 |
State |
Status/Date |
Level |
Summary |
|
 | Accountability |
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| Accountability--Accreditation |
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| Accountability--Measures/Indicators |
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| Accountability--Reporting Results |
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| Accountability--Rewards |
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| Accountability--Sanctions/Interventions |
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| Accountability--Sanctions/Interventions--No Pass No Drive |
| |
| Accountability--Sanctions/Interventions--No Pass No Play |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
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| Adult Basic Education |
| |
| Assessment |
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| 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) |
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| CA | Vetoed 10/2009 | P-12 | Requires the superintendent of public instruction to produce a consequences of dropping out notice to inform pupils of the consequences of dropping out of school prior to reaching 18 years of age or completing the requirements for high school graduation. Requires the superintendent to make the notice available to school districts by posting it on the department Web site. bill: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0351-0400/ab_374_bill_20090909_enrolled.pdf
Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0351-0400/ab_374_vt_20091011.html
Title: A.B. 374
Source: www.leginfo.ca.gov
| |
| CA | Vetoed 10/2009 | P-12 | States findings and declarations regarding children of youth who are in custody, or on probation or in the foster care system. Requires priority for participation in state preschool programs to be given to children who have a biological custodial parent who is, or who has recently been a dependent or ward of the juvenile court pursuant to specified provisions of law. Prohibits priority enrollment from being used to displace children who are currently receiving care. Bill: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0751-0800/ab_769_bill_20090908_enrolled.pdf Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0751-0800/ab_769_vt_20091012.html
Title: A.B. 769
Source: www.leginfo.ca.gov
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| CA | Signed into law 10/2009 | P-12 | Requires the superintendent of public instruction by August 2011 to submit a report called the Annual Report on Dropouts in the state. Requires, among other things, the report contain specified information on: one-year dropout rates for grades 7-12, four-year cohort dropout rates for grades 9-12, two- or three-year cohort dropout rates, as appropriate, for middle schools, graduation rates, grade 9 to 10 pupil promotion rates, the percentage of students in each grade 9-12 who are on track to earn sufficient credits to graduate, the average number of nonpromotional school moves that pupils make between grades 6-12, "full-year" dropout rates for alternative schools, including dropout recovery high schools, and California High School Exit Examination (CAHSEE) passage rates, and completion of A-G and CTE courses by high school graduates and dropouts. Requires that the report include data from the most recent year and, at a minimum, the two prior years. Requires the contents of the report to be available on the department of education Web site. Removes a requirement that local educational agencies receive a specified allocation in order for the Academic Performance Index (API) for a school or school district to include, beginning July 2011, test scores and other accountability data from pupils who were referred to alternative education programs, and include school and district dropout rates for pupils who drop out of school in grade 8 or 9.
http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0651-0700/sb_651_bill_20091011_chaptered.pdf
Title: S.B. 651
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 08/2009 | P-12 | Requires that a foster child who changes residences pursuant to a court order or decision of a child welfare worker be immediately deemed to meet all residency requirements for participation in interscholastic sports or other extracurricular activities. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0051-0100/ab_81_bill_20090806_chaptered.pdf
Title: A.B. 81
Source: Lexis-Nexis/StateNet
| |
| IL | Signed into law 08/2009 | P-12 | Requires the Ensuring Success in School Task Force, created to address the educational and related needs of elementary and secondary education students who are parents, expectant parents, or victims of domestic or sexual violence to ensure their ability to stay in school, stay safe while in school, and successfully complete their education, to submit a report to the General Assembly by December 2009 (initial deadline for report was January 2009). http://www.ilga.gov/legislation/96/HB/PDF/09600HB0605lv.pdf
Title: H.B. 605
Source: www.ilga.gov/legislation
| |
| NC | Signed into law 08/2009 | P-12 | Provides that a personal education plan must be made no later than the end of the first quarter, or after a teacher has had up to nine weeks of instructional time with a student; provides that local school administrative units shall give notice of the personal education plan and a copy of the personal education plan to the student's parent or guardian. http://www.ncleg.net/Sessions/2009/Bills/House/PDF/H804v4.pdf
Title: H.B. 804
Source: http://www.ncleg.net
| |
| IL | Signed into law 07/2009 | P-12 | Increases statewide charter school cap and charter school cap for Chicago. Above and beyond caps, permits five Chicago charters (and specified numbers of campuses and enrollment seats within those five charters) to be devoted to serving returning high school dropouts. Requires charter schools to submit to the state board of education a copy of their audit and Form 990. Increases time frame for state board to approve a charter school proposal. Adds procedures for a charter school to respond to a proposed revocation of its charter. Beginning with the 2012-13 school year, requires at least 75% of instructional staff in established charter schools to hold teacher certification; for charter schools established after these provisions are enacted, requires 75% of instructional staff to be certified by the beginning of the 4th school year in which students are enrolled in the school. Provides charter schools statewide are exempt from caps on the number of employees who may be enrolled in alternative certification programs. Requires state board to report findings of charter school evaluation every two years rather than annually. Establishes an Independent Charter School Authorizer Task Force to study the need for an independent charter school authorizer in the state. Directs the task force to report its findings and recommendations to the governor and legislature by January 2010.
Defines "contract school" as a Chicago attendance center run by a for- or not-for-profit private entity on contract to provide instructional and other services to a majority of the students enrolled in the attendance center. Defines "contract turnaround school" as an experimental Chicago contract school created to implement alternative governance in an attendance center subject to restructuring or similar intervention under NCLB that has not made adequate yearly progress (AYP) for 5 consecutive years. Provides that a Chicago school placed on probation that fails to make adequate progress in correcting deficiencies after one year may be converted to a contract turnaround school. Specifies the Chicago school board may operate no more than 30 contract schools, plus up to 5 contract turnaround schools. http://www.ilga.gov/legislation/96/SB/PDF/09600SB0612lv.pdf
Title: S.B. 612
Source: www.ilga.gov
| |
| IL | Signed into law 07/2009 | P-12
Community College | Establishes the Illinois Hope and Opportunity Pathways through Education (IHOPE) Program, to be adminstered by the state board of education, to develop a comprehensive system to re-enroll significant numbers of high school dropouts in programs that will enable them to earn their high school diploma. Requires the program to award grants to educational service regions and the Chicago school district to help establish instructional programs and other services designed to re-enroll high school dropouts. Requires the program to provide incentive grants to regional offices of education and the Chicago school district to develop partnerships with school districts, public community colleges, and community groups to build comprehensive plans to re-enroll high school dropouts in their regions or districts. Provides that programs may include comprehensive year-round programming, evening school, summer school, community college courses, adult education, vocational training, work experience, programs to enhance self-concept and parenting courses. Requires interested offices of education or district to develop an IHOPE plan for state board approval. Requires each plan to involve school districts, public community colleges, and key community programs that work with high school dropouts located in an educational service region or the City of Chicago before the plan is submitted for approval. Authorizes a regional office of education or Chicago public schools to operate its own IHOPE-funded program or contract with other not-for-profit entities, including school districts, public community colleges, and not-for-profit community-based organizations, to operate a program. Authorizes an education service region or City of Chicago to provide a sub-grant to such not-for-profit entities to provide services. Requires IHOPE program funding to be distributed based on the proportion of dropouts in the educational service region or school district to the total number of dropouts in the state. Specifies that a regional office of education or the Chicago school district may claim state aid for students enrolled in an IHOPE-funded Program, provided specified criteria are met.
Specifies that funded programs may be full-time, part-time work/study programs with flexible scheduling, online programs, or dual enrollment programs in which students attend high school classes in combination with community college classes or students attend community college classes while simultaneously earning high school credit and eventually a high school diploma. Requires IHOPE programs to meet specified criteria, including:
(1) Small size (no more than 100 students)
(2) Specific performance-based goals and outcomes and measures of enrollment, attendance, skills, credits, graduation, and the transition to college, training and employment
(3) Experienced leadership and staff who are provided with ongoing professional development
(4) Voluntary enrollment
(5) High standards for student learning, integrating work experience, and education, including during the school year and after school, and summer school programs
that link internships, work, and learning
(6) Extensive support services
(7) Small teams of students supported by full-time mentors
(8) A comprehensive technology learning center with Internet access and broad-based curriculum focusing on academic and career subject areas
(9) Learning opportunities that incorporate action into study.
Requires IHOPE-funded programs to report specified data to the state board, including student enrollment figures, attendance information, course completion
data, graduation information and post-graduation information, as available. http://www.ilga.gov/legislation/96/SB/PDF/09600SB1796lv.pdf
Title: S.B. 1796
Source: www.ilga.gov/legislation
| |
| MO | Signed into law 07/2009 | P-12 | Creates the Persistence to Graduation Fund. Department of Elementary and Secondary Education will establish a procedure for school districts to apply for grants to implement drop-out prevention strategies. Grants may be available to school districts that have at least sixty percent of students eligible for a free and reduced lunch. Grants will be awarded for one to five consecutive years. Upon expiration, school district may apply for an extension. The Department of Elementary and Secondary Education must give preferences to school districts that propose a holistic approach to drop-out prevention as described in the act. The Department may stop payments to a district it it determines that the district is misusing funds or if the district's program is deemed ineffectual. The Department must provide written notice 30 days prior to cessation of funds. Department must report annually to the legislature the recipients and amount of grants and data for the preceding five years for each recipient district.
http://www.senate.mo.gov/09info/pdf-bill/tat/SB291.pdf
Title: S.B. 291--Persistence to Graduation Fund
Source: http://www.senate.mo.gov
| |
| OH | Signed into law 07/2009 | P-12 | Specifies that the following provisions apply to any district with a three-year average graduation rate at or below 80%. Requires each such district's local board to implement actions prescribed by the governor's closing the achievement gap initiative in each high school, and in each elementary or middle school in which less than 50% of students have earned a proficient score on the 4th or 7th grade English language arts or math achievement assessments. Requires each such local board to work with the department and the governor's closing the achievement gap initiative in developing its annual spending plan before submitting the plan.
Requires each such local board to staff a linkage coordinator for closing the achievement gap and increasing the graduation rate. Defines "linkage coordinator" as an individual who is the primary mentor, coach and motivator for students identified as at risk of not graduating (as defined by the governor's closing the achievement gap initiative), and who coordinates those students' participation in academic programs, social service programs, out-of-school cultural and work-related experiences, and mentoring programs, based on students' needs. Provides the linkage coordinator must coordinate remedial disciplinary plans and work with school staff to gather student academic information and engage parents of targeted students. Requires that the linkage coordinator serve as the liaison between the school and the governor's closing the achievement gap initiative and participate in all professional development activities as directed by the initiative. Requires the linkage coordinator to establish and coordinate the work of academic promotion teams to address identified students' academic and social needs. Provides that such teams' membership may vary by school, and may include the linkage coordinator, parents, teachers, principals, school nurses, school counselors, probation officers, or other school personnel or community members.
Directs the governor's closing the achievement gap initiative to work with each organizational unit of every district with a three-year average graduation rate at or below 80% to assess progress in implementing activities, and assist linkage coordinators, administrators and other school staff in ensuring compliance with the district's spending plan required under Section 3306.30. Specifies that items related to implementing actions in schools are subject to the state superintendent and the governor's closing the achievement gap initiative, and defines state superintendent actions if the superintendent or initiative disapprove items in the plan. Directs the department to work with the governor's closing the achievement gap initiative in reconciling the spending plan of a district with a three-year average graduation rate at or below 80% with the district's actual spending.
Pages 1107-1109 and 2841 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3306.31 and 265.70.80
Source: www.legislature.state.oh.us
| |
| CO | Signed into law 06/2009 | P-12 | Creates the Colorado Youth Challenge Corps Program Act; authorizes the department of military and veterans affairs department to operate a residential youth challenge corps program through the use of contract personnel and National Guard facilities and equipment; provides a program for at-risk youth; defines an at-risk youth as a person at least 15 years of age but less than 20 years of age who has been suspended or expelled from school, habitually truant, or is habitually disruptive.
http://www.leg.state.co.us/clics/clics2009a/csl.nsf/fsbillcont3/0EDCB45A1E01DEC18725754E007B2C52?open&file=1280_enr.pdf
Title: H.B. 1280
Source: http://www.leg.state.co.us
| |
| LA | Signed into law 06/2009 | P-12 | Reauthorizes the early intervention program for at- risk children and their families in certain parishes. The purpose of the program shall be to address the underlying causes of behavioral problems and school performance problems related to behavior by pooling existing resources targeted at the child and family through appropriate action by service and treatment providers.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=667120
Title: H.B. 282
Source: http://www.legis.state.la.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 | Establishes the Center of Excellence for At-risk Students to provide a comprehensive, on-site course of instruction for youth at risk of failing or dropping out of school; includes a high-quality education, training for parents and public school teachers and research involving education for at- risk youth and the center may be administered by a private, nonprofit charitable corporation organized for educational purposes with oversight by the Commissioner of Education.
http://www.mainelegislature.org/legis/bills/bills_124th/billpdfs/SP052801.pdf
Title: S.B. 528
Source: http://www.mainelegislature.org/
| |
| TX | Signed into law 06/2009 | P-12 | Relates to optional flexible school day program courses offered by school districts to enable students to earn course credit under certain circumstances. Eliminates requirement that flexible school day program courses be limited to students in grades 9-12. Allows flexible school day program courses to serve students who will be denied credit for courses because their attendance rate was below 90%, and authorizes the commissioner of education to set limitations on funding such flexible school day courses. Provides that courses for students whose attendance rate was below 90% may be offered during the summer. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB01297F.pdf
Title: H.B. 1297
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Provides that a student is not considered at risk of dropping out of school if the student was retained in prekindergarten or kindergarten solely at the parent's request. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB02703F.pdf
Title: H.B. 2703
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12
Community College
Postsec. | Allows public junior colleges (two-year institutions) to be granted charters to operate open-enrollment charter schools, including on the junior college campus. Specifies criteria junior college must meet to be granted a charter, including that the charter's educational program must be designed to meet specific goals described in the charter, such as dropout recovery, and the attainment of the program's goals must be measured using specific, objective standards set forth in the charter, including assessment methods and a time frame. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB01423F.pdf
Title: H.B. 1423
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12 | Adds new Subchapter I in Chapter 42 of Education Code. Establishes the Select Committee on Public School Finance Weights, Allotments, and Adjustments to conduct a comprehensive review of weights, allotments and adjustments under the public school finance system. Establishes membership. Requires committee to hold first meeting by October 2009. Directs the committee to hold public hearings throughout the state and solicit testimony about the weights, allotments and adjustments under the finance system from parents of public school students and other interested persons. Requires at least one hearing to be held at a public school during a time that students are able to attend the hearing. Additionally directs the committee to identify specific short term goals that will assist
the state in meeting the objectives and goals of public education, and specifies the review must include recommendations on:
(1) Methods to close the achievement gap and define and measure readiness for college and the workforce
(2) Revisions to the public accountability system
(3) Methods for promoting efficient and effective support structures for public schools.
By December 2010, requires the committee to provide a report, approved by a majority of committee members, with the findings of its review and the committee's recommendations for statutory changes. Provides subchapter expires January 11, 2011.
Pages 63-67 of 108: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Section 65
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12
Postsec. | Amends various provisions in Section 29.098 related to intensive summer programs for public school students and to college readiness programs at public institutions of higher education. Adds provisions in 61.0762 that allow the higher education coordinating board to develop summer bridge programs in social sciences; clarifies that the goal of all such such summer bridge programs (including those in English language arts, science and math) is to reduce the need for developmental education. Eliminates provision requiring the board by rule to develop financial assistance programs for educationally disadvantaged students who take college entrance and college readiness exams. Requires the board to develop a pilot program to award grants to postsecondary institutions for intensive programs to address the needs of students at risk of dropping out of college; specifies that an institution may be awarded a grant only if at least 50% of the students in the program demonstrate certain indicators. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB02258F.pdf
Title: S.B. 2258
Source: www.legis.state.tx.us
| |
| AL | Signed into law 05/2009 | P-12 | Increases the upper mandatory school age to 17 while retaining existing exceptions for certain students. Allows a student over the age of 17 to leave school before graduation if the child's parent provides written consent and an exit interview is conducted where the student and the student's parent are advised that dropping out will likely reduce the student's future earning potential and increase the student's likelihood of being unemployed.
Requires the department to incorporate specific dropout prevention strategies, target resources, and gather data that will improve graduation rates and educational outcomes in all grades in all public schools. Directs the department to develop specific methods of intervention or identify appropriate existing methods for districts with 4-year graduation rates below a state board-determined percentage. Specifies 8 interventions that may be included. Directs the department to compile specified data on truancy, 9th grade success, alternative education placements and other indicators to ensure that dropout prevention programs are based upon evidence-based research, are data-driven and show continuous improvement. Directs the department to annually report to the legislature on outcomes of the dropout prevention program and any planned modifications based on compiled data.
Directs the state superintendent, chancellor of the department of higher education and the Alabama Commission on Higher Education to develop a plan for a high school fast track to college program offering individuals the opportunity to simultaneously earn a high school diploma as well as credits for a certificate program or associate's degree. Targets program to individuals either age 18 not enrolled in school, or age 16-18, with consent from an administrator in which the student is enrolled. Directs the department to report to the legislature on the feasibility of establishing the fast track to college program.
Title: S.B. 334
Source: www.lexis.com
| |
| CO | Signed into law 05/2009 | P-12 | Creates the healthy choices dropout prevention pilot program in the department of education to reduce the dropout rate of adolescent students in certain public schools. Requires the department to administer the program. Requires the department to develop a standard application form for a school district to use in applying on behalf of a school for a grant from the program. Requires the commissioner of education or his or her designee to review each application.
http://www.leg.state.co.us/clics/clics2009a/csl.nsf/fsbillcont3/E362C7681949F00387257545007F5CB5?open&file=123_enr.pdf
Title: S.B. 123
Source: http://www.leg.state.co.us/
| |
| CO | Signed into law 05/2009 | P-12 | Creates the office of dropout prevention and student re-engagement in the department of education to collaborate with local education providers (LEPs) to reduce the student dropout rate and increase the student graduation and completion rates. Specifies the office's duties. Directs the office to identify high priority and priority LEPs to receive technical assistance and support from the office. Requires the office to compile a report of effective dropout prevention.
http://www.leg.state.co.us/clics/clics2009a/csl.nsf/fsbillcont3/FBD23A5659D388698725754C0053707B?open&file=1243_enr.pdf
Title: H.B. 1243
Source: http://www.leg.state.co.us
| |
| GA | Vetoed 05/2009 | P-12 | Directs the state board of education to develop an evidence-based model program for chronically low-performing high schools receiving a reform grant for addressing at-risk students. Provides the model program must include various programs and curricula proven to be effective for at-risk students focusing on:
(A) Identification of students at risk for being poorly prepared for the next grade level or for dropping out of school
(B) Strengthening retention of ninth grade students in school and reducing high failure rates
(C) Improving more student performance to grade level standards in reading and mathematics by the end of ninth grade
(D) Assisting students and their parents in setting an outcome career and educational goal and identifying a focused program of study to achieve such goal
(E) Assisting students in learning and applying study skills, coping skills and other habits that produce successful students and adults.
Requires the program to include diagnostic assessments to identify student areas of academic strength and weakness, identify students in need and provide them with timely, appropriate assistance, and an evaluation component in each high school to ensure the programs are providing students an opportunity to graduate with a high school diploma. Provides the program may include various components to help students pass ninth grade such as flexible scheduling to increase course time in reading and math for deficient students; maintaining 9th grade student/teacher ratios that are as low as those in other high school grades; using experienced and effective teachers as leaders for teacher teams in 9th grade to improve instructional planning, delivery, and re-teaching strategies; assigning 9th grade students teacher mentors who will meet with them frequently; and including 9th grade career courses which incorporate a series of miniprojects throughout the school year that require the application of 9th grade level reading, math and science skills to complete while students learn to use a range of technology and help students explore a range of educational and career options that will assist them in formulating post high school goals and give them a reason to stay in
school and work toward achieving their stated goals.
Directs the state board to adopt rules for chronically low-performing high schools receiving a reform grant. Provides such rules must encourage high schools to implement a comprehensive school reform research-based model that focuses on:
(1) Setting high expectations for all students
(2) Personalizing graduation plans for students
(3) Developing small learning communities or career academies with a rigorous academic foundation and emphasis in broad career fields of study
(4) Using project based instruction embedded with strong academics to improve relevancy in learning
(5) Fostering collaboration among academic and career/technical teachers;
(6) Implementing nontraditional scheduling in ninth grade for students behind in their grade level
(7) Promoting parental involvement
(8) Training teachers to work with low-performing students and their parents or guardians.
Directs the state board to establish a competitive grant program for local school systems to implement school reform measures in selected high schools, including program requirements and grant criteria, which must include that priority for awarding of grants be given to chronically low-performing high schools. Requires recipient high schools to:
--Provide focused programs of study (see pp 7-12 of this bill) aligned with graduation requirements
--Implement a teacher advisor system pairing an educator with a small group of students throughout their high school careers to help them and their parents set postsecondary goals and help them prepare programs of study, using assessments and other data to track academic progress on a regular basis; communicate frequently with parents; and provides advisement, support and encouragement as needed
--Provide students with information on education programs offered in high school, 2- and 4-year institutions, and through apprenticeship programs and how these programs can lead to a variety of career fields. Requires local school systems to provide opportunities for field trips, speakers, educational and career information centers, job shadowing, and classroom centers to assist students and their parents in revising, if appropriate, the student's individual graduation plan
--Enroll students in one of three enumerated diploma options
--Implement the at-risk model program
--Schedule annual conferences to assist parents and their children in setting educational and career goals and creating individual graduation plans beginning
with students in the 8th grade and continuing through high school.
By July 2010, directs the Office of Student Achievement to include in the accountability system emphasis on improving student achievement and increasing high school graduation rates, with the goal of having all public high schools in Georgia reach at least a 90 percent high school completion rate by July 2020, with annual incremental targets.
Requires individual graduation plans to be annually reviewed and revised if appropriate. Allows individual graduation plans to be revised at any time throughout a student's high school career.
Bill (pages 12-16 of 16): 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 2
Source: www.legis.state.ga.us
| |
| ND | Signed into law 05/2009 | P-12 | Beginning with the 2010-11 school year, each district must have available one full-time equivalent student performance strategist for every four hundred students in average daily membership in kindergarten through grade three. Each school district shall submit documentation to the superintendent of public instruction, at the time and in the manner directed by the superintendent, verifying the amount of time that each student performance strategist expended in tutoring students on a one-to-one basis or in groups ranging from two to five, or in providing instructional coaching to teachers. For purposes of this section, a "student performance strategist" must meet the qualifications of an elementary school teacher as set forth in
section 15.1-18-07 and serve as a tutor or an instructional coach.
http://www.legis.nd.gov/assembly/61-2009/bill-text/JARF1000.pdf
Title: H.B. 1400 - Sec. 8, Strategist
Source: http://www.legis.nd.gov
| |
| NV | Signed into law 05/2009 | P-12 | Requires the development of an academic plan for pupils enrolling in their initial year at a middle school or junior high school; requires small learning communities in certain larger middle schools and junior high schools; requires a program of peer and adult mentoring for pupils initially enrolling in middle school or junior high school; requires a pupil enrolled in middle school or junior high school to conduct at least one conference on his or her educational progress. Chapter 311 http://www.leg.state.nv.us/75th2009/bills/AB/AB487_en.pdf
Title: A.B. 487
Source: http://www.leg.state.nv.us
| |
| OH | Adopted 05/2009 | P-12 | Establishes criteria for career-based intervention (CBI) programs, which provides grade 7-12 students who are disadvantaged (either academically, economically or both) with classroom instruction, academic intervention and instruction, and work-based learning experiences. Requires all programs to be approved by the department of education. Requires all districts receiving weighted funding for CBI programs to report data on student transitions to next grade level, attendance, behavior, graduation/dropout, transition rates to a high school career-technical education workforce development program, and pass rates on required state assessments.
3301-61-05: http://www.registerofohio.state.oh.us/pdfs/3301/0/61/3301-61-05_PH_FF_N_RU_20090513_1242.pdf
3301-61-18: http://www.registerofohio.state.oh.us/pdfs/3301/0/61/3301-61-18_PH_WDP_N_RU_20090304_0820.pdf
Title: OAC 3301-61-05 and -18
Source: www.registerofohio.state.oh.us
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| OK | Adopted 05/2009 | P-12 | Requires that a school representative annually report the dropouts for each school site that serves students in Grades 7-12 to the local school board following the certification of the same data to the State Department of Education for its annual statewide dropout report.
Title: OAC 210:35-25-3
Source: Lexis-Nexis/StateNet
| |
| OK | Signed into law 05/2009 | P-12 | Authorizes the Office of Accountability to conduct a performance review program to determine the effectiveness and efficiency of the budget and operations of a school districts that has a district student eligibility rate for free or reduced-price meals under the National School Lunch Act that is above the state average.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB473_ENR.RTF
Title: S.B. 473
Source: http://webserver1.lsb.state.ok.us
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| AL | Signed into law 04/2009 | P-12 | Establishes the Alabama Select Commission on High School Graduation and Student Dropouts. Directs the commission to study the problems and patterns of high school dropouts in the state and their educational and economic impact on the state and local communities. Permits the commission to examine a range of issues and factors in connection with this study, including:
(1) The graduation and dropout rates in Alabama
(2) The educational and economic impact of students failing to graduate from high school on time and dropping out of school
(3) The importance to the entire state of every student leaving high school prepared to enter the workforce or to succeed in higher education
(4) Research on best practices and factors related to students' success in school
(5) How well high school students understand the social and economic consequences of dropping out of school
(6) Strategies, programs, and support services that help to enable students to graduate from high school
(7) Related laws and policies that must be addressed to ensure the availability of effective strategies, programs, and support services for students
(8) The educational and fiscal impact of raising the compulsory attendance age
(9) Possible exemptions from the law for certain students, including those students who fulfill their graduation requirements early and receive a diploma
(10) The fiscal impact of reduced dropouts on the state government and the Alabama economy
(11) The laws and programs of other states in increasing graduation rates and raising the compulsory school attendance age
(12) Input on the issue from a wide range of sources across Alabama, including school personnel, student dropouts, students at risk of dropping out, community, civic, philanthropic, legal, and education leaders who have studied or addressed this problem.
Directs the commission to provide a final report to the governor, lieutenant governor, speaker of the house and chief justice of the Alabama Supreme Court on or before December 31, 2009, at which point the commission is dissolved.
Title: S.J.R. 24
Source: www.lexis.com
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| AR | Signed into law 04/2009 | P-12 | Creates the Arkansas project graduation commission to investigate high school dropout prevention strategies, analyze the relationship between high school graduation rates and the state's economy, and to recommend strategies that will increase the overall high school graduation rate of state students by helping parents, schools, and students identify academic warning signs of dropout.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act1306.pdf
Title: H.B. 1956
Source: http://www.arkleg.state.ar.us
| |
| IN | Signed into law 04/2009 | P-12 | Creates the dropout prevention fund, to be administered by the Department of Education, to provide money for school corporation programs that identify students who are at risk of dropping out of school; provides for development of appropriate interventions for those students; makes a continuous appropriation. Requires grant applications to include accountability metrics. Public Law 65
http://www.in.gov/legislative/bills/2009/pdf/he/he1343.1.pdf
Title: H.B. 1343
Source: http://www.in.gov
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| OK | Signed into law 04/2009 | P-12 | New law. Directs the state department to encourage school districts to develop mentorship programs aimed at reducing drop-out rates; specifies components of program; provides that the goal of these programs shall be to identify middle school and high school students who are at a high risk for leaving school before they obtain their high school diploma and providing these students with comprehensive prevention and intervention programs.
http://webserver1.lsb.state.ok.us/2009-10HB/HB1050_int.rtf
Title: H.B. 1050
Source: http://webserver1.lsb.state.ok.us
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| WA | Signed into law 04/2009 | P-12 | Authorizes subcontractors participating in the Independent Youth Housing Program to use program monies to pay for professional mental health services, as well as tuition costs for court-ordered classes and programs, provided the subcontractor determines that these expenditures are necessary to assist participating youth in accessing and maintaining independent housing; broadens the definition of eligible youth under the requirements of the program. Chapter 148
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Session%20Law%202009/1394.SL.pdf
Title: H.B. 1492
Source: http://apps.leg.wa.gov
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| WA | Signed into law 04/2009 | P-12 | Authorizes diversion for sexually exploited juveniles that provides services to include housing, mental health counseling, education, employment, chemical dependency treatment, and skill building. Chapter 252.
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Session%20Law%202009/1505-S.SL.pdf
Title: H.B. 1505
Source: http://apps.leg.wa.gov
| |
| GA | Adopted 03/2009 | P-12 | Establishes guidelines for the Juvenile Delinquency Prevention and Treatment grant program, the Abstinence Until Marriage grant program, the Juvenile Accountability Block Grant program, and the Caring Communities grant program.
Juvenile Delinquency Prevention and Treatment grant program (96-1-.01): http://rules.sos.state.ga.us/docs/96/1/01.pdf
Abstinence until Marriage grant program (96-1-.04): http://rules.sos.state.ga.us/docs/96/1/04.pdf
Juvenile Accountability block grant program (96-1-.05): http://rules.sos.state.ga.us/docs/96/1/05.pdf
Caring Communities grant program (96-1-.07): http://rules.sos.state.ga.us/docs/96/1/07.pdf
Title: GAC 96-1-.01, .04, .05, .07
Source: Lexis-Nexis/StateNet
| |
| KS | Signed into law 03/2009 | P-12 | Relates to the At-risk Education Council. Makes a repeal. Chapter 2009-18
http://www.kslegislature.org/bills/2010/40.pdf
Title: S.B. 40
Source: http://www.kslegislature.org
| |
| KY | Adopted 02/2009 | P-12 | Establishes requirements for extended school services. Defines "A5 program" as an alternative program with no attendance boundaries, serving dropouts returning to an alternate educational environment, potential dropouts, discipline problem students, nontraditional students (e.g., students who have to work during the school day), students needing emotional or psychological treatment and other at-risk students. Clarifies that "extended school services" are for students unlikely to achieve proficiency, transition to the next level of learning successfully, or be able to meet the academic expectations in 703 KAR 4:060 without additional time or differentiated opportunity to learn. Adds that "extended school services" also includes instructional and support services provided as interventions included in the student's intervention plan, in primary through grade 5, or in the student's Individual Learning Plan, in grades 6-12, to ensure that the student remains in school and is on track to meet goals for postsecondary education and career after high school. Provides definitions for "formative assessment," "individual learning plan" and "interim or benchmark assessments." Adds community based mentoring and academic advising to noninstructional activities that may be characterized as "support services."
Clarifies that extended school services (ESS) are to to provide additional time and differentiated opportunity to learn in which rigorous academic and enrichment content are aligned with individual student needs to improve struggling students' performance. Provides that priorities for ESS must be placed on designing and delivering services to students at academic risk with specific objective that students are able to:
(1) Progress from grade to grade with their cohort
(2) Exit elementary school ready to meet middle school-level academic expectations
(3) Exit middle school ready to meet high school-level academic expectations
(4) Exit high school ready to meet academic expectations of postsecondary education and the workplace, with particular emphasis on literacy and mathematics.
Specifies that the extended school services provided to a student shall be planned, documented and evaluated through the intervention plan, at primary through grade 5, or in the student's Individual Learning Plan, in grades 6 through 12. Removes existing language on components that the instructional program for extended services must include. Requires the instructional program for ESS to include
(1) diagnostic assessments to identify areas of greatest academic need,
(2) Development of goals, in consultation with classroom teachers, for eliminating the identified academic need, including timelines and specific measurable outcomes
(3) Formative and summative assessments to facilitate student progress and to determine if the student has achieved the learning goals of the intervention plan
(4) Instructional strategies that are varied and that do not replicate practices that have proven to be ineffective for the student in the traditional classroom
(5) A plan for collaboration and consistent use of interventions among the teachers supporting the student in core academic classes and those providing supports through extended school services
(6) Counseling and academic advising to remove barriers to achievement
(7) Regular communication with the parent or guardian
Provides that the ESS instructional program may be operated during the regular school day or in night programs.
Specifies ESS must provide differentiated opportunity to learn. Directs certified staff to plan, deliver and evaluate extended school services instruction and supports in collaboration as part of a student's Individual Learning Plan (ILP)
Requires teachers providing instruction in extended school programs to be provided with professional development on effective instructional strategies for meeting the needs of at-risk students and use of formative assessment strategies to monitor progress. Requires certified staff to supervise noncertified tutors.
Provides that students may be identified as in need of extended school services based on student performance on high school, college or workforce readiness assessments required by KRS 158.6459
Requires districts solicit input from parents and the community to identify potential barriers to participation. Requires that identified barriers be addressed through engagement with community partners or off-campus locations of after school, weekend or evening services.
Provides "A6 program" means that unique line for a school that starts in the biennium ending with the school year 2009-10 at one standard error of measurement below the school's baseline accountability index to a point that is one standard error of measurement below 80 on the accountability index scale in the biennium ending with the school year 2013-14, with the calculated points defining this line rounded to the nearest tenth. If a school's baseline is above 80, the assistance line means a horizontal line at 80 minus one standard error of measurement.
Title: 704 KAR 3:390
Source: www.lexis.com
| |
| TX | Adopted 02/2009 | P-12 | Establishes definitions and an equitable funding formula for local Communities In Schools (CIS) Programs for youth dropout prevention.
Title: 19 TAC 2.89.EE.89.1501 -1503, .1505, .1507, .1509, .1511
Source: Lexis-Nexis/StateNet
| |
| VA | Signed into law 02/2009 | P-12 | Provides that a school division may assign a student deemed at-risk for a long-term suspension to a regional alternative education program; clarifies that the program is a regional alternative education program.
http://leg1.state.va.us/cgi-bin/legp504.exe?091+ful+HB1945ER
Title: H.B. 1945
Source: http://leg1.state.va.us
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| 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 |
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| Choice of Schools--Vouchers |
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| Civic Education |
| |
| Civic Education--Character Education |
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| Civic Education--Pledge of Allegiance |
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| Class Size |
| |
| Curriculum |
| |
| Curriculum--Arts Education |
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| Curriculum--Core Curriculum |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Family Living Education |
| |
| 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 |
| |
| Curriculum--International Education |
| |
| Curriculum--Language Arts |
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| Curriculum--Language Arts--Writing/Spelling |
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| Curriculum--Mathematics |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
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| Demographics--Condition of Children/Adults |
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| Desegregation |
| |
| Economic/Workforce Development |
| |
| Education Research |
| |
| Equity |
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| Federal |
| |
| Finance |
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| Finance--Adequacy/Core Cost |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Equity |
| |
| Finance--Facilities |
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| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Litigation |
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| 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 |
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| Governance--State Boards/Chiefs/Agencies |
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| Health |
| |
| Health--Child Abuse |
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| Health--Mental Health |
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| Health--Nutrition |
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| 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 |
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| High School--College Readiness |
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| 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 |
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| High School--GED (General Education Development) |
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| High School--Graduation Requirements |
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| High School--International Baccalaureate |
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| Instructional Approaches |
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| Instructional Approaches--Grading Practices |
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| Instructional Approaches--Homeschooling |
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| Instructional Approaches--Problem Based Learning |
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| Instructional Approaches--Single-Sex Education |
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| Instructional Approaches--Time/Time on Task |
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| Integrated Services/Full-Service Schools |
| |
| International Benchmarking |
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| Leadership |
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| Leadership--District Superintendent |
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| Leadership--District Superintendent--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership |
| |
| Leadership--Principal/School Leadership--Certification and Licensure |
| |
| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
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| Leadership--Principal/School Leadership--Preparation |
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| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
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| Minority/Diversity Issues--Hispanic |
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| No Child Left Behind |
| |
| 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 |
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| 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 |
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| Online Learning--Digital/Blended Learning |
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| Online Learning--Virtual Schools/Courses |
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| P-16 or P-20 |
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| P-3 |
| |
| P-3 Child Care |
| |
| P-3 Content Standards and Assessment |
| |
| P-3 Early Intervention (0-3) |
| |
| P-3 Ensuring Quality |
| |
| P-3 Evaluation/Economic Benefits |
| |
| P-3 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Kindergarten--Full Day Kindergarten |
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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 |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
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| Postsecondary Accountability--Diploma Mills |
| |
| 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 |
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| Postsecondary Faculty--Intellectual Property |
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| 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 |
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| 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 |
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| Private Schools |
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| Privatization |
| |
| Promising Practices |
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| 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 |
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| Standards |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
| State Policymaking--Task Forces/Commissions |
| |
| STEM |
| |
| Student Achievement |
| |
| Student Achievement--Closing the Achievement Gap |
| |
| Student Supports--Counseling/Guidance |
| |
| Student Supports--Mentoring/Tutoring |
| |
| Student Supports--Remediation |
| |
| Students |
| |
| Students--Athletics/Extracurricular Activities |
| |
| Students--Employment |
| |
| Students--Mobility |
| |
| Students--Records/Rights |
| |
| Teaching Quality |
| |
| Teaching Quality--Certification and Licensure |
| |
| Teaching Quality--Certification and Licensure--Alternative |
| |
| Teaching Quality--Certification and Licensure--Assignment |
| |
| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
| |
| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
| |
| Teaching Quality--Certification and Licensure--Special Education |
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| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
| |
| Teaching Quality--Certification and Licensure--Substitute Teachers |
| |
| Teaching Quality--Compensation and Diversified Pay |
| |
| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
| |
| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
| |
| Teaching Quality--Evaluation and Effectiveness |
| |
| Teaching Quality--Induction Programs and Mentoring |
| |
| Teaching Quality--Paraprofessionals |
| |
| Teaching Quality--Preparation |
| |
| Teaching Quality--Professional Development |
| |
| Teaching Quality--Recruitment and Retention |
| |
| Teaching Quality--Recruitment and Retention--At-Risk Schools |
| |
| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
| |
| Teaching Quality--Reduction in Force |
| |
| Teaching Quality--Teacher Attitudes |
| |
| Teaching Quality--Teacher Rights |
| |
| Teaching Quality--Tenure or Continuing Contract |
| |
| Teaching Quality--Unions/Collective Bargaining |
| |
| Teaching Quality--Working Conditions |
| |
| Technology |
| |
| Technology--Computer Skills |
| |
| Technology--Devices/Software/Hardware |
| |
| Technology--Equitable Access |
| |
| Technology--Funding Issues |
| |
| Technology--Teacher/Faculty Training |
| |
| Textbooks and Open Source |
| |
| Urban |
| |
| Urban--Governance |
| |