 |
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 |
| |
| 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 |
| |
| TX | Adopted 10/2009 | P-12 | Amends rules that provide for the establishment of requirements for the issuance and renewal of the superintendent certificate. Pages 6-7 of 10: http://www.sos.state.tx.us/texreg/pdf/backview/1016/1016adop.pdf
Title: 19 TAC 7.242.242.1, .5, .10, .15, .20, .25, .30
Source: www.sos.state.tx.us
| |
| IL | Signed into law 08/2009 | P-12 | Authorizes a district under the authority of a Financial Oversight Panel to appoint a district superintendent with a specified certification or a chief executive officer upon expiration of the current superintendent's contract. Requires the superintendent or chief executive officer to undergo approval by the Financial Oversight Panel.
Provides that, in lieu of a Financial Oversight Panel Financial Administrator, a district may appoint a chief fiscal officer who shall have the powers and duties of the district's chief school business official and any other duties assigned by the school board or Financial Oversight Panel. http://www.ilga.gov/legislation/96/HB/PDF/09600HB2674lv.pdf
Title: H.B. 2674
Source: www.ilga.gov
| |
| IL | Signed into law 08/2009 | P-12 | Requires school districts to post on their Web site an itemized salary compensation report for every administrative employee in the district, including the superintendent. Requires the report to include base salary, bonuses, pension contributions, retirement increases, the cost of health insurance, the cost of life insurance, paid sick and vacation day payouts, annuities and any other form of compensation or income paid on behalf of the employee. Requires the report to be presented at a regular board meeting. Provides that copies must be available to any individual requesting them. Requires every district to post online the contract the board enters into with an exclusive bargaining representative. http://www.ilga.gov/legislation/96/SB/PDF/09600SB2270lv.pdf
Title: S.B. 2270
Source: www.ilga.gov/legislation/
| |
| NY | Signed into law 08/2009 | P-12 | Amends provisions regarding community superintendents in New York City. Clarifies that a community superintendent's delegation of powers or duties is at the community superintendent's sole discretion. Adds that (1) screening committees to appoint supervisory staff and (2) the appointment of principals and supervisory principals must be consistent with the chancellor's recommendations establishing a process that promotes staff and parent involvement in the recruitment, screening, interviewing and recommendation of candidates. Also requires a community superintendent to consult with the school based management team when appointing or rejecting principal and assistant principal candidates. Provides that principal and assistant principal candidates must meet the requirements of the chancellor's regulations, including evaluation of each candidate's record of performance in comparable positions, and that such candidates are subject to the chancellor's power to reject such appointments.
Clarifies that community superintendents have the power and duty to supervise principals in every building in the district. Requires community superintendents' annual evaluations of school principals to include evaluation of a principal's ability to develop an effective shared decisionmaking relationship with the school based management team. Provides the community superintendent must have access to all records he/she deems necessary in performing principal evaluations, and must consider comments in an assessment made by the school based management team.
Amends language relating to a community superintendent's authority to review and approve school-based budgets proposed by the school. Permits the community superintendent to approve a school-based budget proposal only after certifying that it is sufficiently aligned with its school's comprehensive education plan. Directs the community superintendent to prescribe parameters for principals to submit written demonstrations of such alignment, and provisions allowing the school based management team to respond to such justification. Requires the community superintendent to consider a principal's written justification and any response provided by the school based management team before making such certification.
Additionally directs community superintendents to:
(1) Establish a process allowing school based management team members to dispute a principal's decision when team members reach a consensus that the decision is inconsistent with the goals/policies in their school's existing comprehensive educational plan. Requires the community superintendent to provide a written response to the school based management team and principal that includes the information reviewed and basis for the community superintendent's decision regarding such dispute.
(2) Assist parents in accessing information, addressing concerns and responding to complaints that cannot be resolved at the school level. Directs a community superintendent to establish a central office to directly interact with parents, respond to information requests, receive input and comments, assist the community superintendent in resolving complaints in a timely manner, and work to develop a cooperative relationship with parents and the school community.
(3) Hold at least two public forums each school year to report on the district's performance, including progress made toward achieving the district comprehensive educational plan goals; discuss plans for improvement; and receive parental and community comments and concerns. Requires the community superintendent to ensure that notice for the forums is provided to maximize the participation of parents, students and school staff, and is specifically circulated to school based management teams, the community district education council and relevant community boards.
(4) Provide notice of any proposed school closing or significant change in school use, including phase-out, grade reconfiguration, re-siting or co-location of schools to all impacted parents, including information on where to locate a copy of the educational impact statement and the date of any hearing on such school closure or significant change in school use.
Directs the New York City schools chancellor to ensure that community superintendents are assigned to tasks predominantly in their own community districts. Bars assignment of a community superintendent to any task that would impair his/her ability to exercise the powers and duties enumerated in section 2590-e, such as responding to parental concerns, appointing and evaluating principals, approving school budgets, overseeing instruction, providing access to information and assisting in resolving complaints.
http://assembly.state.ny.us/leg/?bn=A08903&sh=t
Title: A.B. 8903 - Community Superintendents
Source: assembly.state.ny.us
| |
| NY | Signed into law 08/2009 | P-12 | Adds to the powers and duties of the New York City Schools chancellor, authorizing the chancellor to:
--Prepare an educational impact statement regarding any proposed school closing or significant change in school utilization, including the phase-out, grade reconfiguration, re-siting or co-location of any public school in the district. Specifies information that the educational impact statement must include, among which are the prospective need for such school building, the ramifications of such school closing or significant change in school utilization on the community, initial costs and savings of such school closing/significant change in school utilization, and the potential disposability of any closed school. Requires such impact statement to be made publicly available and to be filed with the city board, impacted community council, community boards, community superintendent and school based management team at least 6 months before the first day of school in the next school year. Requires the chancellor or deputy chancellor to hold a joint public hearing with the impacted community school and school based management team at the school subject to the proposed closing or significant change to allow the public the opportunity to present comments or concerns. Authorizes the chancellor to substantially revise the proposed school closing or change in school utilization after receiving public input. Establishes protocols to be followed subsequent to the filing of a revised educational impact statement, including a public hearing on the revised impact statement. Provides that the city board must approve all proposed school closings or significant changes in school utilization. Allows the chancellor to temporarily close a public school or adopt a significant change in the school's utilization on an emergency basis if deemed necessary, for up to six months.
--Consult on the school-based budget (in addition to existing requirement to develop an annual school comprehensive education plan). Requires that the school comprehensive educational plan be developed concurrently with the school-based budget to inform the decisionmaking process and provide alignment between the plan and the budget. Requires the annual school comprehensive educational plan submitted to the community superintendent to be accompanied by (a) the principal's written justification demonstrating alignment between the school-based budget proposal and the school's comprehensive educational plan and (b) the school based management team's repsonse to such justification. Requires that every school's educational plan be easily accessible, including on the city board's Web site.
--Consult with the corresponding community district education council when selecting a community superintendent
--Promulgate regulations in conjunction with each community superintendent, establishing a plan for providing access to school facilities in each community school district when schools are not in use (earlier provision simply required the chancellor to develop a plan for such with each community superintendent).
--Hold a public meeting in each community district every two years, in conjunction with the community district education council, to report on the city district's public school finances, student performance, and educational goals and priorities, and to receive and respond to public comments. Specifies the community superintendent must provide public notice of such meeting to maximize the participation of parents, students and all other interested parties.
--Provide information, data, estimates and statistics as requested by the director of the city's independent budget office or the city comptroller, in a timely fashion.
--Issue an annual report on the participation of minority- and women-owned businesses in the city district's procurement process, including the number, percent and aggregate value of of contracts awarded to minority- and women-owned businesses, and the percent of the aggregate value of contracts awarded to minority- and women-owned business enterprises of the total aggregate value of all city district contracts.
--Propose a policy for city board approval that promotes the recruitment and retention of a city district, community district and school-level workforce that considers the diversity of students attending public schools in the city district. Directs the chancellor to issue an annual report outlining the initiatives taken to enhance diversity and equity in recruitment and retention, adn the impacts of such initiatives to the city district, community district and school-level workforce.
Requires that all members of a school based management team be consulted before the appointment of any principal to the team's school. Provides that school based management teams may dispute any decision made by the principal to the community superintendent where team members reach a consensus that the decision is inconsistent with the goals and policies in the school's existing comprehensive educational plan. Provides a school based management team must provide the community superintendent with an annual assessment of the principal's record of developing an effective shared decision-making relationship with school based management team members.
Existing policy directs the chancellor to develop a procurement policy for the city district. New provisions require the policy to include specific elements, among which are a competitive sealed bidding process, and processes for awarding contracts using alternatives when a competitive sealed bidding process would be impractical or not advantageous, or other circumstances apply. Requires the chancellor to certify that procedural requisites have been met before the filing of any contract awarded by a procurement method other than competitive sealed bidding, or prior to filing specified contracts, franchise, revokable consent or consession with the New York City comptroller. Establishes additional parameters and procedures regarding the filing and registration of contracts and agreements. Authorizes the city comptroller to object in writing to the registration of a contract or agreement that the comptroller believes there is possible corruption in the letting of such contract or agreement, or that the proposed contractor is involved in corrupt activity. http://assembly.state.ny.us/leg/?bn=A08903&sh=t
Title: A.B. 8903 - New York City Schools Chancellor
Source: assembly.state.ny.us
| |
| OH | Signed into law 07/2009 | P-12 | 3319.611: Establishes the subcommittee on standards for superintendents of the education standards board (ESB). Establishes subcommittee membership. Provides that the subcommittee must assist the ESB in developing the standards for superintendents and with any additional matters the ESB directs the subcommittee to examine.
3319.612: Establishes the subcommittee on standards for school treasurers and business managers of the ESB. Provides that the subcommittee must assist the educator standards board in developing the standards for school treasurers and business managers and with any additional matters the ESB directs the subcommittee to examine.
3319.63: Requires a local boards employing an individual chosen to participate on either of these ESB subcommittees to grant the individual paid professional leave for the purpose of attending meetings and conducting official subcommittee business.
Pages 1400-1401 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3319.611, 3319.612, and 3319.63
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 07/2009 | P-12 | Amends the membership of the educator standards board (ESB). Specifies that board membership must reflect the diversity of the state in terms of gender, race, ethnic background and geographic distribution. Among other changes, adds to the board an individual employed as a district treasurer or business manager, and a parent of a student currently enrolled in a school run by a school district. Requires that standards board-developed standards for what teachers and principals should know and be able to do must be aligned with the operating standards adopted under division (D)(3) of section 3301.07. Requires that the standards for teachers reflect the standards under section 3301.079 (including standards on collaborative learning environments and interdisciplinary, project-based, real-world learning and differentiated instruction) and the Ohio leadership framework. Requires such standards to ensure that teachers have sufficient knowledge to enable them to provide learning opportunities for all children to succeed. Requires recommended teacher standards to be submitted to the state board by September 2010.
Requires the ESB to develop standards for school district superintendents that reflect what superintendents are expected to know and be able to do at all stages of their careers. Requires that the standards reflect knowledge of systems theory and effective management principles and be aligned with the buckeye association of school administrators standards and the operating standards developed under division (D)(3) of section 3301.07. Similarly requires the ESB to develop standards for school district treasurers and business managers that reflect what these professionals should know and be able to do at all stages of their careers. Requires that these standards reflect knowledge of systems theory and effective management principles and be aligned with the association of school business officials international standards and the operating standards developed under division (D)(3) of section 3301.07 of the Revised Code. Requires standards to ensure that principals, superintendents, school treasurers and school business managers have sufficient knowledge to provide principled, collaborative, foresighted and data-based leadership that will provide learning opportunities for all children to succeed.
Additionally directs the ESB to investigate and make recommendations for the creation, expansion and implementation of building and district leadership academies. Provides that the state superintendent, the chancellor of the Ohio board of regents, or the education standards board itself may request that the educator standards board update, review or reconsider any standards it has developed.
Requires that standards for educator professional development developed by the ESB include standards for the inclusion of local professional development committees established under section 3319.22 of the Revised Code in the planning and design of professional development. Requires the ESB to develop criteria to allow a candidate for a lead professional educator license who is not national board-certified must meet to be considered a lead teacher under Section 3319.22(B)(4)(d). Requires the ESB to develop model teacher and principal evaluation instruments and processes, and for such models to incorporate the ESB-developed standards for teachers. Directs the ESB to develop a method of measuring the academic improvement of individual students over a one-year period and to make recommendations for incorporating the measurement as one of multiple evaluation criteria into (1) Eligibility for a professional educator license, senior professional educator license, lead professional educator license, or principal license; (2) The Ohio teacher residency program; (3) The aforementioned ESB-developed model teacher and principal evaluation instruments and processes.
Pages 1393-1400 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3319.60, 3319.61
Source: www.legislature.state.oh.us
| |
| GA | Signed into law 05/2009 | P-12 | Defines immediate family member. Effective with local board members elected or appointed after July 2009, bars an individual who has an immediate family member on a local board or serving as the district superintendent or as a principal, assistant principal or system administrative staff in the district from being eligible to serve as a member of such local board of education.
Effective July 2009, bars an individual who has an immediate family member sitting on the local board for such school system or who has an immediate family member hired as or promoted to a principal, assistant principal, or system administrative staff from serving as district superintendent.
Provides that neither provision affects the employment of such board members or superintendents prior to the effective date of these provisions. http://www.legis.state.ga.us/legis/2009_10/pdf/hb251.pdf
Title: H.B. 251 Section 2
Source: www.legis.state.ga.us
| |
| 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 |
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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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