 |
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 |
| |
| Accountability--Rewards |
| |
| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--No Pass No Drive |
| |
| Accountability--Sanctions/Interventions--No Pass No Play |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
| |
| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--College Entrance Exams |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--NAEP (NAEP Results and NAEP Organization) |
| |
| Assessment--Performance Based/Portfolio |
| |
| Assessment--Value Added |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Compulsory |
| |
| Attendance--Statutory Ages (Upper and Lower) |
| |
| Attendance--Truancy |
| |
| Background Checks |
| |
| Bilingual/ESL |
| |
| Business Involvement |
| |
 | Career/Technical Education |
| |
| TX | Adopted 11/2009 | Community College
Postsec. | Permits automatic higher education coordinating board approval of new academic and career technical/workforce associate degree programs, provided certain criteria are met, including that the institution can certify that, among other indicators:
(1) The program has institutional and governing board approval
(2) The institution has researched and documented current job market need for the program and/or that the program would lead to opportunities for further education
(3) There is recent evidence of both short-term and long-term student demand for the program
(4) Enrollment projections reflect student demand estimates to ensure the financial self-sufficiency of the program
(5) New costs during the first five years of the program would not exceed $2 million.
Also permits automatic approval of revisions of existing associate degree or certificate programs provided that certain conditions are met. Adopted as proposed in the August 7, 2009 issue of the Texas Register (pages 47-49 of 100): http://www.sos.state.tx.us/texreg/pdf/backview/0807/0807prop.pdf
Title: 19 TAC 1.9.E.9.92, .93, .95
Source: www.sos.state.tx.us
| |
| TX | Adopted 11/2009 | Community College
Postsec. | Adds definitions for the following terms pertaining to higher education coordinating board approval of new academic and career technical/workforce associate degree and certificate programs: "academic degree"; "applied associate degree"; "career technical/workforce program" and "statewide articulated transfer curriculum". Defines the "statewide articulated transfer curriculum" as a set of courses that will satisfy the lower-division requirements of a four-year degree in a specific discipline. Requires a statewide articulated transfer curriculum to:
(A) Have the same rigor and content as the equivalent course work in the baccalaureate program offered at a general academic teaching institution
(B) Minimize the time and course work required to complete a baccalaureate degree
(C) Be consistent with the common course numbering system approved by the board and the recommendations and rules of the board
(D) Include only course work directly applicable to the requirements of the baccalaureate degree program(s) with which it is associated.
According to the higher education coordinating board's assistant commissioner for academic affairs and research, as cited in the August 7, 2009 Texas Register, the "establishment of conditions under which the approval of new academic and career technical/workforce associate degree programs, as well as approval of revision of existing academic and career technical/workforce associate degree programs is automatic, would permit public two-year colleges and the five public universities that are authorized to grant the associate degree to implement new degree programs much more quickly than is possible under the provisions of the current version of Chapter 9.
Adopted as published in the August 7, 2009 issue of the Texas Register (pp 43-45 of 100): http://www.sos.state.tx.us/texreg/pdf/backview/0807/0807prop.pdf
Title: 19 TAC 1.9.A.9.1
Source: www.sos.state.tx.us
| |
| CA | Vetoed 10/2009 | P-12 | Partially from Legislative Counsel's Digest:
States legislative intent relating to the role of school counselors and counseling programs. Authorizes the academic counseling component of educational counseling to include an individualized review of pupil's academic and deportment records and career goals, and the opportunity for a counselor to meet with each pupil and his or her parents or legal guardian to explain the academic progress needed to complete middle or high school, and pass the high school exit examination, and be eligible for admission to a 4-year institution of postsecondary education and the availability of career technical education, among other things. Authorizes the career and vocational counseling component of educational counseling to include identifying personal interests, skills, and abilities, career planning, course selection, and career transition, and assisting pupils to understand the changing work environment, the effect of work on lifestyle, the relationship between academic achievement and career success, the importance of maximizing career options, the value of participating in career technical education and work-based learning activities and programs, and the need to develop essential employable skills and work habits, among other things. Requires ongoing professional development related to career and vocational counseling to include strategies for pupils pursuing postsecondary education, career technical education, multiple pathways, college, and global career opportunities. Bill: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0251-0300/sb_272_bill_20090825_enrolled.pdf Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0251-0300/sb_272_vt_20091011.html
Title: S.B. 272
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 10/2009 | P-12
Postsec. | Requires the trustees of the California State University to develop and implement a procedure for allowing a student to satisfy the completion of a general elective course requirement for the purposes of admission to the university by completing a high school career technical education course that meets specified academic standards. Requires all high school career technical education courses that meet model curriculum standards established by the superintendent to be recognized by the university as satisfying the completion of a general elective course requirement for purposes of admission, if, by January 2014,
the university has not developed that procedure. Requires the Trustees to adopt related requirements based on the recommendations and judgment of the University's academic senate. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0101-0150/sb_147_bill_20091011_chaptered.pdf
Title: S.B. 147
Source: www.leginfo.ca.gov
| |
| AL | Adopted Rule Filing 09/2009 | P-12 | Repeals and rewrites rules regarding career and technical education, including teacher certification, current practices and curriculum, student organizations and requirements for instructional-related expenses.
Title: 290-6-1
Source: Lexis-Nexis/StateNet
| |
| CA | Vetoed 08/2009 | P-12 | Authorizes school districts that maintain high schools to establish work-based learning programs, and to purchase liability insurance for pupils enrolled in programs of study involving work-based learning off school grounds. Authorizes partnership academies, regional occupational programs and other educational programs to deliver work-based learning opportunities for pupils that may include work experience education, community classrooms, cooperative career technical education programs and job-shadowing experience.
Bill: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0301-0350/ab_332_bill_20090626_enrolled.pdf
Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0301-0350/ab_332_vt_20090805.html
Title: A.B. 332
Source: Lexis-Nexis/StateNet
| |
| CA | Signed into law 08/2009 | P-12 | Requires an employer advisory board to recommend measures, criteria and methods to evaluate the skills and knowledge of students in a regional occupation center or program established and maintained by a county board of education. Requires an employer advisory board to assist a regional occupational center or program in identifying scholarships. Prohibits funding redirection to other centers or programs while a center or program is in corrective action. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0601-0650/sb_640_bill_20090806_chaptered.pdf
Title: S.B. 640
Source: www.leginfo.ca.gov
| |
| IL | Signed into law 08/2009 | P-12 | Defines "green industries." Requires the state board of education, subject to appropriation, to establish a competitive grant program for the development of pilot programs to assist in the creation and promotion of green career and technical education (CTE) programs in public secondary schools. Requires that preference be given to proposals that include the integration of academic and CTE content, arranged in sequences of courses to lead to postsecondary completion. http://www.ilga.gov/legislation/96/HB/PDF/09600HB0740lv.pdf
Title: H.B. 740
Source: www.ilga.gov
| |
| IL | Signed into law 08/2009 | P-12 | Defines school district to include a jointly owned Type 40 area vocational center, if a joint agreement includes language that specifies how a debt obligation is to be paid, including in the event that an entity withdraws from an agreement. Specifies school construction grant eligibility requirements for a vocational center. Provides that a vocational center must be placed last on the priority listing of eligible entities. Provides for calculation of the amount of the grant. http://www.ilga.gov/legislation/96/SB/PDF/09600SB1926lv.pdf
Title: S.B. 1926
Source: Lexis-Nexis/StateNet
| |
| NC | Signed into law 07/2009 | P-12
Postsec. | Establishes the joint legislative Joining Our Businesses and Schools (JOBS) Study Commission to study issues related to economic development through instructional program frameworks that aid in the transition to postsecondary education and future careers, including technical and vocational needs of each economic development region, employment and workforce preparation needs of the State as a whole, and the shortage of highly skilled employees such as technicians, teachers, and allied health practitioners.
The Commission shall also study issues related to economic growth by the creation of measures and metrics which define the readiness of a community to deliver to all stakeholders the services that equip the workforce to be competitive in a STEM-intensive economy, including ensuring that students throughout the education pipeline gain the skills learned from science, technology, engineering, math, and other rigorous subjects. http://www.ncga.state.nc.us/Sessions/2009/Bills/Senate/PDF/S1069v4.pdf
Title: S.B. 1069
Source: http://www.ncga.state.nc.us
| |
| OH | Signed into law 07/2009 | P-12 | Defines "business education" for purposes of this section as including accounting, career development, economics and personal finance, entrepreneurship, information technology, management and marketing. Directs the state board, by July 2010, to adopt business education standards for grades 7-12. Directs the department to provide the standards to all school districts, community schools and STEM schools, and permits any school district, community school or STEM school to use the standards. Provides that the business education standards supplement, and do not supersede, academic content standards adopted under section 3301.079 of the Revised Code. Page 1016 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.0719
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 07/2009 | P-12 | Partially from the DOE summary of H.B. 1:
--Sets the payment for career-technical education services at 3/4 of 1% more than the previous year's amount.
--[Section 3306.02(C)] Defines "career-technical education teacher" for purposes of funding the evidence-based model, as an educational professional holding a license to provide specialized instruction in career and technical courses.
--Specifies that districts may use career-technical funding under the evidence-based model only for career-technical programming approved by the state department of education. Directs the department to require districts to annually report data to allow the department to monitor spending of career-technical funding.
Pages 1064, 1087-1088 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
DOE summary of H.B. 1: http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Title: H.B. 1 - Section 3306.052, 3306.02(C)
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 07/2009 | P-12 | Section 3306.29: Establishes the Ohio school funding advisory council. Directs the council, by December 1, 2010 and every other year thereafter, to provide recommendations to the state board, the general assembly and the public for revisions to the adequacy components of the evidence-based school funding model . Requires that the recommendations be based on current, high quality research, information provided by school districts, and best practices in operational efficiencies. Requires that the December 2010 recommendations include analysis of the funding model's adequacy in financing for special education, gifted education services, career-technical education, arts education, services for limited English proficient students, and early college high schools.
Also requires the 2010 report to include:
(1) Recommendations for a student-centered evidence-based model that uses a per-pupil level of funding to follow a student to the school that best meets the student's individual learning needs
(2) A study of the extent to which current funding for joint vocational school districts and compact and comprehensive career-technical schools is responsive to state, regional and local business and industry needs, and recommendations for revisions to career-technical education programming and funding
(3) A study of the extent to which the current educational service center system supports school districts in academic achievement, teacher quality, shared educational services, and the purchasing of educational services and commodities, and recommendations for a new regional service delivery system, the educational service system governance structure, and accountability metrics for educational service centers
(4) A study of existing teacher compensation and retirement benefits structures, and recommendations for changes to the systems of teacher compensation and retirement benefits to improve the connections between teacher compensation, teaching excellence and higher levels of student learning
(5) A consideration of whether community schools (charter schools) and STEM schools should be subject to the expenditure and reporting standards and accountability requirements that apply to school districts
(6) An analysis of the effects of open enrollment on students and districts, and recommendations for ensuring that open enrollment policies and financing are equitable for students and districts.
Authorizes the council's analyses and recommendations for 2010 or subsequent biennia to address (but not be limited to):
(1) Strategies and incentives to promote cost-saving measures and efficiencies
(2) Options for adding learning time to the learning year, such as moving educator professional development to summer, adding learning time for children with greater educational needs, accounting for learning time by hours instead of days, and appropriate compensation to districts and staff for providing additional learning time
(3) The adequacy of the model's accounting for and financing of operational costs, including district-level administration and administrative and transportation challenges experienced by low-density and low-wealth school districts, and the effect of those costs on student achievement
(4) The accuacy of the calculation of each component of the funding model, and the model as a whole, in light of current educational needs and practices, and best practices
(5) Options to encourage districts and schools already attaining "excellent" ratings under the state accountability system to go beyond state standards and aspire to higher international norms.
Section 3306.291: Establishes a subcommittee of the Ohio school funding advisory council to study and make recommendations to foster collaboration between school districts and community schools. Directs the subcommittee to recommend fiscal strategies, including changes to the evidence-based funding model, that will provide incentives and compensation for districts and community schools to enter into collaborative agreements resulting in creative and innovative academic programming, and academic and fiscal efficiency. Directs the subcommittee to report its findings and recommendations to the general assembly by September 2010, and periodically thereafter at the direction of the state superintendent.
Section 3306.292: Permits the Ohio school funding advisory council to establish additional subcommittees. Leaves the membership and duties of the additional subcommittees to the discretion of the advisory council. Provides that up to one-half of the members of each additional subcommittee may be individuals who are not members of the council.
Pages 1103-1106 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3306.29, 3306.291 and 3306.292
Source: www.legislature.state.oh.us
| |
| OR | Adopted 07/2009 | P-12 | Amends rules to prepare Oregonians for the workplace and for college as a part of implementing an integrated workforce delivery system that focuses on developing the skills and talents of Oregonians.
http://arcweb.sos.state.or.us/rules/OARS_500/OAR_581/581_tofc.html
Title: OAR 589-007-0700
Source: http://arcweb.sos.state.or.us
| |
| WA | Adopted 07/2009 | P-12 | Clarifies the definition of "nondegreed" to provide a clearer standard/criteria of what constitutes a nondegreed vocational/career and technical education instructional employee.
Title: WAC 392-121-250
Source: http://apps.leg.wa.gov/wac/
| |
| LA | Signed into law 06/2009 | P-12 | Provides for the high school career option program consisting of an academic major and a career major; requires students in grades 9 through 12 to pursue such core curriculum and either general or college preparatory courses or the specific career courses required for his career major; provides that students enrolled in such major may participate in dual enrollment with an institution under the management and supervision of the board of supervisors of Community and Technical Colleges. Graduation requirements are revised for particular courses for students participating in the program.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=665716
Title: S.B. 259; H.B. 612
Source: http://www.legis.state.la.us/
| |
| MO | Signed into law 06/2009 | P-12 | Allows a school term for students participating in a school flex program as established in section 160.539 to consist of a combination of actual pupil attendance and attendance
at college or technical career education or approved employment aligned with the student's career academic plan for a total of 1,044.
http://www.senate.mo.gov/09info/pdf-bill/tat/SB291.pdf
Title: S.B. 291- School Flex Program Attendance
Source: http://www.senate.mo.gov
| |
| NH | Signed into law 06/2009 | Postsec.
Community College | Changes the effective date for the transition of certain functions within the community college system of New Hampshire from July 1, 2009 to July 1, 2011. Provides that the commissioner of the department of education and the chancellor of the community college system of New Hampshire will annually issue a joint report on the proposed use and distribution of federal vocational funds. Extends the report date of the community college system legislative oversight committee to November 1, 2011. V. Requires the chancellor and the board of trustees of the community college system of New Hampshire to submit a report by September 1, 2009 on the centralization and implementation of its business functions. http://www.gencourt.state.nh.us/legislation/2010/sb0149.html
Title: S.B. 149
Source: http://www.gencourt.state.nh.us
| |
| OR | Signed into law 06/2009 | Community College | Provides that a community college seeking approval from the State Board of Education to offer a new career pathways certificate of completion program must give notice to the Department of Community Colleges and Workforce Development of the intent to offer the program; requires a private institution that objects to implementation of the program to give notice of objection to the community college; creates procedures by which community colleges and private institutions may meet to discuss the program. Chapter 328
http://www.leg.state.or.us/09reg/measpdf/hb3100.dir/hb3117.en.pdf
Title: H.B. 3117
Source: http://www.leg.state.or.us
| |
| OR | Signed into law 06/2009 | P-12 | Creates the Career and Technical Education Collaboration Task Force for the purpose of increasing collaboration and partnerships among kindergarten through grade 12 schools, community colleges, labor, business and industry in relation to career and technical education. Chapter 844
http://www.leg.state.or.us/09reg/measpdf/hb2700.dir/hb2732.en.pdf
Title: H.B. 2732
Source: http://www.leg.state.or.us/
| |
| TX | Signed into law 06/2009 | P-12
Postsec.
Community College | Establishes the Jobs and Education for Texans (JET) grant program and fund to award grants to public junior colleges and public technical institutes, and to eligible nonprofit organizations to:
(1) Develop or support nonprofit organizations' programs that prepare low-income students for careers in high-demand occupations. Eligible programs must help students prepare for, apply to and enroll in a public junior college/technical institute, provide matching funds, and demonstrate that they have achieved or will achieve above average developmental course completion rates, persistence rates, and 3-year degree or certificate completion rates among participating students.
(2) Defray the start-up costs of new career and technical education programs in high-demand occupations
(3) Provide scholarships for students who demonstrate financial need and who are enrolled in training programs for high-demand occupations.
In awarding grants to public junior colleges and public technical institutes for the development of new career and technical education courses or programs, provides the comptroller may consider whether the course or program offers new or expanded dual credit career and technical educational opportunities in public high schools.
Directs the comptroller to conduct a study of the feasibility of basing part of all public postsecondary technical training program funding on the program's economic benefit to the state, and of estimating the additional tax revenue from employers generated by the ability of public junior colleges/technical institutes/state colleges to prepare students for employment fields for which there is employer demand. Requires the comptroller to report to the lieutenant governor and speaker of the house by January 2011 for legislative action based on the results of the study.
Defines "green jobs" as jobs in the field of renewable energy or energy efficiency. Establishes the Green Job Skills Development Fund and Training Program to support the implementation and expansion of green job skills training programs. Specifies that an eligible training program must be hosted by a regional partnership designed to implement training programs that lead trainees to economic self-sufficiency and career pathways. Requires regional partnerships to include at a minimum a postsecondary institution; chamber of commerce, local workforce agency, local employer, or other public or private participating entity; economic development authority; and community or faith-based nonprofit organization that works with one or more targeted populations.
Specifies criteria that eligible green job skills training programs must meet. Requires programs receiving grants to target specified groups of individuals for training, including low-income workers, unemployed youth and adults, individuals who did not complete high school, or other underserved sectors of the workforce in high poverty areas. Provides that a training program may use grant funds for support services, including basic skills, literacy, GED, English as a second language, and job readiness training, career guidance, and referral services. Establishes grant application procedures. Specifies training programs the comptroller must give preference to, and requires 20% of funds to be reserved for job skill training programs that serve the unemployed and those with incomes at or below 200% of the poverty level. Establishes grantee reporting requirements, and requires the comptroller to report biennially on submitted information to the governor, lieutenant governor and speaker of the house. Directs the comptroller to adopt standards for a green job skills training program awarded a grant.
H.B. 1935: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB01935F.pdf
H.B. 3 (pages 169-174): http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 1935 and H.B. 3, Section 64
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12 | Amends provisions related to state subsidies for employer certification exams taken by career/technical students. Eliminates requirement that student demonstrate financial need. Specifies that eligible students must be in a program preparing for employment in a current or emerging high-demand, high-wage, high-skill occupation, or be enrolled in a special education program. Amends application and reimbursement process so that district rather student may pay (and be reimbursed for) employer certification exam fee. Directs the commissioner, in collaboration with the commissioner of higher education and the Texas Workforce
Commission, to determine the occupations that qualify for the subsidy.
Pages 16-18 of 108: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Section 22
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12 | Section 49: Creates new section 42.008. Caps any funding increase that might occur to $350 per student.
Section 50: Amends basic allotment formula.
Section 51: Amends Section 42.106, "Tuition Allotment for Districts Not Offering All Grade Levels."
Section 53: Adds a district allotment for each student who has a parent in active duty in a combat zone or who has an active duty parent who transferred into the district during the school year due to action taken under the Defense Base Closure and Realignment Act of 1990. Specifies such funds may be used only to provide supplemental programs and services. Establishes conditions under which the commissioner may provide such allotments. Provides such allotments may not exceed $9.9 million in a school year. Specifies these provisions expire September 2013.
Section 54: In addition to existing annual allotment for grade 9-12 students in career and technology courses, provides additional $50 for each student who is enrolled in two or more such courses for a total of 3 or more credits, or if student is enrolled in an advanced course as part of a tech-prep program.
Section 55: Adds section 42.1541. Directs the state board to increase indirect cost allotments for special education, bilingual education, and career and technical education programs by the start of the 2009-10 school year. Provides section expires September 2010.
Pages 34-38 and 40-42 of 108: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Sections 49-51 and 53-55
Source: www.legis.state.tx.us
| |
| TX | Adopted 06/2009 | P-12 | Amends §230.483(a)(4) to allow educator preparation programs to prepare teachers for health science technology education certification and trade and industrial education certification in one year. Amends §230.483(c) to clarify teaching experience may be used in lieu of on-the-job experience under the career and technical education certificate.
Title: 19 TAC 7.230.P.230.481 -.483
Source: Lexis-Nexis/StateNet
| |
| TX | Signed into law 06/2009 | P-12 | Requires the state board to adopt rules requiring students in grades 6-8 to complete at least one fine arts course.
Each time the Texas Higher Education Coordinating Board revises the Internet database of the coordinating board's official statewide inventory of workforce education courses, requires the state board of education to revise the essential knowledge and skills (standards) of any corresponding career and technology education curriculum.
Clarifies that a school district may not vary the curriculum for a course in the required curriculum based on whether a student is enrolled in the minimum, recognized, or advanced high school program.
Pages 24-25 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 25
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12 | Requires the state plan for career and technology education developed by the state education agency to ensure that career and technology education provides a rigorous course of
study (consistent with the required curriculum that all districts must offer) and under which a student may receive specific education in a career and technology program that:
(A) Incorporates competencies leading to academic and technical skill attainment
(B) Leads to an industry-recognized license, credential, or certificate or an associate or baccalaureate degree
(C) Includes opportunities for students to earn college credit for coursework
(D) Includes, as an integral part of the program, participation by students and teachers in activities of career and technical student organizations supported by the agency and the state board of education.
Pages 37-38 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 41
Source: www.legis.state.tx.us
| |
| CO | Signed into law 05/2009 | P-12
Postsec.
Community College | Includes career and technical education program providers among the institutions of higher education that are permitted to offer concurrent enrollment opportunities to high school students; adds representatives of career and technical education program providers to the concurrent enrollment advisory board; prohibits the concurrent enrollment of a student in a course that is offered by the program provider under certain conditions; relates to teaching credentials; relates to school district funding.
http://www.leg.state.co.us/clics/clics2009a/csl.nsf/fsbillcont3/8CFEC02A1C75DCC38725757D0073F9CD?open&file=285_enr.pdf
Title: S.B. 285
Source: http://www.leg.state.co.us
| |
| GA | Vetoed 05/2009 | P-12 | Directs the state board to consider a passing score on an employer or industry certification exam or state board-approved state licensure exam when considering whether to grant a student a waiver from one or more sections of the graduation exam requirement. Provides that the state board may not grant a waiver unless the student has attempted and failed to pass the relevant portion of the high school graduation test at least three times.
Bill: http://www.legis.state.ga.us/legis/2009_10/pdf/sb178.pdf
Veto Message 11 (scroll toward bottom of page): http://gov.georgia.gov/00/press/detail/0,2668,78006749_139486062_140372354,00.html
Title: S.B. 178, Section 11
Source: www.legis.state.ga.us
| |
| GA | Vetoed 05/2009 | P-12 | Enacts the "Building Resourceful Individuals to Develop Georgia's Economy Act". Directs the department of education to develop focused programs of study in high demand, high skill and high wage academic and career fields, which may include aerospace, health care and elderly care, agribusiness, life science, energy and environmental, logistics and transportation, information and technology, teacher education training, technology and engineering, science and math, and humanities and fine arts. Requires the department to include in the program of study the flexibility for students to study at either their school of attendance, a technical college, a public postsecondary institution, a work site under an apprenticeship cooperative education program, and at other state board-approved settings.
For each focused program of study, requires the department of education to convene a committee that includes high school teachers, counselors, representatives from the University System of Georgia Board of Regents, the Technical College System of Georgia, the governor's Office of Workforce Development, employers, and others as deemed appropriate by the department. Directs each committee to develop a focused program of study blending academic and technical content developed around college and career readiness standards with real-world problems and projects for students. Requires recommendations to include statewide articulation and dual enrollment courses to allow prepared high school students to move directly into postsecondary education. Directs the committees to develop measures to certify equivalency in content and rigor for all statewide articulation and dual enrollment courses.
Establishes means for identifying high school students qualified to enroll in credit-bearing postsecondary coursework. Requires secondary and postsecondary credit to be awarded to any student who articulated or dual enrollment course. Requires students in grades 6-8 to be provided counseling, advisement, career awareness, career interest inventories and information to help them evaluate academic skills and career interests. Requires all students by end of grade 8 to select a preferred focused program of study and develop an individual graduation plan. Requires high school students to be provided counseling annually to enable them to complete their individual graduation plans, and prepare them for a seamless transition to postsecondary study, training or employment. Sets forth required components of every individual graduation plan, including integration of experience-based, career-oriented learning experiences that may include internships, apprenticeships, mentoring, co-op education and service learning, as well as opportunities for postsecondary learning through articulation, dual enrollment and joint enrollment.
Requires the department to provide training for counselors and graduation coaches about (1) high demand, high skill and high wage opportunities for bachelor's degrees, associate's degrees and certificates; (2) how a combination of rigorous academic and technical courses can prepare students for these fields, (3) how to organize a teacher adviser system that engages teachers in working with a group of students and their parents in setting goals, identifying individual programs of study, and establishing individual graduation plans to achieve those goals. Requires the plan to include strategies for school staff to effectively involve parents in the educational and career guidance process and in the development of individual graduation plans. Provides that on request by any local school system, training may be given to counselors and graduation coaches in any middle or high school.
Directs the state board, in collaboration with the Technical College System of Georgia and the University System of Georgia Board of Regents, to establish a process for certifying all focused programs of study by using national certifying agencies where they exist and developing state industry-certifying panels in career pathways where no national certifying agency exists. The certification process must, at a minimum, validate that a program of study curriculum meets industry standards where applicable, that its teachers hold current industry certification where applicable, and that its facilities, equipment and software are adequate to teach the curriculum.
Bill: http://www.legis.state.ga.us/legis/2009_10/pdf/sb178.pdf
Veto Message 11 (scroll toward bottom of page): http://gov.georgia.gov/00/press/detail/0,2668,78006749_139486062_140372354,00.html
Title: S.B. 178 Section 10, Part 1
Source: www.legis.state.ga.us
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| KY | Adopted 05/2009 | P-12
Postsec. | Repeals and re-establishes a refund policy for tuition charges for career and technology programs/classes in Kentucky TECH schools, and for continuing education classes for adults. http://www.lrc.ky.gov/kar/780/002/140.htm
Title: 780 KAR 2:140
Source: www.lrc.ky.gov
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| KY | Adopted 05/2009 | P-12 | Specifies dollar amounts to be paid certified or equivalent career/technical education staff for
(1) Administering the National Occupational Competency Testing Institute Performance Test
(2) Each lesson plan used as a model for other classes in area technology centers
(3) Participating in specific projects relating to professional or curriculum development, staff exchange, and the integration of academics in career and technical education outside of normal working hours, subject to the state plan for career and technical education
Adds salary provisions for full-time employees working as a dual appointment (employees serving in two positions). http://www.lrc.ky.gov/kar/780/003/020.htm
Title: 780 KAR 3:020
Source: www.lrc.ky.gov
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| MO | Signed into law 05/2009 | P-12 | Allows all public career-technical schools to participate in the A+ Schools Program.
http://www.house.mo.gov/content.aspx?info=/bills091/bills/hb490.htm -
Title: H.B. 490
Source: http://www.house.mo.gov
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| ND | Signed into law 05/2009 | P-12 | Requires the department to develop a program leading to a certificate in career development facilitation. The department shall award the certificate to any individual who:
a. Holds a baccalaureate degree from an accredited institution of higher education;
b. Has at least a five-year employment history; and
c. Successfully completes the department's programmatic requirements.
2. An individual holding a certificate awarded under this section is a career advisor.
Allows the department to provisionally approve an individual to serve as a career advisor if the individual:
a. Holds a baccalaureate degree from an accredited institution of higher education;
b. Has at least a five-year employment history; and
c. Provides the department with a plan for completing the department's programmatic
requirements within a two-year period.
2. Provisional approval under subsection 1 is valid for a period of two years and may not be
extended by the department.
Provision added (section 23) requires districts to administer to students (once during grades 7 or 8 and once in grade 9 or 10) a recommended career interest inventory.
http://www.legis.nd.gov/assembly/61-2009/bill-text/JARF1000.pdf
Title: H.B. 1400 - Career Development Section
Source: http://www.legis.nd.gov
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| ND | Signed into law 05/2009 | P-12
Postsec. | Any resident student who graduates from a high school during or after the 2010-11 school year is eligible to receive a North Dakota career and technical education scholarship provided the student completes all requirements for a high school diploma and:
1. a. Completes one unit of algebra II; b. Completes two units of a coordinated plan of study recommended by the department of career and technical education and approved by the superintendent of public instruction; and c. Completes three additional units, two of which must be in the area of career and technical education; 2. Obtains a grade of at least "C" in each unit or one-half unit required for the diploma; 3. Obtains a cumulative grade point of at least "B", as determined by the superintendent of public instruction; and 4. Receives: a. A composite score of at least twenty-four on an ACT; or b. A score of at least five on each of three WorkKeys assessments. Requirements for an academic scholarship are similar, except for the WorkKeys score option, and requiring one unit of advanced placement and AP exam or a dual-credit course.
Scholarships are available to eligible students in the amount of $700 for each semester during which enrolled full time at an accredited state institution and maintains a cumulative grade point average of 2.75. Scholarships are capped at $6,000 and go to the institutions in which the students are enrolled. Students are not required to be enrolled in consecutive semesters. However, a scholarship under this section is valid only for six academic years after the student's graduation from high school and may not be applied to graduate programs.These scholarships are available to any eligible student who graduates from a high school in this state or from a high school in a bordering state under chapter 15.1-29.http://www.legis.nd.gov/assembly/61-2009/bill-text/JARF1000.pdf
Title: H.B. 1400 - Scholarships
Source: http://www.legis.nd.gov
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| NE | Signed into law 05/2009 | P-12 | Adopts the Center for Student Leadership and Extended Learnings Act.From statement of intent: creates the Center for Student Leadership and Extended Learning Act, and provides state support for establishing and maintaining within the State Department of Education the Center for Student Leadership and Extended Learning. Requires the center to provide ongoing financial and administrative support for state leadership and administration of Nebraska career education student organizations. Career education student organizations that would be supported by the center are FFA, FBLA, FCCLA, DECA, SkillsUSA, and HOSA. Center is intended to create and coordinate opportunities for students to participate in educational activities outside the normal classroom, and partner with state and local organizations to share research and identify best practices that can be disseminated to schools and community organizations. LB 476 would appropriate no less than $450,000 each fiscal year to carry out the Center for Student Leadership and Extended Learning Act.
http://www.nebraskalegislature.gov/FloorDocs/Current/PDF/Slip/LB476.pdf
Title: L.B. 476
Source: http://www.nebraskalegislature.gov
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| OH | Adopted 05/2009 | P-12 | Amends criteria for secondary workforce development (career/technical education) programs. Requires all workforce development programs to be approved by the state department of education. Specifies that technical and academic course offerings in state-approved programs/pathways must:
(1) Address state technical content standards, including all competencies identified by business and industry as essential; and/or accrediting association and/or licensing agency standards where applicable.
(2) Reinforce state-level academic content standards in English, math, science and social studies.
(3) Provide multiple measures to assess student attainment of academic and technical content standards, including state board-approved technical assessments and, where applicable, assessments for state-recognized national credentialing/certifications and accrediting association and/or licensing agency examinations.
(4) Meet state and federal requirements related to meeting performance expectations for special populations, including preparation for careers in industry sectors requiring technical expertise.
(5) Identify postsecondary and employment options.
Directs workforce development advisory committees reflecting career fields and authorized by local boards of education to engage business/industry and postsecondary representatives and use input from professional associations, labor, government and the community. Requires advisory committees to identify new and emerging careers; advise current programs on curriculum, assessment, work-based learning, facilities and equipment; and engage educators to improve and expand programs. Specifies that facilities and equipment must support instruction of the technical and academic content standards and reflect current and emerging technology in the career field. Requires all districts receiving weighted funding to annually report performance data that includes student academic attainment in math and English language arts, technical skill attainment, placement, graduation rates, postsecondary credit, and, if available, industry certificate or license. Requires data to be reviewed as part of the program renewal processes.
--Criteria for secondary workforce development programs (3301-61-03): http://www.registerofohio.state.oh.us/pdfs/3301/0/61/3301-61-03_PH_FF_A_RU_20090513_1242.pdf
Title: OAC 3301-61-03
Source: www.registerofohio.state.oh.us
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| 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 | Signed into law 05/2009 | P-12
Community College | Relates to the State Board of Career and Technology Education; requires budgeting in certain categories and amounts; requires certain performance measures; provides for duties and compensation of employees; limits salary of the Director; provides budgetary limitations; provides an effective date. SECTION 1. For the fiscal year ending June 30, 2010, requires the State Board of Career and Technology Education to budget all funds in the following categories and amounts:
Category Appropriation Total
Business/Industry/Adult Education $ 6,547,154.00 $ 12,500,000.00
Local Schools Support 126,640,524.00 181,678,000.00
Statewide Services 12,478,306.00 28,413,000.00
Administration/Data Processing 5,165,422.00 7,249,000.00
Dropout Recovery/Youthful Offender/Skills Centers 6,959,073.00 12,725,000.00
TOTAL $157,790,479.00 $242,565,000.00
Requires the state board to develop outcome-based performance measures for each budget category. http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB63_ENR.RTF
Title: S.B. 63
Source: http://webserver1.lsb.state.ok.us
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| OR | Signed into law 05/2009 | P-12
Community College | Relates to professional technical education; amends various provisions to conform to changes in terminology in federal law; changes the terms professional technical education and professional technical training to career and technical education and career and technical training. Chapter 94
http://www.leg.state.or.us/09reg/measpdf/hb2100.dir/hb2109.en.pdf
Title: H.B. 2109
Source: http://www.leg.state.or.us
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| OR | Signed into law 05/2009 | Postsec.
Community College | Requires school that confers or offers to confer academic degree to be licensed as career school for course or program that does not lead to academic degree until the school meets specified requirements; clarifies the types of schools subject to career school laws; relates to granting a license for a career school, a criminal records check for applicant if the school offers courses to minors, conditional licensure, the transfer of the license, and school probation, license denial, revocation or suspension. Chapter 340
http://www.leg.state.or.us/09reg/measpdf/hb2100.dir/hb2108.en.pdf
Title: H.B. 2108
Source: http://www.leg.state.or.us
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| TN | Signed into law 05/2009 | Postsec.
Community College | Relates to board of regents; requires the board of regents to study feasibility of cooperative career and technical programs between LEAs and Tennessee technology centers or other two-year institutions offering career and technical education.
http://www.capitol.tn.gov/Bills/106/Bill/SB1084.pdf
Title: S.B. 1084
Source: http://www.capitol.tn.gov
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| WA | Signed into law 05/2009 | P-12
Postsec. | Alters the job skills program which provides grants to public and private secondary or postsecondary institutions and career schools or colleges for the development or expansion of job skills training; provides that the program shall give priority to applications from firms in strategic industry clusters proposing training in transferable skills that are interchangeable among different jobs, employers, or workplaces, coordination with other programs or initiatives, and industry-based credentialing. Chapter 554
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Session%20Law%202009/5554.SL.pdf
Title: S.B. 5554
Source: http://apps.leg.wa.gov
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| AR | Signed into law 04/2009 | P-12 | Concerns vocational and technical education in public high schools; provides that a student who successfully completes an approved vocational or technical career pathway or program of study at a public high school shall be awarded a certificate of attainment which shall be used for consideration of acceptance and advanced placement into an apprenticeship training program.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act1376.pdf
Title: S.B. 955
Source: http://www.arkleg.state.ar.us
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| ID | Signed into law 04/2009 | P-12 | Appropriates funds to the State Board for Professional-Technical Education for the Division of Professional-Technical Education for fiscal year 2010; reappropriates certain unexpended and unencumbered balances; provides legislative intent on personnel costs; directs salary reductions; provides for the transfer of certain funds.
Chapter 248
http://www.legislature.idaho.gov/legislation/2009/S1208.htm
Title: S.B. 1208
Source: Lexis-Nexis/StateNet
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| MT | Signed into law 04/2009 | P-12 | Allows school district trustees to enter into an interlocal agreement with the Montana Youth Challenge Program to provide educational or vocational services to a student who is a resident of the district; allows a school district to include a resident student who is receiving educational or vocational services from the program under an interlocal agreement in the enrollment count of the district for the purpose of calculating average number belonging (ANB). From fiscal note: SB 216, as amended, increases state support for school district general fund budgets by $43,545 in the 2011 biennium for school districts having an interlocal agreement with the Montana Youth Challenge Program to provide educational or vocational services to a student who is a resident of the district. The ongoing cost is $43,500 annually.
http://data.opi.mt.gov/bills/2009/billpdf/SB0216.pdf
Title: S.B. 216
Source: http://data.opi.mt.gov
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| NE | Signed into law 04/2009 | Community College | Provides for vocational training for public assistance recipients; provides that for creating the self-sufficiency contract and meeting the applicant's work activity requirement, an applicant shall be allowed to engage in vocational training that leads to an associate degree, a diploma, or a certificate for a minimum of twenty hours per week for up to thirty-six months. From the fiscal note: This bill would allow the work activity requirements for receiving Aid to Dependent Children assistance to include engaging in vocational training that leads to an associate's degree, a diploma or a certificate for a minimum of 20 hours per week for up to 36 months. This provision terminates on September 30, 2012. Required work activities are outlined in the federal Temporary Assistance for Needy Families Act (TANF). In addition to outlining the scope of work activities, states must meet a work participation rate of 50%. Failure to the meet the work participation rate could result in federal penalties being imposed on the state.
Federal law caps vocational training at 12 months. States may exceed the 12-month federal cap, but the individuals who are in
vocational training longer than 12 months do not count towards meeting the federal work participation rate. Based on current work
participation rates and the sunset date, this provision would not put the state's work participation rates at less than 50%.
http://www.nebraskalegislature.gov/FloorDocs/Current/PDF/Slip/LB458.pdf
Title: L.B. 458
Source: Lexis-Nexis/StateNet
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| NM | Signed into law 04/2009 | P-12 | Allows school districts to provide for industry-taught or -guided pre- apprenticeship programs for qualified high school students; provides for approval of pre- apprenticeship programs, providers and industry instructors; exempts industry instructors from licensure provisions; provides powers and duties.
Title: S.B. 46
Source: http://nmlegis.gov/
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| WA | Signed into law 04/2009 | Community College | Allows public technical colleges to offer degrees that prepare students to transfer to certain bachelor degree programs. Chapter 64
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/1328-S.PL.pdf
Title: H.B. 1328
Source: http://apps.leg.wa.gov
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| WA | Signed into law 04/2009 | P-12 | Provides for career and technical education opportunities for middle school students; provides that a middle school that receives approval from the office of the superintendent of public instruction to provide a career and technical program in science, technology, engineering, or mathematics directly to students shall receive funding at the same rate as a high school operating a similar program. Chapter 212
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Senate%20Passed%20Legislature/5676-S2.PL.pdf
Title: S.B. 5676
Source: http://apps.leg.wa.gov
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| WA | Signed into law 04/2009 | P-12 | Expands options for students to earn high school diplomas; expands students' options and choices for completing high school by awarding diplomas to students who complete certain postsecondary programs. Chapter 524
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/1758-S.PL.pdf
Title: H.B. 1758
Source: http://apps.leg.wa.gov
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| WV | Adopted 04/2009 | Postsec.
Community College | Provides rules from The West Virginia Council for Community and Technical College regarding an accountability system for public higher education in the state. Relates to the development of statewide master plans, the process of entering into state and institutional compacts, system and institution implementation plans, and state-level reporting.
http://www.wvctcs.org/downloads/Series%2049%20CTCE%20Accountability%20DRAFT%20for%20public%20comment.pdf
Title: Title 135, Series 49
Source: http://www.wvctcs.org
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| KS | Signed into law 03/2009 | P-12
Community College | Concerns postsecondary career technical education; relates to a funding formula and updates terminology from vocational education to career technical education; provides that the postsecondary technical education authority shall develop a credit hour funding distribution formula for postsecondary technical training programs that is tiered to support cost differentials, takes into consideration target industries and is responsive to program growth. Chapter 2009-24
http://www.kslegislature.org/bills/2010/2003.pdf
Title: H.B. 2003
Source: http://www.kslegislature.org
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| SD | Signed into law 03/2009 | P-12 | Revises certain provisions regarding school attendance and enrollment in the Job Corps.
http://legis.state.sd.us/sessions/2009/Bills/SB126ENR.pdf
Title: S.B. 126
Source: http://legis.state.sd.usf
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| SD | Signed into law 02/2009 | P-12 | Defines "Multidistrict, career and technical academy," as an educational entity designed to provide career and technical education and academic courses that prepare youth for a wide range of careers that require varying levels of education. Strengthens integration of academic and career courses. http://legis.state.sd.us/sessions/2009/Bills/HB1044ENR.pdf
Title: H.B. 1044
Source: http://legis.state.sd.us
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| UT | Adopted 02/2009 | P-12 | Changes Applied Technology Education (ATE) to Career and Technical Education (CTE) throughout R277-518. http://www.rules.utah.gov/publicat/bulletin/2008/20081201/32143.htm
Title: R277-518
Source: Lexis-Nexis/StateNet
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| UT | Adopted 02/2009 | P-12 | Replaces reference to "tech prep" with reference to "CTE pathway," defined as a planned CTE/academic continuum of courses within a CTE field beginning in the 9th grade and continuing with postsecondary training culminating in an associate's degree, apprenticeship, certificate of completion, or baccalaureate degree. Provides emphasis on articulated Career and Technical Education (CTE) career pathways. Eliminates "trade and technical education" as an area of study; replaces with "skilled and technical sciences." Replaces "technology education" area of study with "technology and engineering". Specifies new language regarding disbursement of funds. http://www.rules.utah.gov/publicat/bulletin/2008/20081201/32146.htm
Title: R277-911
Source: www.rules.utah.gov
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| Career/Technical Education--Career Academies/Apprenticeship |
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| Cheating |
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| Choice of Schools--Charter Schools |
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| Choice of Schools--Charter Schools--Charter Districts |
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| Choice of Schools--Charter Schools--Closings |
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| 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 |
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| Curriculum |
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| Curriculum--Arts Education |
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| Curriculum--Core Curriculum |
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| 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 |
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| Curriculum--Language Arts |
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| Curriculum--Language Arts--Writing/Spelling |
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| Curriculum--Mathematics |
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| Curriculum--Physical Education |
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| Curriculum--Science |
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| Curriculum--Sex Education |
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| Curriculum--Social Studies/History |
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| Demographics--Condition of Children/Adults |
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| Desegregation |
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| Economic/Workforce Development |
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| Education Research |
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| Equity |
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| Federal |
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| Finance |
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| Finance--Adequacy/Core Cost |
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| Finance--Bonds |
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| Finance--District |
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| Finance--Equity |
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| Finance--Facilities |
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| Finance--Federal |
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| Finance--Funding Formulas |
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| Finance--Litigation |
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| Finance--Local Foundations/Funds |
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| Finance--Lotteries |
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| Finance--Resource Efficiency |
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| Finance--State Budgets/Expenditures |
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| Finance--Student Fees |
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| Finance--Taxes/Revenues |
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| Finance--Taxes/Revenues--Alternative Revenues |
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| Governance |
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| Governance--Deregulation/Waivers/Home Rule |
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| Governance--Ethics/Conflict of Interest |
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| Governance--School Boards |
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| Governance--School Boards--Training |
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| Governance--Site-Based Management |
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| Governance--State Boards/Chiefs/Agencies |
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| Health |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| Leadership--Principal/School Leadership--Certification and Licensure |
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| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
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| Leadership--Principal/School Leadership--Preparation |
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| Middle School |
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| Minority/Diversity Issues |
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| 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 |
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| No Child Left Behind--Adequate Yearly Progress |
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| No Child Left Behind--Assessment |
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| No Child Left Behind--Choice/Transfer |
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| No Child Left Behind--Consequences for Schools |
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| No Child Left Behind--Finance |
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| No Child Left Behind--Report Cards |
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| 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 |
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| P-3 Child Care |
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| P-3 Content Standards and Assessment |
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| P-3 Early Intervention (0-3) |
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| P-3 Ensuring Quality |
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| P-3 Evaluation/Economic Benefits |
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| P-3 Finance |
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| P-3 Governance |
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| P-3 Grades 1-3 |
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| P-3 Kindergarten--Full Day Kindergarten |
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| P-3 Preschool |
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| P-3 Teaching Quality/Professional Development |
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| Parent/Family |
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| Parent/Family--Parent Rights |
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| Partnerships--University/School |
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| Postsecondary |
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| Postsecondary Accountability |
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| Postsecondary Accountability--Accreditation |
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| Postsecondary Accountability--Diploma Mills |
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| Postsecondary Affordability--Financial Aid |
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| Postsecondary Affordability--Textbooks |
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| Postsecondary Affordability--Tuition/Fees |
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| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
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| Postsecondary Faculty |
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| Postsecondary Faculty--Compensation |
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| Postsecondary Faculty--Intellectual Property |
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| Postsecondary Faculty--Teaching Assistants |
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| Postsecondary Finance |
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| Postsecondary Finance--Efficiency/Performance-Based Funding |
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| Postsecondary Finance--Facilities |
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| Postsecondary Governance and Structures |
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| Postsecondary Institutions--Community/Technical Colleges |
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| Postsecondary Institutions--For-Profit/Proprietary |
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| Postsecondary Institutions--Private/Independent |
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| Postsecondary Online Instruction |
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| Postsecondary Participation |
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| Postsecondary Participation--Access |
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| Postsecondary Participation--Admissions Requirements |
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| Postsecondary Participation--Affirmative Action |
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| Postsecondary Participation--Outreach |
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| Postsecondary Students |
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| Postsecondary Students--Foster Youth |
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| Postsecondary Students--Graduate/Professional |
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| Postsecondary Students--Military |
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| Postsecondary Students--Minority |
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| Postsecondary Success--Completion |
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| Postsecondary Success--Completion--Completion Rates (Statistics) |
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| Postsecondary Success--Developmental/Remediation |
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| Postsecondary Success--Retention/Persistence |
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| Postsecondary Success--Transfer/Articulation |
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| Private Schools |
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| Privatization |
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| Promising Practices |
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| Promotion/Retention |
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| Public Involvement |
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| Reading/Literacy |
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| Reading/Literacy--Adult Literacy |
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| Religion |
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| Religion--Prayer/Meditation |
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| Rural |
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| Scheduling/School Calendar |
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| Scheduling/School Calendar--Day/Class Length |
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| Scheduling/School Calendar--Extended Day Programs |
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| Scheduling/School Calendar--Summer School |
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| Scheduling/School Calendar--Week |
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| Scheduling/School Calendar--Year |
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| School Safety |
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| School Safety--Bullying Prevention/Conflict Resolution |
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| School Safety--Code of Conduct |
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| School Safety--Corporal Punishment |
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| School Safety--Disaster/Emergency Preparedness |
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| School Safety--Expulsion/Suspension |
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| School Safety--No Child Left Behind--Safe Schools |
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| School Safety--Sexual Harassment and Assault |
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| School Safety--Special Education |
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| School/District Structure/Operations |
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| School/District Structure/Operations--District Consolidation/Deconsolidation |
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| School/District Structure/Operations--Facilities |
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| School/District Structure/Operations--Food Service |
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| School/District Structure/Operations--Libraries |
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| School/District Structure/Operations--Personnel (Non-Teaching) |
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| School/District Structure/Operations--School Size |
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| School/District Structure/Operations--Shared Services |
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| School/District Structure/Operations--Transportation |
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| Service-Learning |
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| Special Education |
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| Special Education--Finance |
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| Special Education--Placement |
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| Special Education--Transition |
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| Special Populations--Corrections Education |
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| Special Populations--Foster Care |
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| Special Populations--Gifted and Talented |
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| Special Populations--Homeless Education |
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| Special Populations--Immigrant Education |
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| Special Populations--Military |
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| 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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