 |
State |
Status/Date |
Level |
Summary |
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 | 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 |
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| Attendance--Compulsory |
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| Attendance--Statutory Ages (Upper and Lower) |
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| Attendance--Truancy |
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| Background Checks |
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| Bilingual/ESL |
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| Business Involvement |
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| Career/Technical Education |
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| 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 |
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| Choice of Schools--Choice/Open Enrollment--Research |
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| Choice of Schools--Magnet or Specialized Schools |
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| Choice of Schools--Tax Credits |
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| Choice of Schools--Vouchers |
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| Civic Education |
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| Civic Education--Character Education |
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| Civic Education--Civic Knowledge and Literacy |
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| Civic Education--Pledge of Allegiance |
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| Class Size |
| |
| Curriculum |
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| Curriculum--Alignment |
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| Curriculum--Arts Education |
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| Curriculum--Censorship |
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| Curriculum--Drivers Education |
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| Curriculum--Excusal |
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| Curriculum--Family Living Education |
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| Curriculum--Financial Literacy/Economics Ed. |
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| Curriculum--Foreign Language/Sign Language |
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| Curriculum--Geography Education |
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| Curriculum--Health/Nutrition Education |
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| Curriculum--Language Arts |
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| Curriculum--Language Arts--Writing/Spelling |
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| Curriculum--Mathematics |
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| Curriculum--Physical Education |
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| Curriculum--Science |
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| Curriculum--Sex Education |
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| Curriculum--Social Studies/History |
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| Demographics--Enrollments |
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| Economic/Workforce Development |
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| Equity |
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| Federal |
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| Finance |
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| Finance--Bonds |
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| Finance--District |
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| Finance--Facilities |
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| Finance--Federal |
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| Finance--Funding Formulas |
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| Finance--Local Foundations/Funds |
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| Finance--Lotteries |
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| Finance--Private Giving |
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| Finance--Resource Efficiency |
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| Finance--State Budgets/Expenditures |
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| Finance--Student Fees |
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| Finance--Taxes/Revenues |
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| Finance--Taxes/Revenues--Alternative Revenues |
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| Governance |
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| Governance--Deregulation/Waivers/Home Rule |
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| Governance--Ethics/Conflict of Interest |
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| Governance--Mandates |
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| Governance--School Boards |
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| Governance--School Boards--Training |
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| Governance--Site-Based Management |
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| Governance--State Boards/Chiefs/Agencies |
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| Health |
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| Health--Child Abuse |
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| Health--Mental Health |
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| Health--Nutrition |
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| Health--School Based Clinics or School Nurses |
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| Health--Suicide Prevention |
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| High School |
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| High School--Advanced Placement |
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| High School--College Readiness |
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| High School--Dropout Rates/Graduation Rates |
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| High School--Dual/Concurrent Enrollment |
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| High School--Early Colleges/Middle Colleges |
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| High School--Exit Exams |
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| High School--GED (General Education Development) |
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 | High School--Graduation Requirements |
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| DE | Adopted 11/2010 | P-12 | Defines "world languages" to include American Sign Language and ancient Greek. Permits a student to complete the 2-credit world language requirement (which is eff. Class of 2015) by either (1) earning at least two credits in the same world language or (2) demonstrating speaking, reading and writing at a novice-high or higher proficiency level (as defined by the American Council for the Teaching of Foreign Languages (ACTFL)), or as approved by the Delaware Department of Education.http://regulations.delaware.gov/register/december2010/final/14%20DE%20Reg%20555%2012-01-10.htm#P9_151
Title: 14 DE Admin. Code 505
Source: regulations.delaware.gov
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| CA | Vetoed 09/2010 | P-12 | From bill analysis: Beginning with the 2011–12 school year and until July 2016, adds completion of a career technical education course as an alternative to the requirement that a pupil complete a course in visual or performing arts or foreign language. Requires the governing board of a school district or county office of education that elects to offer career technical education courses pursuant to these provisions to provide
parents, teachers, pupils and the public with specified information on the impact that offering these courses would have on graduation requirements and admission requirements to the California State University and the University of California. Requires the state department of education to report to the legislature by January 2015 specified information relating to this alternative means of satisfying the requirement. Authorizes the superintendent of public instruction to use existing state resources and federal funds for purposes of completing the report, and to apply for and receive grants and donations if existing resources are not available or sufficient. Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_2401-2450/ab_2446_bill_20100913_enrolled.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z65ezevwir9y52/0/0?&_c=d|yvcee9xanplikz|z65p1zm6c0d0km&_ce=1286214801.f1944e79062b05a8711fa7e2de2bce62
Title: A.B. 2446
Source: www.leginfo.ca.gov
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| GA | Adopted 08/2010 | P-12 | Rule 160-4-2-.20 identifies changes to course designations, including courses that may be taken for core graduation credit (as opposed to elective credit). Permits, among other changes, the remedial Mathematics Support I and II courses to be taken as a core/elective course (formerly an elective course) only for students entering grade 9 in the 2008-09 and 2009-10 school years. Also permits the remedial Mathematics III course to be taken as a core/elective (instead of core) course, only for students entering grade 9 in the 2008-09 and 2009-10 school years. Adds Mathematics III/GHSGT Preparation as a course option, and changes Mathematics III-Advanced Algebra/Statistics from a required to a core course only for students entering grade 9 in the 2008-09 and 2009-10 school years. Adds numerous CTE courses that may be taken for high school credit. http://www.doe.k12.ga.us/DMGetDocument.aspx/IDA%20%283%29%20160-4-2-.20%20Change%20Document%20for%20FY12.pdf?p=6CC6799F8C1371F646B1E96913A501F20358B65FB5FD2DC5D507C138E99D06F8&Type=D
Title: 160-4-2-.20
Source: www.doe.k12.ga.us
| |
| LA | Signed into law 08/2010 | P-12 | Provides for Free Enterprise as an elective course rather than a prerequisite to high school graduation. Requires inclusion of Free Enterprise instruction in the required Civics course. Delete Free Enterprise from course requirements relative to the career major program.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=721657
Title: H.B. 1029
Source: http://www.legis.state.la.us
| |
| IL | Signed into law 07/2010 | P-12 | Repeals policies relating to the Annual Consumer Education Proficiency Test, for students in grades 9-12 who elected to take the test. Students who demonstrated proficiency on the test were excused from the receiving instruction in consumer education as a prerequisite for high school graduation. http://www.ilga.gov/legislation/publicacts/96/PDF/096-1061.pdf
Title: S.B. 3608
Source: www.ilga.gov
| |
| NC | Signed into law 07/2010 | P-12 | Eliminates permanently the high school graduation project as a statewide requirement (the project had been temporarily suspended as a statewide requirement last year but was scheduled to be reinstated beginning with the 2011-12 school year); Provides that local boards retain discretionary authority to require a high school graduation project. http://www.ncga.state.nc.us/Sessions/2009/Bills/House/PDF/H1864v3.pdf
Title: H.B. 1864
Source: http://www.ncga.state.nc.us
| |
| TX | Adopted 07/2010 | P-12 | Provides that students must be awarded at least one-half credit for each semester of a concurrent enrollment course successfully completed. Adds new math courses, including career and technical education (CTE) courses, to the list of courses that count for high school mathematics credit. Adopted as published in the April 2, 2010, issue of the Texas Register (pages 15-16 of 43): http://www.sos.state.tx.us/texreg/pdf/backview/0402/0402prop.pdf
Title: 19 TAC 111.52, 60, 61
Source: www.sos.state.tx.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/
| |
| TN | Signed into law 06/2010 | P-12 | Before graduating from high school, students who have completed coursework in a foreign language are required to take a foreign language proficiency test. Requires the state board to establish a test for each foreign language that is taught in Tennessee public schools. If a student has completed coursework in more than one foreign language, the student is required to take a foreign language proficiency test for each of the languages studied. Tests are to be approved by the commissioner of education and provide
educators with diagnostic information to assist in developing curriculum for the purposes of increasing foreign language proficiency and improving preparation for postsecondary achievement. Each year, the results of the examinations are to be analyzed and reported
to the select oversight committee on education.
http://www.capitol.tn.gov/Bills/106/Bill/HB0209.pdf
Title: H.B. 209
Source: http://www.capitol.tn.gov
| |
| TX | Adopted 06/2010 | P-12 | Amends provisions relating to high school graduation requirements. Section 74.51 relates to minimum, recommended and advanced programs, and provides that courses offered for dual credit in the core curriculum of an institution of higher education that cover all of the essential knowledge and skills for a course required for graduation may be substituted for English language arts, math, science, social studies and languages other than English in all three high school graduation programs.
Section 74.52 (minimum high school program through Class of 2010): Reduces physical education requirement from 1.5 units to 1 unit. Eliminates provision that a student may not earn more than two credits in physical education toward state graduation requirements. Amends courses and substitutions that may count toward p.e. requirement (i.e., adds provision that specified substitutions for p.e. such as JROTC, drill team, marching band and cheerleading must include at least 100 minutes of moderate to vigorous physical activity per 5-day school week; adds provision that credit may not be earned more than once for any of 4 specified p.e. courses, and that no more than 4 substitution credits may be earned through any combination of substitutions allowed). Eliminates .5 credit "health education" requirement and 1 credit "technology applications" requirement. Increases electives requirement from 5.5 units to 7.5 units.
Section 74.53 (recommended high school program through Class of 2010): Makes same p.e. revisions. Eliminates .5 "health education" requirement and 1 credit "technology applications" requirement. Increases elective requirement from 3.5 to 5.5 units.
Section 74.54 (distinguished high school program through Class of 2010): Makes same p.e. revisions. Eliminates .5 "health education" requirement and 1 credit "technology applications" requirement. Increases elective requirement from 2.5 to 4.5 units.
Section 74.61 (Graduation requirements eff. Class of 2011): Provides that if an admission, review and dismissal committee makes decisions that place a student with a disability on a modified curriculum in a subject area, the student will be automatically placed in the minimum high school program. Provides that high school courses courses successfully completed prior to Grade 9 and the 2007-08 school year must count toward graduation for credit in the year the course is completed. Clarifies language regarding courses from which elective credits may be chosen (i.e., that elective credits may not be courses required for graduation). Specifies that science and physical education (p.e.) graduation requirements completed before the 2010-11 school year must count toward graduation in the manner established at the time the credit was earned; p.e. graduation requirements completed through a two- or three-credit CTE work-based training course before the 2011-12 school year must count toward graduation.
Section 74.62 (minimum high school program eff. Class of 2011): Makes clear that specified Advanced Placement (AP), International Baccalaureate (IB) and CTE courses may count toward completion of English and math graduation requirements. Reduces p.e. requirement from 1.5 to 1 unit. Clarifies that up to one credit may be earned through participation in drill team, marching band or cheerleading (substitutions were formerly subject to local discretion). Eliminates language allowing p.e. credit to be earned through career and technology work-based training courses. Eliminates .5 credit "health education" requirement and 1 credit "technology applications" requirement. Adds 1 credit fine arts requirement. Changes elective requirement from 5.5 credits to 7.5 credits.
Section 74.63 (recommended high school program eff. Class of 2011): Makes clear that specified CTE courses may count toward completion of math graduation requirements. Specifies science courses students may choose from for fourth science credit. Reduces p.e. requirement from 1.5 to 1 unit; makes other changes to p.e. requirement as made to p.e. requirement for minimum high school program. Adds provision that if a student is unable to comply with all requirements for a p.e. course due to a physical limitation, a modification does not prohibit a student from earning a Recommended High School Program diploma. Eliminates .5 credit "health education" requirement and 1 credit "technology applications" requirement. Specifies fine arts courses students may choose from for fine arts credit. Increases elective requirement from 3.5 to 5.5 credits.
Section 74.64 (distinguished high school program eff. Class of 2011): Makes clear that specified AP, IB and CTE courses may count toward completion of math graduation requirements, and that specified CTE courses may count toward completion of science graduation requirements. Reduces p.e. requirement from 1.5 to 1 unit; makes other changes to p.e. requirement as made to p.e. requirement for minimum high school program. Eliminates .5 credit "health education" requirement and 1 credit "technology applications" requirement. Specifies fine arts courses students may choose from for fine arts credit. Increases elective requirement from 2.5 to 4.5 credits.
Section 74.51 adopted as published in the December 11, 2009 Texas Register (p. 14 of 50): http://www.sos.state.tx.us/texreg/pdf/backview/1211/1211prop.pdf
Sections 74.52-74.54 (Graduation Requirements Beginning with School Year 2004-05) and 74.61-74.64 (Graduation Requirements Beginning with School Year adopted as published in the June 25, 2010 Texas Register (pp 25-38 of 64): http://www.sos.state.tx.us/texreg/pdf/backview/0625/0625adop.pdf
Title: 19 TAC 74.51, 52, 53, 54, 61, 62, 63, 64
Source: www.sos.state.tx.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
| |
| CT | Signed into law 05/2010 | P-12 | Allows the state department of education (SBE) to establish a board examination series pilot program to allow local/regional boards of education to permit students in grades 9-12, inclusive, to substitute achievement of a passing score on a series of examinations approved by the SBE for the new high school graduation requirements (see section 16 of this bill). Requires the SBE to issue a board examination certificate to any student who has successfully completed such program. Such board examination certificate must be considered in the same manner as a high school diploma for purposes of determining eligibility of a student for enrollment at a public institution of higher education in this state. http://www.cga.ct.gov/2010/ACT/PA/2010PA-00111-R00SB-00438-PA.htm
Title: S.B. 438 - Sec. 17
Source: http://www.cga.ct.gov
| |
| CT | Signed into law 05/2010 | P-12 | Requires the state department of education to, within available appropriations, provide grants to local/regional school districts to begin implementation of the new high school graduation requirements (see section 16 of this bill). http://www.cga.ct.gov/2010/ACT/PA/2010PA-00111-R00SB-00438-PA.htm
Title: S.B. 438 - Sec. 18
Source: http://www.cga.ct.gov
| |
| MI | Signed into law 05/2010 | P-12 | Part of Michigan's Race to the Top Legisation; requires each pupil to review his or her educational development plan (EDP) in 8th grade and revise the plan as appropriate before entering high school; requires the EDP to also be based on high school readiness scores, and designed to assist pupils identify career development goals as they relate to academic requirements; permits a pupil to receive a high school diploma under a personal curriculum by successfully completing one semester of statistics or functions and data analysis, as an alternative to algebra II; provides that the legislation is effective July 1, 2011.
http://www.legislature.mi.gov/documents/2009-2010/publicact/htm/2010-PA-0080.htm
Title: S.B. 757
Source: http://www.legislature.mi.gov
| |
| FL | Signed into law 04/2010 | P-12 | Requires each high school to advise each student of programs through which a high school student can earn college credit, including Advanced Placement (AP), International Baccalaureate (IB), Advanced International Certificate of Education, dual enrollment courses, career academy courses, and courses that lead to national industry certification, as well as the availability of course offerings through virtual instruction. Beginning with the 2011-2012 school year, each high school must offer an IB Program, an Advanced International Certificate of Education Program, or a combination of at least 4 courses in dual enrollment or AP (including one course each in English, mathematics, science, and social studies. To meet this requirement, school districts may provide courses through virtual instruction, if the virtual course significantly integrates postsecondary level content for which a student may earn college credit, as determined by the state department of education, and for which a standardized EOC assessment, as approved by the department, is administered.
Creates The Credit Acceleration Program (CAP) for the purpose of allowing a secondary student to earn high school credit in a course that requires a statewide, standardized EOC assessment if the student attains a specified score on the assessment. Notwithstanding other relevant statues, a school district must award course credit to a student who is not enrolled in the course, or who has not completed the course, if the student attains a score indicating satisfactory performance, on the corresponding statewide, standardized EOC assessment. The school district must permit a student who is not enrolled in the course, or who has not completed the course, to take the standardized EOC assessment during the regular administration of the 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. 5
Source: http://www.flsenate.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
| |
| ID | Signed into law 04/2010 | P-12
Postsec. | Creates the Mastery Advancement Pilot Program (MAPP) to provide students with the opportunity and incentive to move more rapidly through the curriculum. Directs the State Department of Education to accept and approve applications to the program. Participating school districts will be selected based upon a variety of variables including size and region with a total of 21 school districts and 3 charter school districts. Participation of the MAPP is entirely voluntary. Participating students are required to achieve a specified score on an end-of-course assessment. Students that complete all the necessary requirements for graduation at least one year in advance of their traditional graduation date will be eligible to earn a Mastery Advancement Scholarship. Students graduating early will receive 35% of their school district's annual average daily attendance rate, with 35% also being dispersed to the school district, and the remaining 30% being remitted back to the General Fund. Sunsets 7/1/16
http://www.legislature.idaho.gov/legislation/2010/H0493.htm
Title: H.B. 493
Source: http://www.legislature.idaho.gov
| |
| NY | Adopted 04/2010 | P-12 | Establishes requirements for award of make-up credit to high school students. Adopted as proposed in January 2010: Pages 7-9 of 12: http://www.dos.state.ny.us/info/register/2010/jan27/pdfs/rules.pdf
Title: Title 8 NYCRR Section 100.5
Source: www.dos.state.ny.us
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| ID | Signed into law 03/2010 | P-12 | New section entitled Encouragement of Gifted Students. If a student completes any required high school course with a grade of C or higher before entering ninth grade, if that course meets the same standards that are required in high school, if the course is taught by a properly certified teacher who meets the federal definition of being highly qualified for the course being taught and if the school providing the course is accredited as recognized by the state board, the student is to be given a grade for the successful completion of that course and such grade and the number of credit hours assigned to the course shall be transferred to the student's high school transcript. Two semester credits of the required six semester mathematics credits must be taken in the final year of high school. The provisions of this section do not apply to senior projects. Chapter 125
http://www.legislature.idaho.gov/legislation/2010/H0579.htm
Title: H.B. 579
Source: http://www.legislature.idaho.gov
| |
| MS | Signed into law 03/2010 | P-12 | Provides for high school career option programs and career track curricula for students not wishing to pursue a baccalaureate degree. Authorizes dual enrollment and dual credit for students pursuing a career track. Provides certain conditions for students to enroll in career track programs. Requires school districts to establish dual enrollment programs.
http://billstatus.ls.state.ms.us/documents/2010/pdf/SB/2300-2399/SB2389SG.pdf
Title: S.B. 2389
Source: http://billstatus.ls.state.ms.us
| |
| NM | Signed into law 03/2010 | P-12 | Relates to public schools; allows financial literacy that meets state standards to qualify for one of the four required mathematics units for students beginning ninth grade in 2009-2010; reconciles multiple amendments to the same section of law, including individual student plans and graduation requirements.
http://nmlegis.gov/Sessions/10%20Regular/final/HB0053.pdf
Title: H.B. 53
Source: http://nmlegis.gov/
| |
| NM | Signed into law 03/2010 | P-12 | Changes graduation requirements for students entering 9th grade in the 2012-2013 school year; includes health education; reconciles multiple amendments to the same section of law. Spells out requirements for individual student next-step plans that set forth the coursework for the grades remaining until high school graduation. Also lists graduation course requirements for students and types of high school diplomas.
http://www.nmlegis.gov/Sessions/10%20Regular/final/HB0044.pdf
Title: H.B. 44
Source: http://nmlegis.gov/
| |
| VA | Signed into law 03/2010 | P-12 | Directs the state board to provide for the waiver of certain high school graduation requirements (i) upon the Board's initiative or (ii) at the request of a local school board. Such waivers may only be granted for good cause and shall be considered on a case-by-case basis.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+HB1199ER+pdf
Title: H.B. 1199
Source: http://leg1.state.va.us/
| |
| MD | Adopted 02/2010 | P-12 | Amends rules to update current science graduation requirements to include environmental science as an option for a science credit. http://www.dsd.state.md.us/comar/getfile.aspx?file=13a.03.02.04.htm
Title: COMAR 13A.03.02.04
Source: http://www.dsd.state.md.us/comar
| |
| VA | Signed into law 02/2010 | P-12 | Ensures that the sequential elective requirement for the standard diploma supports the student-selected career pathway required by the Academic and Career Plan and described in Board of Education regulations.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+HB394ER+pdf
Title: H.B. 394/S.B.629
Source: http://leg1.state.va.us
| |
| MA | Signed into law 01/2010 | P-12 | Directs the department education to draft a model policy for school districts regarding the grade placement and eligibility for high school graduation of students leaving a charter school and seeking to enroll in a district school. In drafting the model policy, the department shall confer with school districts and commonwealth charter schools. The model policy shall be made available not later than December 31, 2010. (Section 11)
http://www.mass.gov/legis/bills/senate/186/st02/st02247.htm
Title: S.B. 2247; (NEW BILL)
Source: http://www.mass.gov
| |
| MI | Signed into law 01/2010 | P-12 | Part of Michigan's Race to the Top Legislation. Allows a teacher, counselor, or principal to contact parents to begin the personal curriculum process. Previously, only the parent could initiate the process. Also allows modification of the math requirement after the student completes 1.5 credits in math. The previous requirement was successful completion of 2.5 credits. The intent behind the math modification is to allow a struggling math student more flexibility to modify his/her curriculum.
http://www.legislature.mi.gov/documents/2009-2010/publicact/htm/2009-PA-0204.htm
Title: H.B. 4787 - Sec. 1278b
Source: http://www.legislature.mi.gov
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| MI | Signed into law 01/2010 | P-12 | Allows a student to complete Algebra II over 1.5 years with 1.5 credits awarded, and to partially or fully fulfill the algebra II requirement by completing a formal career and technical education program, or a curriculum that has appropriate embedded mathematics content, such as a program in electronics, machining, construction, welding, engineering, or renewable energy. (Students are already allowed to complete Algebra II over two years with two credits awarded.) http://www.legislature.mi.gov/documents/2009-2010/publicact/htm/2009-PA-0205.htm
Title: S.B. 981 - 1278a
Source: http://www.legislature.mi.gov
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| NE | Rule Adoption 01/2010 | P-12 | 003.05A By the 2014-15 school year, school districts are required to adopt and implement graduation requirements that meet the highest level of rigor of the standards as specified in the state standards set forth in the appendices of this Chapter, including, but not limited to the following:
003.05A1 Language Arts. Forty credit hours of Language Arts with
course content that includes composition, verbal communication,
literature, research skills, and technical reading and writing.
003.05A2 Mathematics. Thirty credit hours of mathematics with course
content that includes algebraic, geometric, data analysis, and probability
concepts.
003.05A3 Science. Thirty credit hours of science with course content that
includes biological, earth/space, and physical science concepts with
corresponding science inquiry skills and laboratory experience.
003.05A4 Social Studies/History. Thirty credit hours of social
studies/history with course content that includes civics/government,
geography, United States and world history, and economic concepts.
http://www.sos.ne.gov/rules-and-regs/regtrack/proposals/0000000000000797.pdf
Title: Title 92 NAC Chapter 10 - Multiple Provisions
Source: http://www.sos.ne.gov/rules-and-regs
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| High School--International Baccalaureate |
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| Instructional Approaches--Grading Practices |
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| Instructional Approaches--Homeschooling |
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| Integrated Services/Full-Service Schools |
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| International Benchmarking |
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| Leadership |
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| Leadership--District Superintendent |
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| Leadership--District Superintendent--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership |
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| Leadership--Principal/School Leadership--Certification and Licensure |
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| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
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| Leadership--Principal/School Leadership--Induction Programs and Mentoring |
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| Leadership--Principal/School Leadership--Preparation |
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| Leadership--Principal/School Leadership--Preparation--Alternative |
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| Leadership--Principal/School Leadership--Tenure |
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| Middle School |
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| Minority/Diversity Issues |
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| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
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| Minority/Diversity Issues--Hispanic |
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| No Child Left Behind--Adequate Yearly Progress |
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| No Child Left Behind--Assessment |
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| No Child Left Behind--Consequences for Schools |
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| No Child Left Behind--Finance |
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| No Child Left Behind--Reauthorization Issues/Waivers |
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| No Child Left Behind--Report Cards |
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| No Child Left Behind--School Support |
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| No Child Left Behind--Special Populations |
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| Online Learning--Digital/Blended Learning |
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| Online Learning--Virtual Schools/Courses |
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| P-16 or P-20 |
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| P-3 |
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| P-3 Child Care |
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| P-3 Content Standards and Assessment |
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| P-3 Early Intervention (0-3) |
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| P-3 Ensuring Quality |
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| P-3 Evaluation/Economic Benefits |
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| P-3 Family Involvement |
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| P-3 Finance |
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| P-3 Governance |
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| P-3 Grades 1-3 |
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| P-3 Kindergarten |
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| P-3 Preschool |
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| P-3 Teaching Quality/Professional Development |
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| Parent/Family |
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| Parent/Family--Parent Rights |
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| Partnerships--University/School |
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| Postsecondary |
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| Postsecondary Accountability |
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| Postsecondary Accountability--Accreditation |
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| Postsecondary Accountability--Diploma Mills |
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| Postsecondary Affordability--Financial Aid |
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| Postsecondary Affordability--Textbooks |
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| Postsecondary Affordability--Tuition/Fees |
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| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
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| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
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| Postsecondary Faculty--Compensation |
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| Postsecondary Faculty--Tenure |
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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 Finance--Revenue and Expenditures |
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| Postsecondary Governance and Structures |
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| Postsecondary Governance and Structures--Administrative/Leadership Issues |
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| Postsecondary Governance and Structures--State Executives/State Agencies |
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| Postsecondary Institutions |
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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 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 |
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| Promotion/Retention |
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| Public Involvement |
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| Reading/Literacy |
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| Religion |
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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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| Scheduling/School Calendar--Year Round |
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| School Climate/Culture |
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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--Sexual Harassment and Assault |
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| School Safety--Special Education |
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| School/District Structure/Operations |
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| School/District Structure/Operations--District Consolidation/Deconsolidation |
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| School/District Structure/Operations--Facilities |
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| School/District Structure/Operations--Food Service |
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| School/District Structure/Operations--Libraries |
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| School/District Structure/Operations--Personnel (Non-Teaching) |
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| School/District Structure/Operations--School Size |
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| School/District Structure/Operations--Shared Services |
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| School/District Structure/Operations--Transportation |
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| Service-Learning |
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| Special Education |
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| Special Education--Federal Law/Regulations |
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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--Migrant Education |
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| Special Populations--Military |
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| Standards |
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| Standards--Common Core State 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 |
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| Student Supports--Counseling/Guidance |
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| Student Supports--Remediation |
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| Student Surveys |
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| Students |
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| Students--Athletics/Extracurricular Activities |
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| Students--Employment |
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| Students--K-12 Exchange Students |
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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--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 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--Devices/Software/Hardware |
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| Technology--Equitable Access |
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| Technology--Funding Issues |
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| Technology--Research/Evaluation |
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| Textbooks and Open Source |
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| Whole-School Reform Models |
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