 |
State |
Status/Date |
Level |
Summary |
|
 | Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
| |
| Accountability--Rewards |
| |
| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--No Pass No Drive |
| |
| Accountability--Sanctions/Interventions--No Pass No Play |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
| |
| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--College Entrance Exams |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--NAEP (NAEP Results and NAEP Organization) |
| |
| Assessment--Performance Based/Portfolio |
| |
| Assessment--Value Added |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Compulsory |
| |
| Attendance--Statutory Ages (Upper and Lower) |
| |
| Attendance--Truancy |
| |
| Background Checks |
| |
| Bilingual/ESL |
| |
| Business Involvement |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Cheating |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Charter Districts |
| |
| Choice of Schools--Charter Schools--Closings |
| |
| Choice of Schools--Charter Schools--Cyber Charters |
| |
| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Charter Schools--Research |
| |
| Choice of Schools--Choice/Open Enrollment |
| |
| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Vouchers |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Core Curriculum |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--Home Economics |
| |
| Curriculum--International Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Demographics--Condition of Children/Adults |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Education Research |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Litigation |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| Finance--Resource Efficiency |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--School Boards |
| |
| Governance--School Boards--Training |
| |
 | Governance--Site-Based Management |
| |
| IL | Signed into law 11/2009 | P-12 | Requires the establishment of a Chicago Educational Facilities Task Force in order to ensure that school facility-related decisions are made with the input of the parents, teachers and community residents, and reflect educationally sound and fiscally responsible criteria. Establishes membership of the task force, including four members each from the house and senate. Requires the task force to analyze school openings, closings, consolidations, turnarounds, construction and other matters. Requires the task force to consult widely with stakeholders on these issues and examine best practices from other school systems for dealing with these issues systematically and equitably. Directs the task force to issue final recommendations by October 30, 2009 on how the enumerated issues can be addressed effectively based upon educationally sound and fiscally responsible practices. Directs the task force to prepare final proposed policy and legislative recommendations for the general assembly, the governor and the school district. Identifies numerous areas the recommendations may address, including teacher mobility and lack of inclusion of local councils in decisionmaking on school facilities. http://www.ilga.gov/legislation/publicacts/96/PDF/096-0803.pdf
Title: H.B. 363
Source: www.ilga.gov
| |
| NY | Signed into law 08/2009 | P-12 | Substantially amends powers and duties of New York City board, authorizing the board to:
(1) Approve all regulations proposed by the chancellor or city board
(2) Approve the educational facilities capital plan, following any applicable hearings conducted by the community district education councils
(3) Approve annual estimates of the sum the board deems necessary for district operations and the capital budget
(4) Approve allocations to community districts and approve community district budgets, with a proposed budget for the city board and chancellor's administrative and operational expenditures, following a public hearing
(5) Approve a city district procurement policy
(6) Approve proposals for all school closures or significant changes in school utilization, including phase-outs, grade reconfigurations, re-sitings or co-locations of two schools, following any hearing
(7) Adopt a policy proposed by the chancellor, promoting the recruitment and retention of staff, that considers the diversity of students attending schools in the city district. Directs the city board to review at a regular public meeting an annual report issued by the chancellor outlining the initiatives taken to enhance diversity and equity in recruitment and retention, and the impacts of such initiatives to the workforce at the city district, community district and school level
(8) Approve all franchises, revokable consents and concessions awarded by the city district or community districts
(9) Approve city board by-laws
(10) Respond at a regular public meeting to the recommendations made in annual reports issued by the city-wide council on special education, the city-wide council on English language learners and the city-wide council on high schools
(11) Conduct an annual survey to allow parents, teachers and school personnel to evaluate the performance of the city board and chancellor as regards city district resources, oversight and curriculum. Requires the results of such survey to be made publicly available, including on the city board Web site.
(12) Provide information, data, estimates and statistics as requested by the director of the city's independent budget office or the city comptroller, in a timely fashion.
Eliminates provision directing the board to approve contracts that would significantly impact the provision of educational services or programming in the district. Replaces with provision directing the board to approve city district or community district contracts that meet any of certain criteria. Requires all items requiring city board approval to be by a public vote at a regular board meeting. Prior to approval of any item listed in 1-6 above, requires the city board to undertake a review process to allow the public to submit comments on the proposed item. Requires notice of the proposed item to be circulated to all community superintendents, community district education councils, community boards and school based management teams at least 45 days before a city board vote. Specifies contents that said notice must contain. Also requires a revised public notice to be provided in the event a proposed item listed in 1-6 above is substantially revised, and specifies elements the revised public notice must include. Provides that following the public review process but prior to voting, the city board must make publicly available an assessment of all public comments concerning the item under consideration. Specifies elements the assessment must contain. Allows for emergency adoption of proposed items under certain circumstances. http://assembly.state.ny.us/leg/?bn=A08903&sh=t
Title: A.B. 8903 - New York City Board Powers and Duties
Source: assembly.state.ny.us
| |
| NY | Signed into law 08/2009 | P-12 | Amends provisions regarding community superintendents in New York City. Clarifies that a community superintendent's delegation of powers or duties is at the community superintendent's sole discretion. Adds that (1) screening committees to appoint supervisory staff and (2) the appointment of principals and supervisory principals must be consistent with the chancellor's recommendations establishing a process that promotes staff and parent involvement in the recruitment, screening, interviewing and recommendation of candidates. Also requires a community superintendent to consult with the school based management team when appointing or rejecting principal and assistant principal candidates. Provides that principal and assistant principal candidates must meet the requirements of the chancellor's regulations, including evaluation of each candidate's record of performance in comparable positions, and that such candidates are subject to the chancellor's power to reject such appointments.
Clarifies that community superintendents have the power and duty to supervise principals in every building in the district. Requires community superintendents' annual evaluations of school principals to include evaluation of a principal's ability to develop an effective shared decisionmaking relationship with the school based management team. Provides the community superintendent must have access to all records he/she deems necessary in performing principal evaluations, and must consider comments in an assessment made by the school based management team.
Amends language relating to a community superintendent's authority to review and approve school-based budgets proposed by the school. Permits the community superintendent to approve a school-based budget proposal only after certifying that it is sufficiently aligned with its school's comprehensive education plan. Directs the community superintendent to prescribe parameters for principals to submit written demonstrations of such alignment, and provisions allowing the school based management team to respond to such justification. Requires the community superintendent to consider a principal's written justification and any response provided by the school based management team before making such certification.
Additionally directs community superintendents to:
(1) Establish a process allowing school based management team members to dispute a principal's decision when team members reach a consensus that the decision is inconsistent with the goals/policies in their school's existing comprehensive educational plan. Requires the community superintendent to provide a written response to the school based management team and principal that includes the information reviewed and basis for the community superintendent's decision regarding such dispute.
(2) Assist parents in accessing information, addressing concerns and responding to complaints that cannot be resolved at the school level. Directs a community superintendent to establish a central office to directly interact with parents, respond to information requests, receive input and comments, assist the community superintendent in resolving complaints in a timely manner, and work to develop a cooperative relationship with parents and the school community.
(3) Hold at least two public forums each school year to report on the district's performance, including progress made toward achieving the district comprehensive educational plan goals; discuss plans for improvement; and receive parental and community comments and concerns. Requires the community superintendent to ensure that notice for the forums is provided to maximize the participation of parents, students and school staff, and is specifically circulated to school based management teams, the community district education council and relevant community boards.
(4) Provide notice of any proposed school closing or significant change in school use, including phase-out, grade reconfiguration, re-siting or co-location of schools to all impacted parents, including information on where to locate a copy of the educational impact statement and the date of any hearing on such school closure or significant change in school use.
Directs the New York City schools chancellor to ensure that community superintendents are assigned to tasks predominantly in their own community districts. Bars assignment of a community superintendent to any task that would impair his/her ability to exercise the powers and duties enumerated in section 2590-e, such as responding to parental concerns, appointing and evaluating principals, approving school budgets, overseeing instruction, providing access to information and assisting in resolving complaints.
http://assembly.state.ny.us/leg/?bn=A08903&sh=t
Title: A.B. 8903 - Community Superintendents
Source: assembly.state.ny.us
| |
| NY | Signed into law 08/2009 | P-12 | Amends section 2590-i regarding powers and duties of principals and schools in New York City. Clarifies that a school principal must carry out his/her duties in consultation with the school based management team. Provides that, prior to the appointment of a principal to a school not under the jurisdiction of a community district (for example, speciality high schools) the chancellor must consult with members of the school based management team. http://assembly.state.ny.us/leg/?bn=A08903&sh=t
Title: A.B. 8903 - School Based Management Team
Source: assembly.state.ny.us
| |
| NY | Signed into law 08/2009 | P-12 | Amends section 2590-r, relating to school based budgeting and expenditure reporting in New York City. Existing law directs principals to develop school based budgets. New provision requires the chancellor to inform each principal of that school's preliminary budget allocation, subsequent to the New York City mayor's release of the executive budget, before principals develop school based budgets. Also requires principals to consult with the school based management team before developing the school based budget. Provides that for schools under the jurisdiction of a community superintendent, (1) the principal must provide written justification to demonstrate that the school-based budget proposal is aligned with the school's comprehensive educational plan, (2) the school based management team must submit comments regarding such justification, and (3) the chancellor must certify that the school based budget is sufficiently aligned with the school's comprehensive educational plan after reviewing the principal's justification and the management team's comments. http://assembly.state.ny.us/leg/?bn=A08903&sh=t
Title: A.B. 8903 - School Based Budgeting and Expenditure Reporting
Source: assembly.state.ny.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
| |
| MN | Signed into law 05/2009 | P-12 | Allows a school board to approve site-governed schools by requesting site-governing school proposals from groups of licensed professionals and parents from one or more school districts. Subject to school board approval, lists the roles and responsibilities of site-governed schools, including:
(1) Determining the leadership model for the site including: selecting a principal, operating as a teacher professional practices model with school leadership functions performed by one or more teachers or administrators at the school or other model determined by the site
(2) Determining the site budget and making allocation and expenditure decisions
(3) Selecting and developing its curriculum and determine formative and summative assessment practices
(4) Setting site policies, including student promotion, attendance, discipline, graduation requirements that may exceed local board standards, and other such rules as approved by the school board consistent with the school site's mission, goals, and learning program
(5) Determining the length of the school day and year and employee work rules covered by the terms and conditions of the employment contract
(6) Selecting teachers and other staff consistent with current law and collective bargaining agreements and memoranda of understanding. Requires at least 70% of the teachers to be selected by the site prior to final
approval of the agreement.
Itemizes revenue allocated to the site. Exempts site-governed schools from the same laws and rules as charter schools, except that site-governed schools are subject to government data practices laws, the open meeting law, PELRA, teacher continuing contract and tenure laws, and teacher prep time and lunch requirements. Directs the school board and the site council to agree to performance standards and expectations that include student achievement targets premised on multiple indicators, criteria and process addressing school sites that fail to meet accountability requirements, and other agreed-upon performance terms.
Allows a school board to terminate an agreement for cause.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0002.5.html&session=ls86
Title: H.F. 2
Source: https://www.revisor.leg.state.mn.us
| |
| MN | Signed into law 05/2009 | P-12 | Establishes a nine-member advisory council to advise and make recommendations to the commissioner on site-governed schools, innovation in schools, improving information about fostering innovation, and learning from non-education innovators.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0002.5.html&session=ls86
Title: H.F. 2
Source: https://www.revisor.leg.state.mn.us
| |
| MN | Signed into law 05/2009 | P-12 | Establishes a nine-member advisory council to advise and make recommendations to the commissioner on site-governed schools, innovation in schools, improving information about fostering innovation, and learning from non-education innovators.
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
| |
| UT | Adopted 05/2009 | P-12 | Specifies that local boards and the state charter school board are responsible for school community council operations, plans, oversight and training in schools under their oversight. Changes primary focus of school commuity councils to developing, approving and assisting in implementing school improvement plans, and advising school/school district administrators consistent with Sections 53A-1a-108(3) and 53A-16-101.5. Bars a school administrator from serving as chair or co-chair of a school community council. Shifts responsibility for providing specified public information from the school administrator to the school community council chair. Specifies that the school community council must share the annual expenditure report of all School LAND Trust Program funds with the local board or state charter school board. Specifies additional school plans in whose development the school community council must be involved. Requires school community councils to report to the local board at least annually on expenditures, including detailed descriptions of expenditures for professional development. http://www.rules.utah.gov/publicat/bulletin/2009/20090401/32449.htm
Title: R277-491
Source: www.rules.utah.gov
| |
| KY | Signed into law 03/2009 | P-12 | Requires a criminal records check for parent members of school-based decision making councils. Allows members to serve prior to the report being received, but but requires the member to be removed from the council if the report documents a record of a sex crime or criminal offense against a victim who is a minor, or as a violent offender. http://www.lrc.ky.gov/record/09RS/SB148/bill.doc
Title: S.B. 148
Source: www.lrc.ky.gov
| |
| KY | Signed into law 03/2009 | P-12 | Requires each school council to adopt policies related to mandated analysis of its program review findings and determining how it will address program recommendations to improve the arts and humanities, practical living skills and career studies, and the writing programs. Also requires each school council to annually review data on on state and local student assessments and program assessments, which are to be implemented by the 2011-12 school year.
Pages 46-57 of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 12
Source: www.lrc.ky.gov
| |
| KY | Signed into law 03/2009 | P-12 | Provides that whereas writing is an essential skill for all public school students to master; and whereas the 2009-10 and 2010-11 school years will be a transitional period for revising the content standards in all academic content areas and subsequently revising the state assessment and accountability system, writing portfolios must remain a required and important instructional tool, but will not be included in the accountability index during the 2008-09, 2009-10, and 2010-11 school years.
Requires each school-based decision making council during this transitional period to determine its writing program and to develop policies on the use of portfolios.
Provides that once the department of education provides the guidelines and program review requirements for implementation of program reviews of writing in the 2011-12 school year, each school must comply with all such requirements. http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 16
Source: www.lrc.ky.gov
| |
| 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 |
| |
| Postsecondary Accountability--Diploma Mills |
| |
| Postsecondary Affordability--Financial Aid |
| |
| Postsecondary Affordability--Textbooks |
| |
| Postsecondary Affordability--Tuition/Fees |
| |
| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
| |
| Postsecondary Faculty |
| |
| Postsecondary Faculty--Compensation |
| |
| Postsecondary Faculty--Intellectual Property |
| |
| Postsecondary Faculty--Teaching Assistants |
| |
| Postsecondary Finance |
| |
| Postsecondary Finance--Efficiency/Performance-Based Funding |
| |
| Postsecondary Finance--Facilities |
| |
| Postsecondary Governance and Structures |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Institutions--Private/Independent |
| |
| Postsecondary Online Instruction |
| |
| Postsecondary Participation |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Admissions Requirements |
| |
| Postsecondary Participation--Affirmative Action |
| |
| Postsecondary Participation--Outreach |
| |
| Postsecondary Students |
| |
| Postsecondary Students--Foster Youth |
| |
| Postsecondary Students--Graduate/Professional |
| |
| Postsecondary Students--Military |
| |
| Postsecondary Students--Minority |
| |
| Postsecondary Success--Completion |
| |
| Postsecondary Success--Completion--Completion Rates (Statistics) |
| |
| Postsecondary Success--Developmental/Remediation |
| |
| Postsecondary Success--Retention/Persistence |
| |
| Postsecondary Success--Transfer/Articulation |
| |
| Private Schools |
| |
| Privatization |
| |
| Promising Practices |
| |
| Promotion/Retention |
| |
| Public Involvement |
| |
| Reading/Literacy |
| |
| Reading/Literacy--Adult Literacy |
| |
| Religion |
| |
| Religion--Prayer/Meditation |
| |
| Rural |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Week |
| |
| Scheduling/School Calendar--Year |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Code of Conduct |
| |
| School Safety--Corporal Punishment |
| |
| School Safety--Disaster/Emergency Preparedness |
| |
| School Safety--Expulsion/Suspension |
| |
| School Safety--No Child Left Behind--Safe Schools |
| |
| School Safety--Sexual Harassment and Assault |
| |
| School Safety--Special Education |
| |
| School/District Structure/Operations |
| |
| School/District Structure/Operations--District Consolidation/Deconsolidation |
| |
| School/District Structure/Operations--Facilities |
| |
| School/District Structure/Operations--Food Service |
| |
| School/District Structure/Operations--Libraries |
| |
| School/District Structure/Operations--Personnel (Non-Teaching) |
| |
| School/District Structure/Operations--School Size |
| |
| School/District Structure/Operations--Shared Services |
| |
| School/District Structure/Operations--Transportation |
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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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