 |
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 |
| |
| 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 |
| |
| IL | Signed into law 08/2009 | P-12 | Defines "community school" as a school that partners with its community to provide enrichment and life skill opportunities for students, parents and community members. Subject to an appropriation or the availability of funding for such purposes, requires the state board of education to make grants available to fund community schools and to enhance programs at community schools. Requires a request- for-proposal process to be used in awarding grants. Provides that proposals may be submitted on behalf of a school, a school district, or a consortium of 2 or more schools or school districts. Establishes components a school must offer to qualify for a community school grant, including before- and after-school programming each school day to meet identified student needs, weekend programming and at least four weeks of summer programming.
Adds "fostering innovative approaches to education" to the P-20 council's charge. Authorizes the creation of a P-20 council working group on community schools, community participation and other innovative approaches to education that foster community partnerships. http://www.ilga.gov/legislation/96/HB/PDF/09600HB0684lv.pdf
Title: H.B. 684
Source: www.ilga.gov
| |
| IL | Signed into law 07/2009 | P-12
Postsec. | Creates the P-20 Longitudinal Education Data System Act. Requires the state board of education, the community college board, and the board of higher education to jointly establish and maintain a longitudinal data system by entering into one or more agreements that link early learning and K-12 student unit records with institution of higher learning student unit records. Identifies the types of data each entity is responsible for collecting and maintaining.
Requires the entities, by June 30, 2013, to improve and expand the longitudinal data system to enable all three entities to:
(1) Reduce the data collection burden on school districts and postsecondary institutions
(2) Provide authorized officials of early learning programs, schools and districts, and institutions of higher learning with access to their own student-level data and summary reports to inform decisionmaking
(3) Link data to instructional management tools that support instruction and assist collaboration among teachers and postsecondary instructors
(4) Enhance existing high school-to-postsecondary reporting systems to inform school
and district officials, education policymakers, and members of the public about public school students' performance in postsecondary education
(5) Provide data reporting, analysis, and planning tools that assist with financial oversight, human resource management and other support functions
(6) Improve student access to educational opportunities by linking data to college and career planning portals, facilitating the submission of electronic transcripts and scholarship and financial aid applications, and transfer of student records to K-12 and postsecondary officials
(7) Establish a public Internet web interface that provides non-confidential data reports and permits members of the public to more easily access information on school performance
(8) Provide the general assembly with research to help legislators evaluate the effectiveness of specific programs and analyze educational performance within their legislative districts
(9) Allow the three entities to meet federal and state reporting requirements
(10) Establish a system to evaluate teacher and administrator preparation programs using student academic growth as one component of evaluation
(11) In accordance with a data sharing agreement entered into between the three entities and the Illinois Student Assistance Commission, establish procedures and systems to evaluate the relationship between need-based financial aid and postsecondary enrollment and success
(12) In accordance with data sharing agreements entered into between the three entities and health and human service agencies, establish procedures and systems to evaluate the relationship between education and other student and family support systems
(13) In accordance with data sharing agreements entered into between the three entities and employment and workforce development agencies, establish procedures and systems to evaluate the relationship between education programs and outcomes and employment fields, employment locations and employment outcomes.
Directs the state board, in collaboration with the other two entities and subject to the availability of funding, to establish by June 30, 2013 a data warehouse that integrates data from multiple student unit record systems and supports all of the uses and functions set forth in the Act. Specifies that the data warehouse must include:
(1) A unique student identifier not derived from a student's social security number
(2) Student-level enrollment, demographic, and program participation information, including information on participation in dual credit programs
(3) The ability to match individual students' K-12 test records from year to year to measure academic growth
(4) Information on untested K-12 students, and the reasons they were not tested
(5) A teacher and administrator identifier system with the ability to match students to early learning and K-12 teachers and administrators. Provides that a district may not use such data for teacher pay or benefits decisions unless the district and the exclusive bargaining representative of the district's teachers, if any, have agreed to this use. Also bars districts from using such data for evaluation decisions unless, in good faith cooperation with the district's teachers or, where applicable, the exclusive bargaining representative of the district's teachers, the district has developed an evaluation plan that specifically describes the district's rationale for using this information for evaluations, how this information will be used as part of the evaluation process, and how this information will relate to evaluation standards. Provides that nothing limits a charter school's use of any local or state data in connection with teacher pay, benefits or evaluations.
(6) Student-level transcript information, including information on middle and high school courses completed and grades earned. Requires the state board to establish a statewide course classification system, and for all districts and charter schools to map its course descriptions to the statewide course classification system for purposes of state reporting.
(7) Student-level college readiness test scores
(8) Student-level graduation and dropout data
(9) The ability to match P-12 student unit records with institution of higher learning student unit record systems
(10) A state data audit system assessing data quality, validity and reliability.
Identifies additional purposes for which the three entities may use data provided to and maintained by the longitudinal data system. Requires the entities, in the development of the data system, to convene stakeholders and create opportunities for input in the areas of data ownership and use, research priorities, data management, confidentiality, data access and reporting. Requires representatives of the entities to report to and advise the Illinois P-20 Council on the implementation, operation, and expansion of the longitudinal data system. Requires the state board to collect data from charter schools with more than one campus in a manner that can be disaggregated by campus site. Requires the state board to establish procedures through which state-recognized, nonpublic schools may elect to disclose data to the state board for inclusion in the longitudinal data system. Provides that beginning on July 1, 2012, the board of higher education is authorized to collect and maintain data from any nonpublic institution of higher learning enrolling students receiving Monetary Award Program grants, and disclose this data to the longitudinal data system. Authorizes the board of higher education to contract with one or more voluntary consortiums of nonpublic institutions of higher learning established for the purpose of data sharing, research and analysis. Requires the entities to establish data submission procedures and requirements. Establishes provisions related to data sharing. Authorizes any state agency, board, authority or commission to enter into a data sharing arrangement with one or more of the three entities to share data to support the research and evaluation activities authorized by this Act. Also authorizes the entities to enter into data sharing arrangements with other governmental entities, institutions of higher learning, and research organizations that support the research and evaluation activities authorized by this Act. Establishes criteria that data sharing agreements must meet.
Subject to the availability of funding, requires the three entities to contract with an independent outside evaluator for oversight of the development and operation of the longitudinal data system. Requires the evaluator to submit an annual report to the three entities, the Illinois P-20 Council, and specified legislative leaders. Specifies areas that must be included in the annual evaluation. http://www.ilga.gov/legislation/96/SB/PDF/09600SB1828lv.pdf
Title: S.B. 1828
Source: www.ilga.gov/legislation
| |
| OH | Signed into law 07/2009 | P-12 | Creates new section 3301.122. Directs the state superintendent, by December 2009, to develop a ten-year strategic plan aligned with the strategic plan for higher education developed by the chancellor of the board of regents, and to submit the plan to the legislature and governor. Permits the superintendent to consult with the chancellor in developing the plan. Provides the plan must include recommendations for:
(A) A framework for collaborative, professional, innovative and thinking twenty-first century learning environments
(B) Ways to prepare and support Ohio's educators for successful instructional careers
(C) Enhancement of the current financial and resource management accountability systems
(D) Implementation of an effective school funding system.
Page 1018 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.122
Source:
| |
| OH | Signed into law 07/2009 | P-12 | Partially from DOE analysis of H.B. 1: Requires the department of education to share aggregate student value-added data and calculations, analyses, and reports using aggregate student value-added data with the chancellor of the board of regents.
Pages 1047-1050 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3302.021
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 07/2009 | P-12 | Sections 3301.41, 3301.42, and 3301.43: Repeals 3301.41, which established the partnership for continued learning (state's P-16/P-20 council). Repeals 3301.42, which established the duties of the partnership. Repeals 3301.43, which charged the partnership with recommending a college-/work-ready assessment, especially in English and math.
Section 3326.02 through 3326.51: Existing language established a STEM subcommittee within the partnership for continued learning. New provision establishes a STEM committee (independent of the partnership for continued learning), with the same members and duties as prior subcommittee. Pages 1020-1021, 1417-1426, and 2725 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.41, 3301.42, 3301.43, 3326.02, 3326.03, 3326.04, 3326.05, 3326.06, 3326.07, 33326.08, 3326.20, 3326.51
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 07/2009 | P-12
Postsec. | By January 2010, directs the eTech Ohio commission to develop and implement a plan to create an aligned educational technology system that spans preschool to postsecondary education (P-20). Directs the commission to consult with the state board of education in the development and modification of the state technology plan. Directs the eTech Ohio commission to develop and implement an interactive distance learning pilot project to provide participating high schools each school year with access to at least three interactive distance learning courses free of charge. Provides such courses must include two Advanced Placement courses and one foreign language course. Provides duties of the commission, which include, among others:
(1) Providing the funds for schools to purchase video conferencing telecommunications equipment and connectivity devices, as necessary, to allow schools to participate in the pilot project
(2) Assisting schools in arranging for the purchase and installation of telecommunications equipment and connectivity devices, as necessary, to schools to participate in the pilot project
(3) Paying, for up to one school year, the cost of upgrading internet service for schools with Internet connections slower than a speed specified in state policy
(4) Offering training in the use of the telecommunications equipment necessary to participate in the pilot project.
Directs the department of education, in consultation with the chancellor of the board of regents, to select courses to be offered by the pilot project and to develop the standards for the curriculum of each course selected. Directs the commission and department to jointly select the teachers to develop and teach the courses offered by the pilot project, and directs the commission, department and the chancellor to jointly notify schools of and promote participation in the pilot project. Not later than December 31, 2010, directs the state superintendent, chancellor and the commission to submit to the governor and the general assembly a formative evaluation of the implementation and results of and legislative recommendations for changes in the pilot project.
Section 265.30.83: Establishes parameters for the department of education and eTech Ohio Commission in administering the pilot program, including schools and districts to which the commission must give priority in awarding grants. Requires 25% of any grant award to be used for professional development, which must include at least one component of training in the classroom, plus any training the commission deems necessary to participate in the program. Provides that any student, teacher or employee of a school that does not receive a pilot program grant may participate in the interactive distance learning pilot project, as logn as such participation does not impose an additional cost to the state or diminish the quality of project outcomes for those entities awarded grants, and aligns with federal guidelines.
Pages 1496-1497 and 2819-2821 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3353.09, 3353.20, and 265.30.83
Source: www.legislature.state.oh.us
| |
| LA | Signed into law 06/2009 | P-12 | Provides for comprehensive approach to improve graduation rates and ensure college and career readiness for high school students. Provides for the development of focused programs of study and related courses and curricula; development of individual graduation plans; student guidance and counseling; and identification of and assistance to students at risk for being underprepared for the next level of study. Provides for establishment of a high school graduation rate goal. Provides for consultation and collaboration with business and industry and the Louisiana Workforce Commission.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=666409
Title: S.B. 316
Source: http://www.legis.state.la.us/
| |
| ME | Signed into law 06/2009 | P-12
Postsec.
Community College | Directs the Children's Growth Council to create a working group; requires the Department of Health and Human Services and the Department of Education to participate in the working group as well as public universities, community colleges, child care providers and Head Start; Requires the working group to make recommendations for creating a partnership between child care providers and institutions of higher learning concerning early childhood education and higher education systemsthat would allow child care providers to enroll in classes and degree programs at reduced tuition rates.
http://www.mainelegislature.org/legis/bills/bills_124th/billpdfs/HP073601.pdf
Title: H.B. 736
Source: http://www.mainelegislature.org
| |
| 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 | Defines "college-readiness" as the level of preparation a student must attain in English language arts and math to enroll and succeed, without remediation, in an entry-level general education course in that subject at a general academic teaching institution, as defined by Section 61.003, other than a research institution as defined by the higher education coordinating board, or a postsecondary institution that primarily offers associate degrees or certificates or credentials other than baccalaureate or advanced degrees. Directs the state education agency and higher education coordinating board to ensure that the Algebra II and English III
end-of-course assessment instruments are developed to measure college readiness by the 2011-12 school year. Before the beginning of the 2011-2012 school year, directs the agency, in collaboration with the higher education coordinating board, to gather data and conduct research studies to substantiate the correlation between a certain level of performance by students on the Algebra II and English III end-of-course assessments and college readiness. Requires such study to include an evaluation of any need for remediation courses to facilitate college readiness. Based on the results of the study, directs the commissioner of education and the commissioner of higher education to set college-ready benchmarks on the Algebra II and English III end-of-course assessments.
Directs the agency, in collaboration with the higher education coordinating board, to conduct a similar study for the appropriate science and social studies end-of-course assessments. Provides that if the commissioner of education, in collaboration with the commissioner of higher education, determines that the research studies substantiate a correlation between a certain level of performance on science and social studies end-of-course assessment instruments and college readiness, the commissioner of education, in collaboration with the commissioner of higher education, may establish college-ready benchmarks for science and social studies end-of-course assessments. Directs the agency and the higher education coordinating board, by December 2012, to deliver to the lieutenant governor, the speaker of the house of representatives, and the clerks of the standing committees of the senate and the house K-12 and higher education committees an analysis of the feasibility of establishing college readiness performance standards for science and social studies end-of-course assessments, and a summary of any implementation procedures adopted for each standard. Directs the agency, in collaboration with the higher education coordinating board, to continue to gather data to perform correlation studies on Algebra II, English III and science and social studies end-of-course assessments at least every three years.
Directs the agency and the higher education coordinating board to periodically review the college readiness performance standards and compare the performance standards to performance standards established
nationally and internationally for comparable assessment instruments. Following each review, directs the agency and the higher education coordinating board to deliver to the lieutenant governor, the speaker of the house, and the clerks of the standing committees of the senate and the house of representatives K-12 and higher education committees a report on the results of the review indicating whether the college readiness performance standards are sufficiently rigorous to prepare students to compete academically with students nationally and internationally. Provides that if the agency and the higher education coordinating board
determine that the college readiness performance standards are not sufficiently rigorous, the agency and the coordinating board must recommend changes to the college readiness performance standards.
Directs the agency to gather data and conduct research to substantiate any correlation between a certain level of performance by students on end-of-course assessments and success in military service or a workforce training, certification, or other credential program at a postsecondary educational institution that primarily offers associate degrees or certificates or credentials other than baccalaureate or advanced degrees.
Pages 50-54 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 53, Part I
Source: www.legis.state.tx.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
| |
| MN | Signed into law 05/2009 | P-12 | Establishes a P-20 partnership to create a seamless education system that maximizes the achievement of all students from early childhood through postsecondary education and promotes the efficient use of resources. Lists partnership members, which include members of the P-16 Education Partnership and four legislators. Establishes meeting procedures. Requires partnership members to be the leader or designee of their respective organizations and requires partnership members to meet at least three times during each calendar year. Directs the partnership to seek outside expertise. Directs the partnership to recommend to the governor and the legislature how to maximize the achievement of all P-20 students and promote efficient use of resources. Lists examples of recommendations for strategies, policies, and other actions. Directs the partnership to submit an annual report to the legislature and the governor by January 15 that summarizes the partnership's progress and includes any recommendations the partnership has for maximizing student achievement and promoting efficient resource use.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0002.5.html&session=ls86
Title: H.F. 2
Source: https://www.revisor.leg.state.mn.us
| |
| MN | Signed into law 05/2009 | P-12
Postsec.
Community College | Establishes a program to offer research-based high school-to-college programs to prepare students for college. Requires an evaluation for participating programs with a working group to develop methods and timelines for data collection and analysis of program effectiveness. Requires a report to the legislature on the effectiveness of these programs in improving the academic performance of participating students.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=S2083.3.html&session=ls86
Title: S.B. 2083
Source: https://www.revisor.leg.state.mn.us
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| MO | Signed into law 05/2009 | P-12
Postsec. | Allows the governor to establish the "P-20 Council" as a private-not-for-profit corporation on behalf of the state. The purpose of the Council will be to create a more efficient and effective education system to more adequately prepare students for entering the workforce and will be reflected in the articles of incorporation and bylaws. Indicates the makeup of the Council's board of directors. Council may receive and borrow money, enter into contracts, and spend money for activities appropriate to its purposes. Duties of the Council may include: studying the potential for a state-coordinated economic and educational policy; determining where obstacles make state support of certain programs difficult; creating programs; and exploring ways to better align academic content. Council must submit an annual report to the governor and the legislature containing information about its operations. Act allows the Departments of Economic Development, Elementary and Secondary Education, and Higher Education to contract with the Council for activities described in the act. Act repeals statute requiring the Commissioner of Higher Education, Chair of the Coordinating Board for Higher Education, Commissioner of Education, President of the State Board of Education, and Director of the Department of Economic Development to meet and discuss ways to create a more efficient and effective education system.
http://www.senate.mo.gov/09info/bills/sb291.htm (full text of bill http://www.senate.mo.gov/09info/pdf-bill/tat/SB291.pdf)
Title: S.B. 291--P-20 Council
Source: http://www.senate.mo.gov
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| ND | Signed into law 05/2009 | P-12 | Amends the membership and duties of the North Dakota Commission on Education Improvement. The commission is supposed to:
a. Examine the current system of delivering and financing public elementary and secondary education and shall develop recommendations addressing educational
adequacy, the equitable distribution of state education funds, the allocation of funding responsibility between federal, state, and local sources, and any other matters that could result in the improvement of elementary and secondary education in the state;
b. Examine the state's high school graduation requirements, curricular standards, and assessments to ensure that students have the academic skills necessary to move seamlessly and without remediation from high schools to institutions of higher education or to meet the performance levels expected by employers;
c. Examine the measures enacted by the most recent legislative assembly to improve student performance, confirm their full implementation, and recommend future measures for continued improvement; and
d. Examine the measures enacted by the most recent legislative assembly to improve the quality of instruction, confirm their full implementation, and recommend future measures for continued improvement.
http://www.legis.nd.gov/assembly/61-2009/bill-text/JARF1000.pdf
Title: H.B. 1400 - Sec. 40, Commission on Education Improvement
Source: http://www.legis.nd.gov/assembly/61-2009/bill-text/JARF1000.pdf
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| OK | Signed into law 05/2009 | P-12
Postsec.
Community College | Creates the Educational Accountability Reform Act. Establishes the P-20 Data Coordinating Council and revolving fund; provides for membership, appointment, designation of officers, quorum, staff support, etc. . The Council is to advise the State Department of Education, the State Regents for Higher Education, the Department of Career and Technology Education, the Office of Accountability, the Oklahoma Employment Security Commission, the Legislature, and the Governor on coordination of the creation of a unified, longitudinal student data system to provide interoperability and efficient and effective storage, use and sharing of data among the State Department of Education, Oklahoma Department of Career and Technology Education, Oklahoma State Regents for Higher Education, Legislature, other policymakers and executive agencies, and the general public. A "unified data system" is to connect essential data elements relating to student level course work and course grades. The system shall facilitate the transfer of data across systems and among interested parties to address questions that cut across levels of the educational system and agencies. The unified data system shall facilitate the addition of data elements relating to testing, instruction and other performance and demographic data. The unified data system shall be accessible to a wide range of stakeholders and serve a variety of purposes, including improving teaching and learning, informing public policy, fostering a culture of evidence-based decision making, conducting research, evaluating system and program effectiveness, and providing reports to various stakeholder groups.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB222_ENR.RTF
Title: S.B. 222
Source: http://webserver1.lsb.state.ok.us
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| UT | Adopted 05/2009 | P-12
Postsec. | Changes state data system from "Data Clearinghouse File"-based to "UTREx" (Utah eTranscript and Record Exchange), effective July 1, 2010. Defines UTREx as system that allows individual student records to be exchanged electronically among public schools, LEAs and the state office of education (USOE), and to be sent to any participating postsecondary institution. Requires any district, prior to updating a student data system or modifying data elements in an existing data system, to receive USOE approval to ensure the new system maintains compatability with UTREx. Updates provisions related to disclosure of student data for research purposes. http://www.rules.utah.gov/publicat/bulletin/2009/20090401/32448.htm
Title: R277-484
Source: www.rules.utah.gov
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| VT | Signed into law 05/2009 | P-12
Postsec.
Community College | Strategies to expand education opportunities for high school students and others. Requires the Vermont state colleges, in consultation with various persons and organizations, to study and recommend strategies for expanding educational opportunities to prepare Vermonters to succeed in postsecondary education. Includes consideration of partnerships (higher education and K-12), a P-16 longitudinal data system (requires the commissioner of education to examine and evaluate student longitudinal data systems that are currently available and select one system to implement statewide) evidence-based models for high school improvements, etc. To the extent funds are available, requires phased implementation of the data system no later than January 1, 2010, to be complete in all districts in the state by January 1, 2017.
http://www.leg.state.vt.us/docs/2010/bills/Passed/H-405.pdf
Title: H.B. 405
Source: http://www.leg.state.vt.us
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| CO | Signed into law 03/2009 | P-12
Postsec. | Creates the Education Innovation Institute within the University of Northern Colorado to collaborate with institutions to leverage research, funding, expertise, and other resources, discover and study innovations in teaching and learning, create, pilot, and advocate for innovations in educational delivery methods, and work to align the public education system from preschool through postsecondary and workforce readiness with an objective of universal proficiency for all students; creates a funding mechanism.
http://www.leg.state.co.us/clics/clics2009a/csl.nsf/fsbillcont3/FCCE1B03FF61A0AA87257537001A2B3C?open&file=032_enr.pdf
Title: S.B. 32
Source: http://www.leg.state.co.us
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| KY | Signed into law 03/2009 | P-12 | Directs the Kentucky Department of Education, in collaboration with the Council on Postsecondary Education (CPE), to implement a process to revise the state content standards in reading, language arts including writing, mathematics, science, social studies, arts and humanities, and practical living skills and career studies. Provides that revisions to the content standards must:
1. Focus on critical knowledge, skills, and capacities needed for success in the global economy
2. Result in fewer, but more in-depth standards to facilitate mastery learning
3. Communicate expectations more clearly and concisely to teachers, parents, students and citizens
4. Be based on evidence-based research
5. Consider international benchmarks
6. Ensure that the standards are aligned from elementary to high school to postsecondary education so that students can be successful at each education level.
Provides that the revision process, jointly organized by the commissioner of education and the president of the CPE, must engage K-12 teachers in discussions with postsecondary faculty. Requires that the process also include business and industry professionals actively engaged in career fields dependent on the various content areas, and others as deemed appropriate by the commissioner and the president. Directs the department to consider standards that have been adopted by national content advisory groups and professional education consortia.
Requires the standards to be widely disseminated statewide to various stakeholders, including K-12 and postsecondary faculty and administrators, parents, citizens, private professionals in the content areas, and others for comment and recommendations, to ensure that the specifications enumerated above are met. Requires the commissioner of education and the CPE president to ensure that the standards submitted to the state board for approval are aligned with postsecondary course and assessment standards for the gateway areas of reading and mathematics. Directs the council also to review the proposed academic standards in all other content areas and provide written recommendations as needed to ensure alignment with postsecondary requirements.
Directs the department to disseminate the new content standards to K-12 schools, postsecondary faculty in the respective content areas, and teacher programs within 30 days of state board approval. Requires the state board to approve the revised standards by December 15, 2010.
Directs the department of education to offer statewide training sessions for for existing teachers and administrators on how to:
1. Integrate the revised content standards into classroom instruction
2. Better integrate performance assessment of students within their instructional practices
3. Help all students use higher-order thinking and communication skills.
Directs the education professional standards board, in cooperation with the Kentucky Board of Education and the CPE, to coordinate training sessions on the revised standards for faculty in all teacher preparation programs. Requires the education professional standards board to ensure that all teacher preparation programs use the revised standards and that all teacher interns have experience planning classroom instruction based on the revised standards. Directs the CPE, in cooperation with the department of education and postsecondary education institutions, to coordinate information sessions on the revised standards for faculty teaching in the various content areas.
Amends the duties of the Council on Postsecondary Education. Requires the council to:
(1) Participate with the department of education, board of education and postsecondary institutions to ensure that academic content requirements for successful entry into postsecondary education programs are aligned with high school content standards and that students who master the high school academic content standards shall not need remedial courses. Requires the council to monitor the results on an ongoing basis.
(2) Cooperate with the department of education and the education professional standards board to in providing information sessions to selected postsecondary education content faculty and teacher educators of the high school academic content standards.
Pages 4-6 and 64-65 of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 2(2) and 13
Source: www.lrc.ky.gov
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| KY | Signed into law 03/2009 | P-12 | Within 30 days from the effective date of this Act, requires each postsecondary institution in the state to plan and implement a process to develop core academic content standards for reading and mathematics for introductory courses. Specifies that the process must ensure that secondary-level educators are engaged with the postsecondary education faculty and other content specialists in order that the standards at each educational level are vertically aligned. Requires all core academic standards for mathematics and reading in introductory courses to be completed by December 15, 2010 with a target completion date of December 15, 2009 for the mathematics standards.
Urges the Council on Postsecondary Education, the department of education, and the postsecondary education institutions to merge activities, resources and dissemination efforts as is practical to eliminate duplication of effort and conflicting recommendations.
Page 69 of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 15
Source: www.lrc.ky.gov
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| KY | Signed into law 03/2009 | P-12
Postsec. | Provides that the general assembly finds the continuing high rates of postsecondary remediation totally unacceptable and an unwarranted additional expense to the state, students and parents who expect that completion of high school coursework should lead to successful entry and success in postsecondary education. Directs the council on postsecondary education, the state board and the department of education to develop a unified strategy to reduce college remediation rates by at least 50% by 2014 from what they are in 2010 and increase the college completion rates of students enrolled in 1 or more remedial classes by 3% annually from 2009 to 2014. Requires written plan to reduce college remediation rates and increase graduation rates to be prepared by May 15, 2010, and for the initial plan to be presented to the interim joint committee on education and the interim joint committee on appropriations and revenue during the 2010 interim. Requires the written plan to include:
(a) Yearly goals
(b) Action strategies that will be used
(c) Timelines
(d) Assigned responsibilities for carrying out the strategies;
(e) Reporting mechanisms.
Directs the agencies, during the preparation of the plan, to investigate whether the current requirements for assessing college readiness are providing needed information, whether additional diagnostic assessments are needed, particularly in high school-level math, and whether accelerated learning programs have actually been implemented as required by Section 6 of this act to address students' needs for instructional interventions in English, reading and math.
Requires the agencies to annually report the results of their efforts to the interim committees, and where appropriate, for the annual reports to include recommendations for legislative actions. http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 21
Source: www.lrc.ky.gov
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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--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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| 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--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/District Structure/Operations |
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| School/District Structure/Operations--Food Service |
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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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| Standards |
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| State Longitudinal Data Systems |
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| State Policymaking |
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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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| 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--Natl. Bd. for Prof. Teach. Stds. |
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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--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--Tenure or Continuing Contract |
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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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