 |
State |
Status/Date |
Level |
Summary |
|
 | Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
 | Accountability--Reporting Results |
| |
| IL | Signed into law 08/2009 | P-12 | Requires teacher supply and demand reports to be published every three years instead of annually. Deletes provision that adequate yearly progress for students with disabilities must be based on students' individual education plans. Provides that schools and districts that do not submit accurate data within the state board's timeframes may have federal funds withheld. Eliminates provision that schools and districts that do not make adequate yearly progress in same subgroup in two consecutive years or successive years are subject to accountability provisions. Requires schools to make adequate yearly progress for two consecutive years (previously was one year) to be removed from any accountability warning designation. Replaces reference to state board's "research department" with reference to "data division." Pages 1-11 of 63: http://www.ilga.gov/legislation/96/SB/PDF/09600SB1977lv.pdf
Title: S.B. 1977 - Reporting, Accountability and Data
Source: www.ilga.gov
| |
| LA | Signed into law 07/2009 | P-12 | Requires districts to provide uniform data collection and reporting for how finance formula funds are spent on certain students and activities, including: at-risk students, career and technical education course units, special education students other than gifted and talented students, and gifted and talented students, professional services, instructional materials, equipment and supplies.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=667658
Title: H.B. 821
Source: http://www.legis.state.la.us/
| |
| OH | Signed into law 07/2009 | P-12 | Partially from the DOE summary of H.B. 1:Modifies the current requirement for the state board to develop a standard for reporting financial information to the public. Requires districts and educational service center boards to report revenues and expenditures by school building, including expenditures for salaries, and with expenditures for classroom teachers, other certified staff, and all other employees reported separately, as well as per-pupil expenditures per building.
Provides that the state board's existing minimum standards for all public schools must require instructional materials and equipment, including library materials, to be aligned with the academic content standards. Directs the state board to adopt minimum operating standards for school districts, which districts must comply with unless they receive a waiver from the state superintendent. According to DOE summary, the operating standards override any conflicting provisions of a collective bargaining agreement. Provides the operating standards must include:
(1) Standards for the effective and efficient organization, administration and supervision of districts (full text of this provision in "full text" field below)
(2) Standards for the establishment of business advisory councils and family and civic engagement teams by school districts
(3) Standards incorporating the classifications for the components of the adequacy amount under Chapter 3306 of the Revised Code into core academic strategy components and academic improvement components, as specified in rules adopted under section 3306.25 of the Revised Code
(4) Standards for school district organizational units, as defined in sections 3306.02 and 3306.04 of the Revised Code, that require:
(i) The effective and efficient organization, administration and supervision of each school district organizational unit so that it becomes a thinking and learning organization according to principles of systems design and collaborative professional learning communities research as defined by the state superintendent, including a focus on the personalized and individualized needs of each student; a shared responsibility among organizational unit administrators, faculty and staff to develop a common vision, mission and set of guiding principles; a shared responsibility among organizational unit administrators, faculty and staff to engage in a process of collective inquiry, action orientation and experimentation to ensure the academic success of all students; commitment to job-embedded professional development and professional mentoring and coaching; established periods of time for teachers to pursue planning time for the development of lesson plans, professional development, and shared learning; commitment to effective management strategies that allow administrators reasonable access to classrooms for observation and professional development experiences; commitment to teaching and learning strategies that utilize technological tools and emphasize inter-disciplinary, real-world, project-based, and technology-oriented learning experiences to meet the individual needs of every student; commitment to high expectations for every student and commitment to closing the achievement gap so that all students achieve core knowledge and skills in accordance with the statewide academic standards adopted under section 3301.079 of the Revised Code; commitment to the
use of assessments to diagnose the needs of each student; effective connections and relationships with families and others that support student success; commitment to the use of positive behavior intervention supports throughout the organizational unit to ensure a safe and secure learning environment for all students
(ii) A school organizational unit leadership team to coordinate positive behavior intervention supports, family and civic engagement services, learning environments, thinking and learning systems, collaborative planning, planning time, student academic interventions, student extended learning opportunities, and other activities identified by the team and approved by the district board of education. Provides that the team must include the building principal, representatives from each collective bargaining unit, the building lead teacher, parents, business representatives and others that support student success.
Eliminates requirement that state board develop a state plan for technology to encourage the use of technology in educational settings.
DOE summary document: http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Bill text (pages 979-984 of 3120): http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.07
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 07/2009 | P-12 | Amends types of data that must be maintained in the education management information system (EMIS http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?page=2&TopicRelationID=1281). Adds that EMIS must include data on achievement levels on college and work ready assessments as created by 3301.0712 (as created in 2009 H.B. 1). Eliminates requirement that EMIS report the percentage of students receiving corporal punishment. Replaces "master teacher" with "lead teacher" in requirement that EMIS report on the number of such teachers in each district and building.
Pages 1003-1013 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.0714
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 07/2009 | P-12 | Partially from the DOE summary of H.B. 1:
3302.01: Amends performance index score to reflect combination of reading and writing tests into one English language arts test.
3302.02: Eliminates the requirement that there be a minimum of 17 performance indicators. Requires the state board, within a year of adoption of rules for implementation of the new assessment system for high school graduation and once every six years thereafter, to establish new performance indicators for district and school report cards, based on recommendation of the state superintendent. By December 31, 2011, requires the state board, upon recommendation of the state superintendent, to establish a performance indicator reflecting the level of services provided to, and the performance of, students identified as gifted.
Pages 1046-1047 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
DOE summary of H.B. 1: http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Title: H.B. 1 - Section 3302.01 and 3302.02
Source: www.legislature.state.oh.us
| |
| CT | Signed into law 06/2009 | P-12 | Adds truancy data to annual school report cards. The bill spells out all data that schools are required to report on an annual basis to the commissioner of education. The bill also addresses the reduction of duplicate reports by the department of information technology.
http://www.cga.ct.gov/2009/ACT/Pa/pdf/2009PA-00143-R00SB-00940-PA.pdf
Title: S.B. 940
Source: http://www.cga.ct.gov/
| |
| TX | Signed into law 06/2009 | P-12 | Directs the state education agency to develop and maintain a comprehensive schedule that addresses all district reporting requirements (including those imposed by entities other than the state education agency), and that specifies the date by which a school district must comply with each requirement. Directs the state education agency to determine the manner in which the schedule is made readily accessible to school districts. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03041F.pdf
Title: H.B. 3041
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12 | Deletes provision that education Internet portal provides secure access to student assessment data. Amends 32.258 to direct the state education agency to create a student assessment data portal for use by school districts, teachers, parents, students and public institutions of higher education. Provides the portal must allow:
(1) Students and parents to easily access the student's individual assessment data. The system must allow students and parents to track a student's progress on assessment requirements for graduation.
(2) Authorized district employees, including teachers, to readily access individual assessment data of district students
(3) Authorized employees of public postsecondary institutions to readily access individual assessment data of students applying for admission for use in developing strategies for improving student performance
(4) Public access to general student assessment data.
Requires student assessment data in the portal to be available by the first instructional day of the school year following that in which the data is collected, and to include student performance data on assessment
instruments over multiple years, beginning with the 2007-2008 school year, including any data indicating progress in student achievement. Specifies the system must permit comparisons of student performance information at the classroom, campus, district and state levels.
Pages 42-45 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 48 and 49
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12 | Creates new Subchapter J, "Parent and Educator Reports." Provides that in addition to the indicators adopted under Section 39.053, the commissioner must adopt indicators of the quality of learning for the purpose of preparing parent and educator reports, and review these indicators for possible revisions every other year. Provides performance on such adopted indicators must be evaluated in the same manner provided for evaluation of the student achievement indicators under Section 39.053(c). Requires indicators to include:
(1) Percentage of high school graduates who complete the minimum, recommended or advanced high school programs
(2) Results of the SAT, ACT, articulated postsecondary degree programs described by Section 61.852, and certified workforce training programs described by Chapter 311, Labor Code
(3) Subsequent state assessment scores of students who do not meet performance standards as established by Section 39.0241 or who do not pass state-level assessments
(4) Number of students at each campus who choose to complete the minimum high school program, disaggregated by major student subpopulations
(5) Specified remediation and student promotion indicators
(6) Percentage of limited English-proficient students exempted from the administration of an assessment instrument under Sections 39.027(a)(1) and (2)
(7) Percentage of students with disabilities assessed through assessment instruments developed or adopted under Section 39.023(b)
(8) Percentage of students who satisfy the college readiness measure
(9) Progress toward dual language proficiency under Section 39.034(b) for limited English-proficient students
(10) Percentage of students who are not educationally disadvantaged
(11) Percentage of students who enter an institute of higher education the year after high school graduation
(12) Percentage of students who complete the first year of postsecondary education without needing a developmental education course.
Specifies that performance on the indicators described by Section 39.053(c) and items (3), (4) and (9) above must be based on longitudinal student data that is disaggregated by the bilingual education or special language program that current or former limited English-proficient students are/were enrolled in.
Adds Section 39.302, which directs the state education agency to report to each district the comparisons of student performance made under Section 39.034 (annual improvement needed for a student to perform satisfactorily on grade 5 and 8 assessments and end-of-course assessments, page 67 of 180 of 2009 H.B. 3). Adds Section 39.303, which requires districts to provide each student's parent with a record of the comparisons made under Sections 39.302 and 39.034. Provides that for a student who did not perform satisfactorily on a state assessment, the district must include specific information in the notice about access to online educational resources at the appropriate assessment instrument content level, including educational resources described by Section 32.252(b)(2) and assessment instrument questions and answers released under Section 39.023(e).
Adds Section 39.304, which requires districts to provide teachers at the beginning of the school year with a record of the comparisons made under Sections 39.302 and 39.034. Requires report to go to each teacher for all students, including incoming students, who were assessed on a grades 3-8 assessment or high school end-of-course exam, and all students who took a grades 3-8 assessment or high school end-of-course exam the previous year. Provides the report must indicate whether the student performed satisfactorily or, if the student did not perform satisfactorily, whether the student met the standard for annual improvement.
Amends campus report card content. Repeals provision requiring campus performance to be compared to comparable campus group performance. Requires campus report cards to include the student achievement
indicators described by Section 39.053(c) and the reporting indicators described by Sections 39.301(c)(1) through (5). Requires district report cards to include information indicating the district's accreditation status and identifying each district campus awarded a distinction designation under Subchapter G or considered an unacceptable campus under Subchapter E
Pages 137-142 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 59 - Part VIII (Parent and Educator Reports, Campus and District Report Cards)
Source: www.legis.state.tx.us
| |
| WI | Signed into law 06/2009 | P-12 | Provides that if a school board enters into an agreement with an American Indian tribe to establish a charter school, the board must, upon request, distribute to the parent or guardian of each student in the school a school and school district performance report that includes the information reported for traditional public schools, regardless of the location of the charter school. Requires such a school board to administer the state assessments to students in grades 4, 7, and 10 to students in the charter school. Requires such a charter school to be located either within the school district or within the boundaries of the tribe's or band's reservation. Requires the school board to determine whether the charter school is an instrumentality of the school district, regardless of the location of the charter school.
Page 468, 470, 471 of 692: http://www.legis.state.wi.us/2009/data/acts/09Act28.pdf
Title: A.B. 75
Source: www.legis.state.wi.us
| |
| CO | Adopted 05/2009 | P-12 | Expands mandatory school age to match current law and revises timelines for implementation of the on-time graduation and completion rates.
http://www.sos.state.co.us/CCR/NumericalSubDocList.do?deptID=4&deptName=300%20Department%20of%20Education&agencyID=109&agencyName=301%20Colorado%20State%20Board%20of%20Education&ccrDocID=2866&ccrDocName=1%20CCR%20301-67%20ADMINISTRATION%20OF%20COLORADO%20DATA%20REPORTING%20FOR%20SCHOOL%20ACCREDITATION
Title: 1 CCR 301-67
Source: http://www.sos.state.co.us/
| |
| MN | Signed into law 05/2009 | P-12 | Requires the statewide educational accountability and reporting system to measure and separately report the adequate yearly progress of schools and the academic growth of individual students. Requires the system to include statewide measures of high and low student academic growth. Requires school districts to annually determine whether schools meet federal expectations for student achievement. Requires the state's educational assessment system to measure individual students' educational growth. Directs the commissioner to annually report to the public and the legislature, beginning June 30, 2012, the organizational and curricular practices implemented by schools that demonstrate medium and high student growth.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0002.5.html&session=ls86
Title: H.F. 2
Source: https://www.revisor.leg.state.mn.us
| |
| OK | Adopted 05/2009 | P-12 | Requires that a high school representative annually provide for review and discussion a report for each site regarding first-year college performance and remediation of local high school graduates.
Title: OAC 210:35-25-4
Source: Lexis-Nexis/StateNet
| |
| 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
| |
| TN | Signed into law 05/2009 | P-12 | Requires the Department of Education (DOE) to develop standards for parental involvement in K-12 public schools and include a report on local education agency (LEA) compliance at the district and school levels in the DOE Tennessee Education Report Card beginning in the 2010-11 school year and subsequent years.
http://www.capitol.tn.gov/Bills/106/Bill/SB0293.pdf
Title: S.B. 293
Source: http://www.capitol.tn.gov
| |
| CO | Signed into law 04/2009 | P-12 | Concerns education data reporting requirements; clarifies that the Education Data Advisory Committee is directed to review the reporting requirements imposed on districts and public schools; directs the committee to inform agencies of the estimated cost to districts and schools of complying with the proposed requirements; requires the committee to publish a written report listing data reporting requirements that are not cost-effective or that are duplicative; makes related changes.
http://www.leg.state.co.us/clics/clics2009a/csl.nsf/fsbillcont3/DC92B80DFED82CF48725754C000D957D?open&file=1214_enr.pdf
Title: H.B. 1214
Source: http://www.leg.state.co.us
| |
| IA | Signed into law 04/2009 | P-12 | Deletes several requirements for reporting (i.e., simply the number of graduates, rather than specifying that the number has to be calculated according to the NGA definition; and the number of students who graduated in past five years but were not proficient in core content areas). Deletes the requirement that diagnostic assessment results be reported to parents when students are performing below expected levels. Adds a provision that an area education agency director, officer, or teacher cannot act as an agent for textbook or athletic or similar sales in the local district or areas districts. Requires hearing dates and times for the school budget review committee located within the departmetn of education to be posted on the state departement Web site.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=HF687
Title: H.B. 687
Source: http://coolice.legis.state.ia.us/
| |
| NM | Signed into law 04/2009 | P-12 | Creates an alternative school accountability system pilot project; provides for data collection and analysis; provides for periodic reports to the Governor and the Legislature. The pilot system demonstrates the usefulness of a student growth model of accountability for targeting resources to improve elementary and middle schools most in need, and for recognizing elementary and middle schools that make the greatest progress in increasing student academic performance.
http://nmlegis.gov/Sessions/09%20Regular/final/SB0156.pdf
Title: S.B. 156
Source: http://nmlegis.gov/
| |
| KY | Signed into law 03/2009 | P-12 | Repeals provisions relating to rewards for successful schools. Establishes provisions to recognize schools that would have been rewarded under the former system. Repeals provision directing the state board to develop a formula for a school accountability index.
Requires the state board, after adopting revised academic standards by December 15, 2010 and a revised assessment system for use in the 2011-12 school year, to adopt rules establishing a new accountability system based on the revised standards and assessments. Requires the accountability system to include the results of program assessments of arts and humanities, practical living skills and career studies and writing programs as specified in revised KRS 158.6453 (7)((a) - (c) (revised by 2009 S.B. 1). Directs the state board, before adopting rules relating to the new accountability system, to seek advice from the School Curriculum, Assessment, and Accountability Council; the Office of Education Accountability; the Education Assessment and Accountability Review Subcommittee; and the National Technical Advisory Panel on Assessment and Accountability. Repeals requirement that student be counted for accountability purposes if the student has been enrolled in the school 100 days of the school year prior to the beginning of the statewide testing period; replaces with requirement that student be enrolled in a school for at least a full academic year to be counted for accountability purposes. Repeals provisions relating to procedures for school audits.
Repeals provision requiring the department to report quarterly to the interim joint committee on education on (1) information about the estimated error of the accountability index, as well as information about the connections between index score changes and estimated changes in student performance levels and (2) the annual audit of portfolio scores in ways that serve to minimize the differences between teacher-produced scores and audit-generated scores.
Effective with the 2012-13 school year, requires state assessment results to be reported to schools no later than 75 days following the first day the assessment can be administered. Requires local targets for closing the achievement gap and school improvement plans to address those targets to be reported annually by October 1 (former provisions required adoption mid/late school year every other year). Directs the local superintendent to report to the commissioner of education if a school fails to meet its targets to reduce the gap in student achievement for any student group for 2 consecutive years (former provision required reporting after two successive biennia).
Pages 24-31 and 32-35 of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 4, 5 and 7
Source: www.lrc.ky.gov
| |
| NM | Signed into law 03/2009 | P-12
Postsec.
Community College | Requires public post-secondary educational institutions to report annually to public high schools on freshman year outcomes of the students from those high schools; provides that information in the reports may be used by the high schools and public post-secondary education institutions to improve instruction, student preparation and advisement.
http://nmlegis.gov/Sessions/09%20Regular/final/SB0152.pdf
Title: S.B. 152
Source: http://nmlegis.gov
| |
| KY | Adopted 02/2009 | P-12 | Amends rules regarding content and distribution of school and district report cards. Provides that as accurate, reliable data become available from student information systems, the department of education will link school, district and state data to the school and district report cards, including existing reports, participation, and performance in Advanced Placement courses, the issuance of commonwealth diplomas, participation in gifted and talented programs and participation in special education with instructional and testing accommodations, all disaggregated to the extent permitted under KRS 160.700-160.730, which protects the confidentiality of an individual student's educational records. http://www.lrc.ky.gov/kar/703/005/140reg.htm
Title: 703 KAR 5:140
Source: www.lrc.ky.gov
| |
| Accountability--Rewards |
| |
| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--No Pass No Drive |
| |
| Accountability--Sanctions/Interventions--No Pass No Play |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
| |
| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--College Entrance Exams |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--NAEP (NAEP Results and NAEP Organization) |
| |
| Assessment--Performance Based/Portfolio |
| |
| Assessment--Value Added |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Compulsory |
| |
| Attendance--Statutory Ages (Upper and Lower) |
| |
| Attendance--Truancy |
| |
| Background Checks |
| |
| Bilingual/ESL |
| |
| Business Involvement |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Cheating |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Charter Districts |
| |
| Choice of Schools--Charter Schools--Closings |
| |
| Choice of Schools--Charter Schools--Cyber Charters |
| |
| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Charter Schools--Research |
| |
| Choice of Schools--Choice/Open Enrollment |
| |
| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Vouchers |
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| Civic Education |
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| Civic Education--Character Education |
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| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Core Curriculum |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--Home Economics |
| |
| Curriculum--International Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Demographics--Condition of Children/Adults |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Education Research |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Litigation |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| Finance--Resource Efficiency |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--School Boards |
| |
| Governance--School Boards--Training |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--Mental Health |
| |
| Health--Nutrition |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| Health--Teen Pregnancy |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
| |
| High School--Dropout Rates/Graduation Rates |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Early Colleges/Middle Colleges |
| |
| High School--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
| |
| Instructional Approaches--Problem Based Learning |
| |
| Instructional Approaches--Single-Sex Education |
| |
| Instructional Approaches--Time/Time on Task |
| |
| Integrated Services/Full-Service Schools |
| |
| International Benchmarking |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--District Superintendent--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership |
| |
| Leadership--Principal/School Leadership--Certification and Licensure |
| |
| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
| |
| Leadership--Principal/School Leadership--Preparation |
| |
| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| Minority/Diversity Issues--Hispanic |
| |
| No Child Left Behind |
| |
| No Child Left Behind--Adequate Yearly Progress |
| |
| No Child Left Behind--Assessment |
| |
| No Child Left Behind--Choice/Transfer |
| |
| No Child Left Behind--Consequences for Schools |
| |
| No Child Left Behind--Finance |
| |
| No Child Left Behind--Report Cards |
| |
| No Child Left Behind--School Support |
| |
| No Child Left Behind--Supplemental Services |
| |
| Online Learning--Digital/Blended Learning |
| |
| Online Learning--Virtual Schools/Courses |
| |
| P-16 or P-20 |
| |
| P-3 |
| |
| P-3 Child Care |
| |
| P-3 Content Standards and Assessment |
| |
| P-3 Early Intervention (0-3) |
| |
| P-3 Ensuring Quality |
| |
| P-3 Evaluation/Economic Benefits |
| |
| P-3 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Kindergarten--Full Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Partnerships--University/School |
| |
| Postsecondary |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
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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 |
| |
| School/District Structure/Operations--District Consolidation/Deconsolidation |
| |
| School/District Structure/Operations--Facilities |
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| School/District Structure/Operations--Food Service |
| |
| 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 |
| |
| 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 |
| |
| 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 |
| |
| 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 |
| |
| 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 |
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| 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 |
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| Urban--Governance |
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