 |
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 |
| |
| OH | Signed into law 07/2009 | P-12 | Replaces all references to "tests" to "assessments".
Section 3301.079: Existing law requires the state board to inform all districts when any achievement test has been completed; new provision extends this notification requirement to community schools, STEM schools, and nonpublic schools required to administer the assessment. Combines grades K-2 diagnostic assessments in reading and writing and grade 3 diagnostic assessment in writing into English language arts diagnostic assessment in those grades.
Section 3301.0710: Replaces grades 4, 5, 6 and 8 reading assessments with assessments in English language arts; replaces separate reading and writing assessments in grades 4 and 7 with single English language arts assessment (reducing from three to two the number of assessments administered in grades 4 and 7). Reduces the number of score designations on the state assessments from 5 to 3 (eliminating second-lowest "basic" and second-highest "accelerated" levels). Eliminates provisions establishing testing dates for grades 3-7 achievement tests and graduation tests; replaces with provision directing the state superintendent to designate dates and times for the administration of grades 3-8 assessments and Ohio graduation tests. In setting administration dates, directs the state superintendent to allow a reasonable length of time between the state assessments and the NAEP given in the same grade level. Eliminates provisions (1) directing the state board to require an alternate assessment to be submitted for scoring by a certain date, (2) allowing the state board to administer a state assessment to English language learners a week earlier than the date the instrument is administered to other students, and (3) requiring the state board to administer tests for each grade level over a two-week period.
Section 3301.0711: Specifies that once the new high school assessment system is implemented, the old Ohio graduation tests will not be administered to a person who has fulfilled the curriculum requirements for a high school diploma but who has not passed one or more of the old Ohio graduation tests.
3301.0712: Directs the state board, state superintendent and chancellor of the board of regents to develop a system of college and work ready assessments [OF NOTE: (the "college and work ready assessment system")] to assess whether students upon high school graduation are ready to enter college or the workforce. Provides that these assessments will replace the existing Ohio graduation tests as a prerequisite for a high school diploma. Provides that the system consists of three components:
(1) A nationally-standardized assessment measuring English language arts, math and science competencies, jointly selected by the state superintendent and chancellor
(2) A series of end-of-course exams in English language arts, math, science and social studies, [OF NOTE: jointly selected by the state superintendent and chancellor in consultation with subject area faculty] at University System of Ohio institutions]
[OF NOTE: (3) A senior project completed by a student or group of students. Specifies the purpose of the senior project is to assess the student's
(a) Mastery of core knowledge in a subject area chosen by the student
(b) Written and verbal communication skills
(c) Critical thinking and problem-solving skills
(d) Real-world and interdisciplinary learning
(e) Creative and innovative thinking
(f) Acquired technology, information and media skills
(g) Personal management skills such as self-direction, time management, work ethic, enthusiasm, and the desire to produce a high-quality product.]
[OF NOTE: Directs the state superintendent and chancellor to jointly develop standards for the senior project for students participating in dual enrollment programs. Also directs the state superintendent and chancellor to jointly designate the scoring rubrics and required overall composite score for the assessment system to assess whether each student is college or work ready. Requires that each senior project be judged by the student's high school in accordance with the rubrics designated by the state superintendent and chancellor.]
[OF NOTE: Requires the state board, within 30 days of adoption of the model curricula in English language arts, math, science and social studies (curricula must be adopted by March 31, 2011), to convene a group of national and state experts and local practitioners to provide advice, guidance and recommendations for the alignment of standards and model curricula to the assessments and in the design of the end-of-course exams and scoring rubrics.]
Directs the state board, upon completion of the assessment system, to adopt rules prescribing:
(1) A timeline and plan for implementing the assessment system, including a phased implementation if such is deemed warranted by the state board
(2) The date after which a person entering grade 9 must earn at least the composite score for the assessment system as a prerequisite for the high school diploma
(3) The date after which a person must attain the composite score for the entire assessment system as a prerequisite for an adult education diploma
(4) Whether and the extent to which a person may be excused from a social studies end-of-course exam (certain students are exempt from earning a minimum score on the social studies assessment under the current system)
(5) The date after which a person who has fulfilled the curriculum requirement for a diploma but has not passed one or more of the required assessments must attain at least the composite score for the entire assessment system as a prerequisite for a high school diploma
(6) The extent to which the assessment system applies to students enrolled in a dropout recovery and prevention program.
Requires the state superintendent, at least 45 days before the state board adopts a resolution to adopt the aforementioned rules, to present the assessment system to the house and senate education committees.
Pages 987-1003 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.079, 3301.0710, 3301.0711, 3301.0712
Source: www.legislature.state.oh.us
| |
| TX | Signed into law 06/2009 | P-12 | Directs the state education agency, in developing state assessments for math, reading, writing, social studies and science for grades 3-8, to allow student scores to provide reliable information relating to a student's satisfactory performance for each performance standard under Section 39.0241, and an appropriate range of performances to serve as a valid indication of growth in student achievement. Amends language in 39.023(b) regarding the assessment of students with disabilities. Eliminates provision allowing a student with disabilities to be exempted from an end-of-course assessment. Excludes assessments that students may retake (i.e., an end-of-course assessment) from those whose questions and answer keys are released to the public every third year. Makes grade 5 final grade in which limited-English proficient students may take statewide assessments in reading, writing, math and science in Spanish (previous provision extended such assessments to students in grade 6.)
Directs the commissioner of education and commissioner of higher education to study the feasibility of allowing students to satisfy end-of-course requirements by successfully completing a dual credit course through an institution of higher education. Requires the commissioner of education and commissioner of higher education to make recommendations based on the study to the legislature by December 2010.
By September 1 of each year, requires the state education agency Web site to report the following information for state assessments in grades 3-8 and end-of-course assessments:
(1) The number of questions on the assessment
(2) The number of questions that must be answered correctly to achieve satisfactory performance
(3) The number of questions that must be answered correctly to achieve satisfactory performance under the college readiness performance standard
(4) The corresponding scale scores.
Previous law required questions indicating college readiness in end-of-course assessments to be administered in a separate section of the assessment. New enactment bars these items from being included in a separate section of the assessment.
Provides the commissioner may not require a school district or charter school to administer an assessment instrument by computer.
Pages 45-50 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 50 through 52
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12 | Creates new Subchapter J, "Parent and Educator Reports." Provides that in addition to the indicators adopted under Section 39.053, the commissioner must adopt indicators of the quality of learning for the purpose of preparing parent and educator reports, and review these indicators for possible revisions every other year. Provides performance on such adopted indicators must be evaluated in the same manner provided for evaluation of the student achievement indicators under Section 39.053(c). Requires indicators to include:
(1) Percentage of high school graduates who complete the minimum, recommended or advanced high school programs
(2) Results of the SAT, ACT, articulated postsecondary degree programs described by Section 61.852, and certified workforce training programs described by Chapter 311, Labor Code
(3) Subsequent state assessment scores of students who do not meet performance standards as established by Section 39.0241 or who do not pass state-level assessments
(4) Number of students at each campus who choose to complete the minimum high school program, disaggregated by major student subpopulations
(5) Specified remediation and student promotion indicators
(6) Percentage of limited English-proficient students exempted from the administration of an assessment instrument under Sections 39.027(a)(1) and (2)
(7) Percentage of students with disabilities assessed through assessment instruments developed or adopted under Section 39.023(b)
(8) Percentage of students who satisfy the college readiness measure
(9) Progress toward dual language proficiency under Section 39.034(b) for limited English-proficient students
(10) Percentage of students who are not educationally disadvantaged
(11) Percentage of students who enter an institute of higher education the year after high school graduation
(12) Percentage of students who complete the first year of postsecondary education without needing a developmental education course.
Specifies that performance on the indicators described by Section 39.053(c) and items (3), (4) and (9) above must be based on longitudinal student data that is disaggregated by the bilingual education or special language program that current or former limited English-proficient students are/were enrolled in.
Adds Section 39.302, which directs the state education agency to report to each district the comparisons of student performance made under Section 39.034 (annual improvement needed for a student to perform satisfactorily on grade 5 and 8 assessments and end-of-course assessments, page 67 of 180 of 2009 H.B. 3). Adds Section 39.303, which requires districts to provide each student's parent with a record of the comparisons made under Sections 39.302 and 39.034. Provides that for a student who did not perform satisfactorily on a state assessment, the district must include specific information in the notice about access to online educational resources at the appropriate assessment instrument content level, including educational resources described by Section 32.252(b)(2) and assessment instrument questions and answers released under Section 39.023(e).
Adds Section 39.304, which requires districts to provide teachers at the beginning of the school year with a record of the comparisons made under Sections 39.302 and 39.034. Requires report to go to each teacher for all students, including incoming students, who were assessed on a grades 3-8 assessment or high school end-of-course exam, and all students who took a grades 3-8 assessment or high school end-of-course exam the previous year. Provides the report must indicate whether the student performed satisfactorily or, if the student did not perform satisfactorily, whether the student met the standard for annual improvement.
Amends campus report card content. Repeals provision requiring campus performance to be compared to comparable campus group performance. Requires campus report cards to include the student achievement
indicators described by Section 39.053(c) and the reporting indicators described by Sections 39.301(c)(1) through (5). Requires district report cards to include information indicating the district's accreditation status and identifying each district campus awarded a distinction designation under Subchapter G or considered an unacceptable campus under Subchapter E
Pages 137-142 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 59 - Part VIII (Parent and Educator Reports, Campus and District Report Cards)
Source: www.legis.state.tx.us
| |
| KY | Signed into law 03/2009 | P-12 | Repeals language referring to the Commonwealth Accountability Testing System (CATS). Directs the state board, using the revised content standards to be approved by December 15, 2010, to implement an annual statewide assessment system for implementation in the 2011-12 school year. Requires the board, in developing the assessment system, to also seek the advice of the Education Assessment and Accountability Review Subcommittee within the Legislative Research Commission. Calls for the implementation of:
(1) Grades 3-8 criterion-referenced assessments in reading and math, augmented with a customized or commercially available norm-referenced test to provide national profiles
(2) Criterion-referenced assessments in science and social studies, to be administered once each in the elementary and middle grades, augmented with a customized or commercially available norm-referenced test to provide national profiles
(3) An on-demand writing assessment to be administered once in the elementary grades, twice in the middle grades, and twice in the high school grades
(4) An editing and mechanics test for writing, using multiple choice and constructed response items, to be administered once each in the elementary and middle grades, and twice in the high school grades
(5) A grade 8 high school readiness exam in English, reading, math and science; except the readiness assessment may be administered in grade 9 if the state board determines moving the test would be in students' best interest
(6) A criterion-referenced test in math, reading and science administered once during high school grades, that measures the depth and breadth of the academic content standards that are not covered in the ACT administered to all juniors
(7) A criterion-referenced social studies test administered once during high school grades, augmented with a customized or commercially available norm-referenced test to provide national profiles
(8) A grade 10 college-readiness test in English, reading, math and science
(9) The ACT, testing English, reading, math and science, administered in grade 11.
Adds that student scores on the grade 8 high school readiness or grade 10 college-readiness test indicate advanced work is required in English, reading or math must have intervention strategies for accelerated learning incorporated into his or her learning plan.
Provides the criterion-referenced assessments must have constructed response and multiple choice items, and that the nationally normed assessments must be multiple-choice. Permits the state board to adopt end-of-course exams in lieu of criterion-referenced tests. Provides that assessment results must be used to determine appropriate instructional modifications to allow all students to make continuous progress, including students who are advanced learners. Requires the state board to conduct periodic alignment studies that compare the norm-referenced tests with the breadth and depth of the standards. Authorizes the state board, based on the findings of these studies, to decrease the number of criterion-referenced items.
Beginning in the 2011-12 school year, requires all districts to administer the statewide assessments during the last 14 days of school. Provides testing may take no more than five days. Directs the state board to adopt regulations on the procedures to be used during the testing process to ensure test security, including procedures for testing makeup days. Requires the state board, in revising the assessment system for implementation in 2011-12, to ensure that a technically sound longitudinal comparison of the assessment results for the same students be made available.
New KRS 158.6453(1)(e) defines formative assessment as a process used by teachers and students during instruction to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes. Specifies formative assessments may be commercial assessments, classroom observations, teacher-designed classroom tests and assessments, and other processes and assignments to gain information about individual student learning.
Provides the assessment program may include formative and summative (i.e., semester- or year-end) assessments that:
(1) Measure student achievement in language, reading, English, mathematics, science and social studies
(2) Provide diagnostic information identifying individual students' strengths and academic deficiencies in the content areas
(3) Provide comparisons with national norms for math, reading, social studies, and science, and where available, comparisons to other states
(4) Provide teachers with information that can enable them to improve instruction for current and future students
(5) Provide longitudinal profiles for students
(6) Ensure school and district accountability for meeting state education goals.
Beginning with the 2011-12 school year, requires every school serving primary-level students to use developmentally appropriate diagnostic assessments and prompts to measure readiness in reading and mathematics. Provides the results must be used to inform teachers and parents of each student's skill level.
Adds that one use of Commonwealth school improvement grant funds may be to help teachers and administrators make better use of formative and summative, performance-based assessments.
Requires the assessment program to include state and local program reviews and audits in selected content areas. Provides that state and local program reviews and audits must provide schools with annual feedback on selected programs and serve as indicators of the quality of students' educational experiences. Requires program reviews and audits to provide recommendations for improving teaching and assessment, and to ensure school and district accountability for student achievement. Beginning in the 2011-12 school year, the state assessment program must include program reviews and program audits for arts and humanities, practical living skills and career studies, and the writing programs, the results of which to be included in the state accountability system.
Directs the department of eductation to provide guidelines for (1) arts and humanities programs, (2) practical living skills and career studies, and (3) effective writing programs, and for the integration of the arts and humanities and practical living skills and career studies guidelines into every school's curriculum. Also requires (1) practical living skills and career studies and (2) effective writing program guidelines to be integrated into the curriculum of all teacher preparation programs. Directs the department of education to establish (1) arts and humanities program, (2) practical living skills and career studies and (3) effective writing program criteria for use in program review and audit processes, along with the procedures recommended for local district and department program reviews and program audits. Requires the department to distribute the criteria and procedures for program reviews and audits to all schools and teacher preparation programs. Directs every district to conduct an annual program review, and the department of education to review every school's programs in these three areas within a two-year period. Requires every school-based decision making council to analyze its school's program review findings and determine how it will address program recommendations to improve the program for students. Requires the department to ensure that all schools and districts understand how the program review and audit results will be included in the accountability system, and to provide assistance to improve the quality of such programs.
Specifies that the writing program must incorporate a variety of language resources, technological tools and multiple opportunities for students to develop complex communication skills for a variety of purposes. Provides that writing portfolios must be part of any K-12 writing program, must be part of the required criteria for the writing program review and audit process, and must be maintained for each student, following the student from grade to grade and to any school the student may enroll in.
Requires the state board to adopt rules that prohibit inappropriate test preparation activities by district employees charged with test administration and oversight, including the issue of teachers being required to do test practice in lieu of regular classroom instruction and test practice outside the normal work day. Provides the revisions must include disciplinary sanctions that may be taken toward a school or individuals.
Amends KRS 158.816 to replace CATS with reference to revised assessment system (in provision requiring annual analysis of and report on achievement of technical education students who have completed or are enrolled in an at least 3-credit sequence of a technical program.
Pages 6-23 [Section 2(3)], 31-32 [Section 6], 40-42 [Section 9], and 44-45 [Section 11] of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 2(3), 6, 9 and 11
Source: www.lrc.ky.gov
| |
| Assessment--Formative/Interim |
| |
| Assessment--NAEP (NAEP Results and NAEP Organization) |
| |
| Assessment--Performance Based/Portfolio |
| |
| Assessment--Value Added |
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| At-Risk (incl. Dropout Prevention) |
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| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
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| Attendance |
| |
| Attendance--Compulsory |
| |
| Attendance--Statutory Ages (Upper and Lower) |
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| Attendance--Truancy |
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| Background Checks |
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| Bilingual/ESL |
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| Business Involvement |
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| Career/Technical Education |
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| Career/Technical Education--Career Academies/Apprenticeship |
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| Cheating |
| |
| Choice of Schools--Charter Schools |
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| Choice of Schools--Charter Schools--Charter Districts |
| |
| Choice of Schools--Charter Schools--Closings |
| |
| Choice of Schools--Charter Schools--Cyber Charters |
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| Choice of Schools--Charter Schools--Finance |
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| Choice of Schools--Charter Schools--Research |
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| Choice of Schools--Choice/Open Enrollment |
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| Choice of Schools--Magnet or Specialized Schools |
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| Choice of Schools--Vouchers |
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| Civic Education |
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| Civic Education--Character Education |
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| Civic Education--Pledge of Allegiance |
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| Class Size |
| |
| Curriculum |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Core Curriculum |
| |
| Curriculum--Drivers Education |
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| Curriculum--Environmental Education |
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| Curriculum--Family Living Education |
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| Curriculum--Financial Literacy/Economics Ed. |
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| Curriculum--Foreign Language/Sign Language |
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| Curriculum--Health/Nutrition Education |
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| Curriculum--Home Economics |
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| 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 |
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| 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 |
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| 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 |
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| Health--Suicide Prevention |
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| Health--Teen Pregnancy |
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| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
| |
| High School--Dropout Rates/Graduation Rates |
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| High School--Dual/Concurrent Enrollment |
| |
| High School--Early Colleges/Middle Colleges |
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| 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 |
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| 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 |
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| P-3 Kindergarten--Full Day Kindergarten |
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| P-3 Preschool |
| |
| P-3 Teaching Quality/Professional Development |
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| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Partnerships--University/School |
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| Postsecondary |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
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| Postsecondary Accountability--Diploma Mills |
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| Postsecondary Affordability--Financial Aid |
| |
| Postsecondary Affordability--Textbooks |
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| Postsecondary Affordability--Tuition/Fees |
| |
| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
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| 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 |
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| Postsecondary Students--Graduate/Professional |
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| Postsecondary Students--Military |
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| 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 |
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| Special Populations--Immigrant Education |
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| Special Populations--Military |
| |
| Standards |
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| State Longitudinal Data Systems |
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| State Policymaking |
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| State Policymaking--Task Forces/Commissions |
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| STEM |
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| Student Achievement |
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| Student Achievement--Closing the Achievement Gap |
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| Student Supports--Counseling/Guidance |
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| Student Supports--Mentoring/Tutoring |
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| Student Supports--Remediation |
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| Students |
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| Students--Athletics/Extracurricular Activities |
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| Students--Employment |
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| Students--Mobility |
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| Students--Records/Rights |
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| Teaching Quality |
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| Teaching Quality--Certification and Licensure |
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| Teaching Quality--Certification and Licensure--Alternative |
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| Teaching Quality--Certification and Licensure--Assignment |
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| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
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| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
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| Teaching Quality--Certification and Licensure--Special Education |
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| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
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| Teaching Quality--Certification and Licensure--Substitute Teachers |
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| Teaching Quality--Compensation and Diversified Pay |
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| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
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| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
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| Teaching Quality--Evaluation and Effectiveness |
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| Teaching Quality--Induction Programs and Mentoring |
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| Teaching Quality--Paraprofessionals |
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| Teaching Quality--Preparation |
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| Teaching Quality--Professional Development |
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| Teaching Quality--Recruitment and Retention |
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| Teaching Quality--Recruitment and Retention--At-Risk Schools |
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| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
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| Teaching Quality--Reduction in Force |
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| Teaching Quality--Teacher Attitudes |
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| Teaching Quality--Teacher Rights |
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| Teaching Quality--Tenure or Continuing Contract |
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| Teaching Quality--Unions/Collective Bargaining |
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| Teaching Quality--Working Conditions |
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| Technology |
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| Technology--Computer Skills |
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| Technology--Devices/Software/Hardware |
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| Technology--Equitable Access |
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| Technology--Funding Issues |
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| Technology--Teacher/Faculty Training |
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| Textbooks and Open Source |
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| Urban |
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| Urban--Governance |
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