 |
State |
Status/Date |
Level |
Summary |
|
 | 21st Century Skills |
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| Accountability |
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| Accountability--Accreditation |
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| Accountability--Measures/Indicators |
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| Accountability--Reporting Results |
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| Accountability--Rewards |
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| Accountability--Sanctions/Interventions |
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| Accountability--Sanctions/Interventions--Takeovers |
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| Accountability--School Improvement |
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| Adult Basic Education |
| |
| Assessment |
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| Assessment--Accommodations |
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| Assessment--College Entrance Exams |
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| Assessment--Computer Based |
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| Assessment--Formative/Interim |
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| Assessment--Value Added |
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| At-Risk (incl. Dropout Prevention) |
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| At-Risk (incl. Dropout Prevention)--Alternative Education |
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| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
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| Attendance |
| |
| Attendance--Compulsory |
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| Attendance--Statutory Ages (Upper and Lower) |
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| Attendance--Truancy |
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| Background Checks |
| |
| Bilingual/ESL |
| |
| Business Involvement |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
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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--Choice/Open Enrollment |
| |
| Choice of Schools--Choice/Open Enrollment--Research |
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| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Tax Credits |
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| Choice of Schools--Vouchers |
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| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Civic Knowledge and Literacy |
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| Civic Education--Pledge of Allegiance |
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| Class Size |
| |
| Curriculum |
| |
| Curriculum--Alignment |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Censorship |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Excusal |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
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| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Geography Education |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Language Arts--Writing/Spelling |
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| Curriculum--Mathematics |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Demographics--Enrollments |
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| Economic/Workforce Development |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Facilities |
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| Finance--Federal |
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| Finance--Funding Formulas |
| |
| Finance--Local Foundations/Funds |
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| Finance--Lotteries |
| |
| Finance--Private Giving |
| |
| 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--Mandates |
| |
| Governance--School Boards |
| |
| Governance--School Boards--Training |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| 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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| 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 |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Early Colleges/Middle Colleges |
| |
 | High School--Exit Exams |
| |
| GA | Adopted 07/2010 | P-12 | Amends provisions providing alternatives to students who fail the high school graduation assessment. http://public.doe.k12.ga.us/_documents/doe/legalservices/160-1-3-.09.pdf
Title: 160-1-3-.09
Source: public.doe.k12.ga.us
| |
| LA | Signed into law 06/2010 | P-12 | Relates to xaminations administered to students pursuing a career major curriculum and a career diploma. Requires that construction of end-of-course examination questions reflect content and method of instruction used for related courses.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722197
Title: S.B. 490
Source: http://www.legis.state.la.us/
| |
| CT | Signed into law 05/2010 | P-12 | Increases the minimum credits required for high school graduation from 20 to 25 and gives greater emphasis to math, science and world languages, beginning with the class of 2018. Students in the Class of 2018 will also be expected to complete "end of the school year examinations" (end-of-course exams) in Algebra I, Geometry, Biology, American History and Grade 10 English. Also requires every student to complete a "capstone project" (independent demonstration project). Beginning with classes graduating in 2018, requires local/regional boards of education to provide adequate student support and remedial services for students beginning in grade 7. Such services must provide an alternate means for a student to complete any high school graduation requirements or end of the year exams. Requires the local/regional board of education to adopt a policy for the granting of credit for on-line coursework. Further requires each local/regional board, beginning with the school year commencing July 1, 2012, to collect information for each student enrolled in public school, beginning in grade 6, that records students' career and academic choices in grades 6 to 12. http://www.cga.ct.gov/2010/ACT/PA/2010PA-00111-R00SB-00438-PA.htm
Title: S.B. 438 - Sec. 16
Source: http://www.cga.ct.gov
| |
| GA | Signed into law 05/2010 | P-12 | Directs the state board to consider passage of an industry certification exam or state board-approved licensure exam when considering granting a student a variance from one or more portions of the high school graduation test. Provides that before granting a variance, a student must have failed to pass the relevant portion of the high school graduation test at least four times.
Page 8 of 8: http://www.legis.state.ga.us/legis/2009_10/pdf/hb400.pdf
Title: H.B. 400 - Amended Section 20-2-281
Source: www.legis.state.ga.us
| |
| SC | Signed into law 05/2010 | P-12 | Directs the state Department of Education, in collaboration with the Education Oversight Committee, to convene a task force to include, but not be limited to, district level instructional and assessment personnel to examine the feasibility of shifting from the use of the High School Apprenticeship Program (HSAP) to end-of-course assessments for meeting federal assessment requirements; Requires the task force to, at a minimum, examine the utility of the HSAP and end-of-course assessment programs and the benefits and information each provides as well as implementation considerations, costs factors, and appropriate transition timelines the state encounters in shifting from HSAP to end-of-course assessments for federal purposes; Requires the task force to submit its findings to the Senate Finance Committee, Senate Education Committee, House Ways and Means Committee, House Education and Public Works Committee, the State Board of Education, and the Education Oversight Committee by January 15, 2011. http://www.scstatehouse.gov/sess118_2009-2010/bills/4823.htm
Title: H.J.R. 4823 - Sec. 7
Source: http://www.scstatehouse.gov
| |
| FL | Signed into law 04/2010 | P-12 | Redefines the Florida Comprehensive Assessment Test in math and reading as end-of-course exams. Provides that: (1) Beginning with students entering grade 9 in the 2010-2011 school year, in addition to the Algebra I credit requirement, one of the 4 credits in mathematics must be geometry or a series of courses equivalent to geometry as approved by the state board of education; (2) Beginning with students entering grade 9 in the 2010-2011 school year, the end-of-course assessment requirements must be met in order for a student to earn the required credit in Algebra I; (3) Beginning with students entering grade 9 in the 2011-2012 school year, the end-of-course assessment requirements must be met in order for a student to earn the required credit in geometry; and (4) Beginning with students entering grade 9 in the 2012-2013 school year, in addition to the Algebra I and geometry credit requirements, one of the 4 credits in mathematics must be Algebra II or a series of courses equivalent to Algebra II as approved by the state board.
Further provides that: (1) Beginning with students entering grade 9 in the 2011-2012 school year, one of the 3 credits in science must be Biology I or a series of courses equivalent to Biology I as approved by the state board; (2) Beginning with students entering grade 9 in the 2011-2012 school year, the end-of-course assessment requirements must be met in order for a student to earn the required credit in Biology I; and (3) Beginning with students entering grade 9 in the 2013-2014 school year, one of the 3 credits must be Biology I or a series of courses equivalent to Biology I as approved by the state board, one credit must be chemistry or physics or a series of courses equivalent to chemistry or physics as approved by the state board, and one credit must be an equally rigorous course, as determined by the state board.
For courses that require statewide, standardized EOC assessments, a minimum of 30% of a student's course grade shall be comprised of performance on the statewide, standardized EOC assessment. A student with a disability, for whom the IEP committee determines that an end-of-course (EOC) assessment cannot accurately measure the student's abilities, taking into consideration all allowable accommodations, must have the EOC assessment results waived for the purpose of determining the student's course grade and credit. In addition, in order to earn high school credit for an Algebra I, Geometry or Biology I course, a middle school student must pass EOC assessments.
http://www.flsenate.gov/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb0004er.html&Directory=session/2010/Senate/bills/billtext/html/
Title: S.B. 4 - Sec. 1-4
Source: http://www.flsenate.gov
| |
| FL | Signed into law 04/2010 | P-12 | Statewide Assessment Program - Discontinues the 9th and 10th grade math Florida Comprehensive Assessment Test (FCAT) and the high school math and science FCAT for the 2011-2012 school year; Requires all students currently enrolled in Algebra l (or equivalent) to take the end-of-course (EOC) assessment (30% of the final grade for 9th graders beginning in 2010-2011); Requires the 2010-2011 writing and science FCAT to be administered at least once in high school, middle school and in elementary school; Requires students enrolled in grades 6-8 in the 2010-2011 school year who earned credit during the 2007-2008 and 2009-2010 school years and have not taken 10th grade math FCAT to Algebra l EOC during the 2010-2011 school year; Provides that beginning with the 2011-2012 school year, 9th graders must pass Algebra I EOC to earn credit; In the 20112012 school year, all students enrolled in Geometry and/or biology must take EOC (will be 30% of final grade for 9th graders beginning in the 2011-2012 school year); Beginning in the 2012-2013 school year, 9th graders must pass EOC in Geometry and/or Biology to earn credit.
Directs the commissioner of education, contingent upon funding, to establish an implementaion schedule for the development and administration of additional statewide, standardized EOC in English/Language Arts II (priority), Algebra II, chemistry, physics, earth/space science, US History, and world history.
Equivalent Scores for EOC Assessments - Directs the commissioner of education to analyze the content and equivalent data sets for nationally recognized high school achievement tests and industry certification tests under the Industry Certification Funding List, pursuant to rules adopted by the state board of Education, to assess if equivalent scores for EOC assessment scores can be determined for passage of an EOC assessment.
http://www.flsenate.gov/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb0004er.html&Directory=session/2010/Senate/bills/billtext/html/
Title: S.B. 4 - Sec. 8
Source: http://www.flsenate.gov
| |
| UT | Signed into law 03/2010 | P-12
Postsec. | Section 1: Directs the state board, by December 31, 2010, to review mandates provided for in administrative rule, to determine whether some could be waived to remove funding pressures on public schools temporarily.
Sections 2-4: Eliminates the requirement to administer criterion-referenced tests to students in grade 2. Directs the state board, before the October 2010 Education Interim Committee meeting, to present its plan for a pilot program for the 2010-11 and 2011-12 school years to (1) replace the 10th-grade basic skills competency test with computer adaptive testing of basic skills, and (2) administer the ACT exam to high school students. Directs the state board to implement such a pilot program during the 2010-11 and 2011-12 school years. Exempts districts and charter schools from administering the 10th-grade basic skills competency test during the the 2010-11 and 2011-12 school years. Directs the state board to re-direct the money saved by not administering the 10th-grade basic skills competency test to fund implementation of the pilot program during the 2010-11 and 2011-12 fiscal years. Exempts a student from the 10th-grade basic skills competency test requirement if the student was in 10th grade in the 2008-09 or 2009-10 school years and did not pass the competency test (10th-grade basic skills competency test functions as exit exam unless certain waivers apply).
Section 5: Exempts local boards from the requirement to develop and administer activity disclosure statements for high school-level extracurricular activities (as called for in Section 53A-3-420) until the 2012-13 school year.
Section 6: Exempts the state board, until the 2012-13 school year, from the requirements called for in Section 53A-3-602.5 to annually (1) develop a school performance report for schools, districts and charter schools, and (2) collect and electronically report specified performance data for schools, districts and charter schools.
Section 7: Exempts a school district from certain requirements related to the disposal of textbooks until the 2012-13 school year.
Section 8: Until the 2012-13 school year, releases districts from the requirement in Section 53A-13-107 that an annual presentation on adoption be given to students in grades 7-12.
Section 9: Until the 2012-13 school year, releases districts from the requirement in Section 53A-14-107 regarding alignment of primary instructional materials aligned with the core curriculum adopted under Section 53A-1-402.
http://le.utah.gov/~2010/bills/hbillenr/hb0166.pdf
Title: H.B. 166
Source: le.utah.gov
| |
| NY | Adopted 01/2010 | P-12 | Amends section 100.5 to extend the Regents Competency Test (RCT) safety net provision for an additional year, thereby allowing students with disabilities who first enter grade 9 prior to September 2011 and who fail one or more of the required Regents exams to instead meet testing requirements for the local diploma by passing the corresponding RCT(s) for English or mathematics, or their equivalent, or the department-approved alternatives to the RCTs. Adopted as published in the September 30, 2009 Register (pages 15-18 of 62): http://www.dos.state.ny.us/info/register/2009/sep30/pdfs/rules.pdf
Title: Title 8 NYCRR Section 100.5
Source: www.dos.state.ny.us
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| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
| |
| 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--Induction Programs and Mentoring |
| |
| Leadership--Principal/School Leadership--Preparation |
| |
| Leadership--Principal/School Leadership--Preparation--Alternative |
| |
| Leadership--Principal/School Leadership--Tenure |
| |
| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| Minority/Diversity Issues--Hispanic |
| |
| No Child Left Behind--Adequate Yearly Progress |
| |
| No Child Left Behind--Assessment |
| |
| No Child Left Behind--Consequences for Schools |
| |
| No Child Left Behind--Finance |
| |
| No Child Left Behind--Reauthorization Issues/Waivers |
| |
| No Child Left Behind--Report Cards |
| |
| No Child Left Behind--School Support |
| |
| No Child Left Behind--Special Populations |
| |
| 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 Family Involvement |
| |
| P-3 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
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| P-3 Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Teaching Quality/Professional Development |
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| 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 Affordability--Tuition/Fees--Undocumented Immigrants |
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| Postsecondary Faculty--Compensation |
| |
| Postsecondary Faculty--Tenure |
| |
| Postsecondary Finance |
| |
| Postsecondary Finance--Efficiency/Performance-Based Funding |
| |
| Postsecondary Finance--Facilities |
| |
| Postsecondary Finance--Revenue and Expenditures |
| |
| Postsecondary Governance and Structures |
| |
| Postsecondary Governance and Structures--Administrative/Leadership Issues |
| |
| Postsecondary Governance and Structures--State Executives/State Agencies |
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| Postsecondary Institutions |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Institutions--Private/Independent |
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| Postsecondary Online Instruction |
| |
| Postsecondary Participation |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Admissions Requirements |
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| Postsecondary Participation--Affirmative Action |
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| Postsecondary Students--Adults |
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| Postsecondary Students--Disabled |
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| Postsecondary Students--Foster Youth |
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| Postsecondary Students--Graduate/Professional |
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| Postsecondary Students--International |
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| Postsecondary Students--Military |
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| Postsecondary Students--Minority |
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| Postsecondary Success |
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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--Transfer/Articulation |
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| Private Schools |
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| Privatization |
| |
| Promotion/Retention |
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| Public Involvement |
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| Reading/Literacy |
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| Religion |
| |
| Rural |
| |
| Scheduling/School Calendar |
| |
| 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 |
| |
| Scheduling/School Calendar--Week |
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| Scheduling/School Calendar--Year |
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| Scheduling/School Calendar--Year Round |
| |
| School Climate/Culture |
| |
| School Safety |
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| School Safety--Bullying Prevention/Conflict Resolution |
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| School Safety--Code of Conduct |
| |
| School Safety--Corporal Punishment |
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| School Safety--Disaster/Emergency Preparedness |
| |
| School Safety--Expulsion/Suspension |
| |
| School Safety--Sexual Harassment and Assault |
| |
| School Safety--Special Education |
| |
| School/District Structure/Operations |
| |
| School/District Structure/Operations--District Consolidation/Deconsolidation |
| |
| School/District Structure/Operations--Facilities |
| |
| School/District Structure/Operations--Food Service |
| |
| School/District Structure/Operations--Libraries |
| |
| School/District Structure/Operations--Personnel (Non-Teaching) |
| |
| School/District Structure/Operations--School Size |
| |
| School/District Structure/Operations--Shared Services |
| |
| School/District Structure/Operations--Transportation |
| |
| Service-Learning |
| |
| Special Education |
| |
| Special Education--Federal Law/Regulations |
| |
| Special Education--Finance |
| |
| Special Education--Placement |
| |
| Special Education--Transition |
| |
| Special Populations--Corrections Education |
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| Special Populations--Foster Care |
| |
| Special Populations--Gifted and Talented |
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| Special Populations--Homeless Education |
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| Special Populations--Migrant Education |
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| Special Populations--Military |
| |
| Standards |
| |
| Standards--Common Core State Standards |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
| State Policymaking--Task Forces/Commissions |
| |
| STEM |
| |
| Student Achievement |
| |
| Student Achievement--Closing the Achievement Gap |
| |
| Student Supports |
| |
| Student Supports--Counseling/Guidance |
| |
| Student Supports--Remediation |
| |
| Student Surveys |
| |
| Students |
| |
| Students--Athletics/Extracurricular Activities |
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| Students--Employment |
| |
| Students--K-12 Exchange Students |
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| Students--Mobility |
| |
| Students--Records/Rights |
| |
| Teaching Quality |
| |
| Teaching Quality--Certification and Licensure |
| |
| Teaching Quality--Certification and Licensure--Alternative |
| |
| Teaching Quality--Certification and Licensure--Assignment |
| |
| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
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| Teaching Quality--Certification and Licensure--Special Education |
| |
| 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 Rights |
| |
| Teaching Quality--Tenure or Continuing Contract |
| |
| Teaching Quality--Unions/Collective Bargaining |
| |
| Teaching Quality--Working Conditions |
| |
| Technology |
| |
| Technology--Devices/Software/Hardware |
| |
| Technology--Equitable Access |
| |
| Technology--Funding Issues |
| |
| Technology--Research/Evaluation |
| |
| Textbooks and Open Source |
| |
| Whole-School Reform Models |
| |