 |
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 |
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| 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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| GA | Signed into law 05/2010 | P-12 | 20-2-326 defines:
--"Career academy" as (1) a specialized charter school established by a partnership between one or more local boards of education and a technical school or college or (2) a small learning community where a student receives academic instruction at his/her assigned high school, along with work-based learning opportunities at an industry center or technical school or college
--"Chronically low-performing high school" as one (1) with a graduation rate below 60% for three consecutive years (using the National Governors Association methodology), or (2) that has not made adequate yearly progress (AYP) for three consecutive years
--"Choice technical high school" as a high school other than the one the student is assigned to by residence, designed to prepare a student for postsecondary education and employment. Provides a choice technical high school may be operated by a local school system or technical college. Also permits a choice technical high school to be operated as a charter school under a governance board comprised of parents, employers and representatives from the local school board
--"Focused program of study" as a rigorous academic core combined with (1) a focus in math and science, (2) a focus in humanities, fine arts and foreign language, or (3) a coherent sequence of career pathway courses that prepares a student for postsecondary education or immediate employment after high school graduation.
Also defines "small learning community" as a subset of high school students and teachers joined around a broad career or academic theme where teachers have common planning time to connect teacher assignments and assessments to college and career readiness standards. Provides that students voluntarily apply for enrollment in a small learning community but must be accepted, and such enrollment must be approved by the student's parent. Specifies that a small learning community also includes a career academy organized around a specific career theme and integrates academic and career instruction, provides work-based learning opportunities, and prepares students for postsecondary education and employment, in partnership with local employers, community organizations and postsecondary institutions.
New Section 20-2-328 directs the state board of education, subject to legislative appropriation, to establish a competitive grant program for local school systems to implement school reform measures in selected high schools. Requires the state board to establish grant criteria, which must include that priority for grants be given to chronically low-performing high schools. Directs the state board to develop, for high schools receiving a grant, an evidence-based model for serving at-risk students, which must focus on specified elements designed to increase student achievement; reduce dropout; help students and their parents set and achieve career and educational goals; and help students learn and apply study skills, coping skills and other habits that produce successful students and adults. Requires that the at-risk model program include:
(1) Diagnostic assessments
(2) A process for identifying at-risk students, closely monitored by the department of education to ensure that students are properly identified and receive timely and appropriate guidance and assistance, and to ensure no group is disproportionately represented
(3) An evaluation component in each high school to ensure programs provide students an opportunity to earn a high school diploma.
Identifies components the at-risk model program may include to facilitate 9th grade success, such as:
(1) Flexible scheduling to increase student time in language/arts and math to eliminate academic deficiencies
(2) Ninth grade student-teacher ratios no higher than those in any other grade in the high school
(3) Using effective teachers as leaders for teacher teams in 9th grade to improve instructional planning, delivery and reteaching strategies
(4) Assigning teacher mentors to meet frequently with students to provide planned lessons on study skills and other "habits of success" to help students become independent learners and help them receive the assistance they need to pass 9th grade
(5) Ninth grade career courses incorporating a series of miniprojects throughout the school year that require the application of grade-level reading, math and science skills to complete, require students to use a range of technology, and help students explore a range of educational and career options to help them formulate post high school goals and give them a reason to stay in school and work toward achieving their stated goals.
Requires the state board to adopt rules for chronically low-performing high schools receiving a reform grant, to make the high schools more relevant to and effective for all students. Requires that such rules encourage high schools to implement a comprehensive school reform research-based model that focuses on eight specified elements, including setting high expectations for all students and fostering collaboration among academic and career/technical teachers.
New Section 20-2-329 requires high schools receiving a reform grant per Section 20-2-328 to provide focused programs of study that, whether offered at a choice technical high school, a career academy, a traditional high school, or on site at a two- or four-year postsecondary institution:
(1) Are aligned with state board-set graduation requirements, including 4 years of math and 4 years of English with an emphasis on developing reading and writing skills to meet college and career readiness standards
(2) Implement a teacher adviser system
(3) Provide students in grades 9-12 with information on educational programs offered in high school, two- and four-year institutions, and through apprenticeship programs and how these programs can lead to a variety of career fields. Requires that districts offer opportunities for field trips, job shadowing and other means to help students and their parents in revising, if appropriate, the student's individual graduation plan.
(4) Enroll students by grade 9 into one of the following options for earning a high school diploma and preparing students for postsecondary education and a career which will include a structured program of academic study with in-depth studies in: (A) Mathematics and science; (B) Humanities, fine arts, and foreign language; or (C) A career pathway that leads to passing an employer certification exam in a high demand, high skill, or high wage career field or to an associate's degree or bachelor's degree.
(5) Implement the state board-developed at-risk model program
(6) Schedule annual conferences to help students and their parents set educational and career goals and create individual graduation plans
Directs the state board to adopt rules necessary to carry out the provisions of this bill.
http://www.legis.state.ga.us/legis/2009_10/pdf/hb400.pdf
Title: H.B. 400 - New Section 20-2-326, 328 and 329
Source:
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| KY | Signed into law 03/2010 | P-12 | Relates to adolescent reading skills. Expresses legislative intent that all middle and high school students have the skills necessary to read complex materials in specific core subjects and comprehend and apply information. Requires every middle and high school to (1) provide explicit instruction to students lacking skills in how to read, learn, and analyze information in key subjects, and (2) ensure that teachers have the skills to help all students develop critical strategies and skills for subject-based reading. Directs the department of education to provide technical assistance to districts to identify teaching strategies to improve reading skills needed to understand subject area concepts and content. Directs the education professional standards board to review and revise the teacher certification and licensure requirements as necessary to ensure that all teachers are prepared to improve students' subject reading skills. Also directs the department of education to work with state and national educators and subject matter experts to identify student reading skills in each subject area that align with the state content standards and identify teaching strategies in each subject area that can be used explicitly to develop the necessary reading skills. Further directs the department to encourage the development of comprehensive middle and high school adolescent reading plans to be incorporated into the curricula of each subject area to improve all students' reading comprehension.
Expands the duties of the Collaborative Center for Literacy Development: Early Childhood through Adulthood. Requires the center to (1) help middle and high schools develop comprehensive adolescent reading plans and (2) maintain a repository of comprehension best practices in the teaching of each subject area and a list of classroom-based diagnostic reading comprehension assessments that measure student progress in developing students' reading comprehension skills. http://www.lrc.ky.gov/record/10RS/SB163/bill.doc
Title: S.B. 163
Source: www.lrc.ky.gov
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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 |
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| 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 |
| |
| 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 |
| |
| 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 |
| |
| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches--Grading Practices |
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| Instructional Approaches--Homeschooling |
| |
| Integrated Services/Full-Service Schools |
| |
| International Benchmarking |
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| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--District Superintendent--Compensation and Diversified Pay |
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| 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 |
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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 |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| Minority/Diversity Issues--Hispanic |
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| No Child Left Behind--Adequate Yearly Progress |
| |
| 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 |
| |
| P-3 Content Standards and Assessment |
| |
| 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 |
| |
| 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 |
| |
| 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 |
| |
| Teaching Quality--Certification and Licensure |
| |
| Teaching Quality--Certification and Licensure--Alternative |
| |
| 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 |
| |
| Teaching Quality--Teacher Rights |
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| 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 |
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| Textbooks and Open Source |
| |
| Whole-School Reform Models |
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