership |
| |
| 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 |
| |
| Minority/Diversity Issues--Hispanic |
| |
| 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--Report Cards |
| |
| No Child Left Behind--School Support |
| |
| 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 Content Standards and Assessment |
| |
| P-3 Early Intervention (0-3) |
| |
| P-3 Ensuring Quality |
| |
| P-3 Evaluation/Economic Benefits |
| |
| P-3 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
| |
| 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--Textbooks |
| |
| Postsecondary Affordability--Tuition/Fees |
| |
| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
| |
| Postsecondary Faculty |
| |
| Postsecondary Faculty--Compensation |
| |
| Postsecondary Faculty--Intellectual Property |
| |
| Postsecondary Faculty--Teaching Assistants |
| |
| Postsecondary Finance |
| |
| Postsecondary Finance--Efficiency/Performance-Based Funding |
| |
| Postsecondary Finance--Facilities |
| |
| Postsecondary Governance and Structures |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Institutions--Private/Independent |
| |
| Postsecondary Online Instruction |
| |
| Postsecondary Participation |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Admissions Requirements |
| |
| Postsecondary Participation--Affirmative Action |
| |
| Postsecondary Participation--Outreach |
| |
| Postsecondary Students |
| |
| Postsecondary Students--Foster Youth |
| |
| Postsecondary Students--Graduate/Professional |
| |
| Postsecondary Students--Military |
| |
| Postsecondary Students--Minority |
| |
| Postsecondary Success--Completion |
| |
| Postsecondary Success--Completion--Completion Rates (Statistics) |
| |
| Postsecondary Success--Developmental/Remediation |
| |
| Postsecondary Success--Retention/Persistence |
| |
| Postsecondary Success--Transfer/Articulation |
| |
| Private Schools |
| |
| Privatization |
| |
| Promising Practices |
| |
| Promotion/Retention |
| |
| Public Involvement |
| |
| Reading/Literacy |
| |
| Reading/Literacy--Adult Literacy |
| |
| Religion |
| |
| Religion--Prayer/Meditation |
| |
| Rural |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Week |
| |
| Scheduling/School Calendar--Year |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Code of Conduct |
| |
| School Safety--Corporal Punishment |
| |
| School Safety--Disaster/Emergency Preparedness |
| |
| School Safety--Expulsion/Suspension |
| |
| School Safety--No Child Left Behind--Safe Schools |
| |
| School Safety--Sexual Harassment and Assault |
| |
| School Safety--Special Education |
| |
| School/District Structure/Operations |
| |
| School/District Structure/Operations--District Consolidation/Deconsolidation |
| |
| School/District Structure/Operations--Facilities |
| |
| School/District Structure/Operations--Food Service |
| |
| School/District Structure/Operations--Libraries |
| |
| School/District Structure/Operations--Personnel (Non-Teaching) |
| |
| School/District Structure/Operations--School Size |
| |
| School/District Structure/Operations--Shared Services |
| |
| School/District Structure/Operations--Transportation |
| |
| Service-Learning |
| |
| Special Education |
| |
| Special Education--Finance |
| |
| Special Education--Placement |
| |
| Special Education--Transition |
| |
| Special Populations--Corrections Education |
| |
| Special Populations--Foster Care |
| |
| Special Populations--Gifted and Talented |
| |
| Special Populations--Homeless Education |
| |
| Special Populations--Immigrant Education |
| |
| Special Populations--Military |
| |
| Standards |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
| State Policymaking--Task Forces/Commissions |
| |
| STEM |
| |
| Student Achievement |
| |
| Student Achievement--Closing the Achievement Gap |
| |
| Student Supports--Counseling/Guidance |
| |
| Student Supports--Mentoring/Tutoring |
| |
| Student Supports--Remediation |
| |
| Students |
| |
| Students--Athletics/Extracurricular Activities |
| |
| Students--Employment |
| |
| Students--Mobility |
| |
| Students--Records/Rights |
| |
| Teaching Quality |
| |
| Teaching Quality--Certification and Licensure |
| |
| Teaching Quality--Certification and Licensure--Alternative |
| |
| Teaching Quality--Certification and Licensure--Assignment |
| |
| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
| |
| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
| |
| Teaching Quality--Certification and Licensure--Special Education |
| |
| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
| |
| Teaching Quality--Certification and Licensure--Substitute Teachers |
| |
| Teaching Quality--Compensation and Diversified Pay |
| |
| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
| |
| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
| |
| Teaching Quality--Evaluation and Effectiveness |
| |
| Teaching Quality--Induction Programs and Mentoring |
| |
| Teaching Quality--Paraprofessionals |
| |
| Teaching Quality--Preparation |
| |
| Teaching Quality--Professional Development |
| |
| Teaching Quality--Recruitment and Retention |
| |
| Teaching Quality--Recruitment and Retention--At-Risk Schools |
| |
| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
| |
| Teaching Quality--Reduction in Force |
| |
| Teaching Quality--Teacher Attitudes |
| |
| Teaching Quality--Teacher Rights |
| |
| Teaching Quality--Tenure or Continuing Contract |
| |
| Teaching Quality--Unions/Collective Bargaining |
| |
| Teaching Quality--Working Conditions |
| |
| Technology |
| |
| Technology--Computer Skills |
| |
| Technology--Devices/Software/Hardware |
| |
| Technology--Equitable Access |
| |
| Technology--Funding Issues |
| |
| Technology--Teacher/Faculty Training |
| |
| Textbooks and Open Source |
| |
| Urban |
| |
| Urban--Governance |
| |