 |
State |
Status/Date |
Level |
Summary |
|
 | 21st Century Skills |
| |
| Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
| |
| Accountability--Rewards |
| |
| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
| |
| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--College Entrance Exams |
| |
| Assessment--Computer Based |
| |
| Assessment--Formative/Interim |
| |
| Assessment--Value Added |
| |
 | At-Risk (incl. Dropout Prevention) |
| |
| CA | Signed into law 09/2010 | P-12 | From bill analysis: Modifies the criteria for determining "at risk" for purposes of eligibility to participating in a California Partnership Academy (CPA) as follows: (1) Defines irregular attendance to mean absence from school 20 percent or more of the school year; (2) Adds the following to the existing indicators to be considered in making the determination "at risk:"
(a) Scoring "below basic" or "far below basic" in math and English language arts on standardized tests administered through the Standardized Testing and Reporting (STAR) Program.
(b) Maintaining a grade point average of 2.2 or below or the equivalent of a C minus.
Deletes provisions that specify the academic criteria applying to non-at-risk pupils participating in a CPA, and deletes the requirement that students be provided a laboratory class related to the academy's occupational field. Requires an assurance that each CPA pupil will be provided with:
(a) Instruction in at least three academic subjects each school term that prepares the pupil for a high school diploma, and where possible and appropriate, meets subject requirements for admission to the California State University (CSU) and the University of California (UC).
(b) Career technical education courses at each grade level that are part of an occupational course sequence that targets comprehensive skills.
Deletes the authority of the superintendent of public instruction to issue a maximum of 155 grants per year for purposes of planning partnership academies. Requires districts, whenever practical, to provide a second planning period for the CPA teacher. Specifies that a CPA pupils must be provided with an employer-based internship or work experience in the summer following 11th grade or during 12th grade.
Makes provisions of this bill operative on July 1, 2011, and requires implementation of this bill commencing with the 2011-12 school year.
http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1351-1400/sb_1354_bill_20100930_chaptered.pdf
Title: S.B. 1354
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 09/2010 | P-12 | From bill summary: Requires the department of education, contingent on federal funding for this purpose and in consultation with the department of finance and the legislative analyst's office, to prepare the California Longitudinal Pupil Achievement Data System (CALPADS) to include data on a quarterly rate of pupil attendance. Requires that CALPADS be capable of issuing to local educational agencies periodic reports on district, school, class and individual pupil rates of absence and chronic absentees. States legislative intent to support the development of early warning systems to identify and support individual pupils who are at risk of academic failure or of dropping out of school.
Existing law requires the superintendent of public instruction annually to submit to the governor, the legislature, and the state board of education a report on dropouts using the data produced by CALPADS.
New provision requires the report to include chronic absentee rates when that data is available. Makes implementation of the provisions regarding the inclusion of pupil attendance data in CALPADS contingent upon the appropriation of federal funds specifically for such purposes. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1351-1400/sb_1357_bill_20100930_chaptered.pdf
Title: S.B. 1357
Source: www.leginfo.ca.gov
| |
| IL | Signed into law 08/2010 | P-12 | Amends definition of "dropout". Previous language allowed student in any grades 1-12 to be classified as a dropout; new provision limits dropouts to students enrolled in grades 9-12. Adds that a student may not be listed as a dropout due to expulsion, aging out or removal for medical non-compliance. Specifies that a child known to be home-schooled or continuing school in another country may not be classified as a dropout. 46-48 of 51: http://www.ilga.gov/legislation/96/SB/PDF/09600SB3681lv.pdf
Title: S.B. 3681 - Section 105 ILCS 5/26-2a
Source: www.ilga.gov
| |
| IL | Adopted 08/2010 | P-12 | P.A. 96-106 (S.B. 1796), effective July 30, 2009, establishes the Illinois Hope and Opportunity Pathways through Education (IHOPE) program with the goal of re-enrolling high school dropouts into programs that will enable these individuals to earn their high school diplomas. The legislation directs the state board to implement and administer the program, including approving IHOPE plans developed by regional offices of education and/or the Chicago School District, and adopting rules setting forth the requirements for the development of the IHOPE Plan and fund distribution process, and other rules.
From Illinois Register: New Part 210, Subpart A, sets forth the requirements for an IHOPE program, whose plan for the program must be approved by the state board of education for it to be eligible to receive general state aid or an incentive grant. The requirements for that plan are contained in Section 210.70 and criteria for review and approval of the plan are in Section 210.75. The requirements protect the rights of students who choose to enroll in IHOPE programs by ensuring that:
• before individuals can be enrolled in an IHOPE program, they, along with their parents or guardians if they are less than 18 years old, receive information about the program
• each student has a learning plan (Individual Instructional Plan) that addresses his/her individual needs and goals
• the IHOPE program and school district awarding the high school diploma work in cooperation to provide services to students who had an Individualized Education Program in the last high school they attended; and
• school records are retained by the district of residence awarding the diploma in accordance with the Illinois School Student Records Act [105 ILCS 10] and the state board of education's rules governing Student Records (23 Ill. Adm. Code 375).
The rules also require that individuals providing instruction be certified in Illinois and that personnel providing support services be properly qualified. Other provisions address continuation of programs beyond the initial approval year and suspension and revocation of program approval in certain circumstances. Subpart B of the rules establishes the process for applying for an incentive grant.
There is no appropriation in Fiscal Year 2011 for incentive grants; however, promulgating rules now for the application process will ensure that the grant process can begin immediately when funding is approved.
Pages 624-650 of 724: http://www.cyberdriveillinois.com/departments/index/register/register_volume34_issue32.pdf
Title: 23 IL ADC 210.10, 20, 30, 35, 40, 50, 60, 70, 75, 80, 90, 100, 110, 200, 210, 220, 230
Source: www.cyberdriveillinois.com
| |
| LA | Signed into law 08/2010 | P-12 | Students under the age of 18 who dropout prior to graduation and are ruled to be truant would be required to exercise one of the following options within 120 days of leaving school: 1) re-enroll in school and make progress towards completing requirements for graduation; 2) enroll in a high school equivalency diploma program; or 3) enlist in the armed forces for two years and earn a high school equivalency diploma.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722818
Title: S.B. 701
Source: http://www.legis.state.la.us
| |
| GA | Adopted 07/2010 | P-12 | Rule 160-4-8-.12, "Alternative Education Programs" has been repealed and a new rule adopted. Defines "alternative/non-traditional education program" as a program operating in affiliation with a school; a program does not report full-time equivalent (FTE) or receive an Adequate Yearly Progress (AYP) designation. Achievement data for students enrolled in the program are reported back to the school where the student is reported for FTE. Provides a program may be housed within a school, on the same site or at a different location. Provides that programs may include Attendance Recovery, Credit Recovery, Disciplinary Program, Early College, Evening School, and Open Campus.
Clarifies that an "Alternative/Non-traditional Education School" has an official school code and serves as the home school for students enrolled. The school receives an AYP designation; reports FTE counts for all enrolled students; and earns Quality Basic Education (QBE) formula funds directly. Defines "Community-based Alternative Education/Non-traditional Program" as a type of alternative education/non-traditional program where students are engaged in educationally relevant and meaningful learning experiences in the school and larger community. The academic curriculum is integrated into work-based learning and structured work experiences using partnerships among business, industry, government, community and school, including Performance Learning Centers. Defines "sparsity grant" as a grant provided to each LEA that is unable to offer its students or a portion of its students educational programs and services comparable to those which are typically being offered to students in the state; the inability to offer students comparable programs and services is attributable, at least in part, to the fact that the LEA has full-time equivalent counts less than base size specified in state law.
Requires each LEA to provide an alternative/non-traditional education program/school for students in grades 6-12 with appropriate due process, who have been suspended from his/her regular classroom. Permits LEAs to provide an alternative/non-traditional education program/school to serve a student who is eligible to remain in his/her regular classroom but is more likely to succeed in a non-traditional educational setting. Authorizes an LEA to provide an alternative/non-traditional education program/school jointly with one or more LEAs. Authorizes an LEA to contract with educational management organizations to provide a non-traditional/alternative education program/school. Sets requirements/parameters for such contracts. Permits an LEA to use sparsity grant funds for all alternative/non-traditional education program(s)/school(s), but specifies that funds must be used exclusively for salaries and benefits for certified positions and assistants/paraprofessionals working in the program/school. Requires that all alternative/non-traditional education programs/schools only provide curriculum aligned to Georgia Performance Standards (GPS); permits curriculum to be delivered through computer-assisted instruction and online courses. Requires that programs/schools participate in state testing program, provide counseling services, operate in full compliance with federal and state laws and state board rules governing special education students and students with special needs, provide teachers that meet the requirements of the Georgia Professional Standards Commission in all classes, adhere to maximum class size provisions, and allocate to all Alternative/Non-traditional Education Programs/Schools the same expenditure per segment(s) based on what the student earns at his or her Full Time Equivalent reporting school, including federal and state funds allocated to the LEA for the student.
For students in grades 9-12, permits LEAs to (1) award course credit based on demonstrated competency on course examination(s) for course work completed while enrolled in the program/school in lieu of the 150/135 clock hours of instruction and (2) determine the length of the school day in lieu of the school day length set in state board rule.
Establishes reporting requirements for alternative/non-traditional education programs/schools. Requires each LEA to maintain and annually report to the state department of education on each alternative/non-traditional education program/school. Requires each program/school school improvement plan to demonstrate how the alternative/non-traditional education program/school modified SBOE rules, including methods to measure competency as well as what is defined as a full school day. Requires LEAs to seek parental and public input before submitting a program/school's improvement plan to the department of education. http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-8-.12.pdf
Title: 160-4-8-.12
Source: www.doe.k12.ga.us
| |
| NC | Signed into law 07/2010 | P-12 | Prior to the 2010-11 school year, directs the state board to:
(1) Develop a growth model establishing annual improvement goals in the four-year cohort graduation rate by local school administrative units.
(2) Establish as a short-term goal that local school administrative units meet the annual growth model goals for improvement in the four-year cohort graduation rate beginning with the graduating class of 2011 and continuing annually thereafter.
(3) Establish as statewide minimum goals four-year cohort graduation rates of 74% by 2014; 80% by 2016; and 90% by 2018.
(4) Establish as a long-term goal with benchmarks and recommendations to reach a statewide four-year cohort graduation rate of 100%.
Directs the state board to report annually to the Joint Legislative Education Oversight Committee beginning no later than November 15, 2010 on the aforementioned goals, benchmarks, and recommendations. Requires that the goals, benchmarks, and recommendations appropriately differentiate for students with disabilities and other student subgroups in each four-year cohort. Requires that the report include goals and benchmarks by local school administrative unit, the strategies and recommendations for achieving the goals and benchmarks, any evidence/data supporting the strategies and recommendations, and the identity of state board employees overseeing local school administrative units in achieving the goals and benchmarks. http://www.ncga.state.nc.us/Sessions/2009/Bills/Senate/PDF/S1246v4.pdf
Title: S.B. 1246 - Improving Four-Year Cohort Graduation Rate
Source: http://www.ncga.state.nc.us
| |
| NC | Signed into law 07/2010 | P-12 | Provides that cooperative innovative high schools have the same exemptions from statutes and rules as charter schools, other than those pertaining to personnel. http://www.ncga.state.nc.us/Sessions/2009/Bills/Senate/PDF/S1201v3.pdf
Title: S.B. 1201
Source: http://www.ncga.state.nc.us
| |
| NC | Signed into law 07/2010 | P-12 | Requires school districts to identify students who are at risk for academic failure and who are not successfully progressing toward grade promotion and graduation, beginning no later than the fourth grade. Identification shall occur as early as can reasonably be done and can be based on grades, observations, state assessments, and other factors, including reading on grade level, that impact student performance that teachers and administrators consider appropriate, without having to await the results of end-of-grade or end-of-course tests. http://www.ncga.state.nc.us/Sessions/2009/Bills/Senate/PDF/S1248v4.pdf
Title: S.B. 1248
Source: http://www.ncga.state.nc.us
| |
| WV | Signed into law 07/2010 | P-12 | Establishes pilot programs for increased academic achievement. One pilot program requires the state superintendent to establish a special community development school pilot program for implementation in a public school with significant enrollments of disadvantaged, minority and underachieving students for the purpose of developing and implementing strategies that can be replicated. Other pilot programs are required to provide additional monetary payments to teachers, principals, and assistant principals based on certain circumstances such as employment in a school that is low performing, high poverty or high minority and other circumstances. http://www.legis.state.wv.us/Bill_Status/bills_text.cfm?billdoc=sb2009%20enr.htm&yr=2010&sesstype=2X&i=2009
Title: S.B. 2009
Source: http://www.legis.state.wv.us
| |
| KS | Issued 06/2010 | P-12 | Creates a commission to study and reduce the Sunflower State's high school dropout rate.
http://governor.ks.gov/issues-a-initiatives/executive-orders/705-executive-order-10-04
Title: E.O. 10-04
Source: Governor's Office
| |
| LA | Signed into law 06/2010 | P-12 | Requires each local public school system to post the four-year cohort graduation rate for each high school and for the system as a whole on its Internet website. Districts must send a written notice to the parent or other legal guardian of high school students that contains the four-year cohort dropout rate of the school and the number of students in the school that have been identified as failing pursuant to the school and district accountability system.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722458
Title: S.B. 753
Source: http://www.legis.state.la.us/
| |
| CO | Signed into law 05/2010 | P-12
Postsec. | Relates to a data reporting request based on individual student identifiers, including dropouts, and those enrolled in literacy programs and college basic skills courses.
http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/42E285F47258D0C6872576AC0055EA3A?open&file=1171_enr.pdf
Title: H.B. 1171
Source: http://www.leg.state.co.us
| |
| CO | Signed into law 05/2010 | P-12 | Concerns successful transitions back to the public school system for juveniles in out-of-home placement who have demonstrated behavior that is detrimental to the safety or welfare of themselves or others during the previous twelve months.
http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/2BEB050086ADA620872576A80026B96A?open&file=1274_enr.pdf
Title: H.B. 1274
Source: http://www.leg.state.co.us
| |
| 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:
| |
| CO | Signed into law 04/2010 | P-12 | Expands the definition of high-risk student to include children with disabilities, migrant children, homeless children, children with a documented history of serious psychiatric or behavioral disorders, and children who are 2 or more years behind grade level as determined by statewide assessments or by other assessments approved by the department of education for this purpose.
http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/903A715DA3C47D20872576A80027B652?open&file=154_enr.pdf
Title: S.B. 154
Source: http://www.leg.state.co.us
| |
| ME | Signed into law 04/2010 | P-12 | Directs the Departments of Corrections, Education, Health and Human Services, and Labor to develop a jointly agreed-upon statewide coordinated services district system by June 1, 2010. The system shall coordinate and implement service delivery initiatives to increase high school graduation rates, reduce the number of youth in the juvenile justice system, reduce child abuse and neglect and increase employment opportunities for youth. http://www.mainelegislature.org/legis/bills/bills_124th/chapters/RESOLVE204.asp
Title: H.B. 1204
Source: http://www.mainelegislature.org
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| VA | Signed into law 04/2010 | P-12
Postsec.
Community College | Establishes college partnership laboratory schools by any public institution of higher education that operates an approved teacher education program. Provides that the schools shall be public schools established by a contract between the governing board of the school and the Board of Education. Provides that teachers working in such schools shall be employees of the institution of higher education and licensed by the Board or eligible for licensure. Relates to at-risk pupils and funding.
Intended to (1) stimulate the development of innovative programs for preschool through grade 12 students; (2) provide opportunities for innovative instruction and assessment; (3) provide teachers with a vehicle for establishing schools with alternative innovative instruction and school scheduling, management, and structure; (4) encourage the use of performance-based educational programs; (5) establish high standards for both teachers and administrators; (6) encourage greater collaboration between education providers from preschool to the postsecondary level; and (7) develop models for replication in other public schools.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+CHAP0871+pdf
Title: S.B. 736/H.B. 1389
Source: http://leg1.state.va.us
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| UT | Signed into law 03/2010 | P-12 | Adds Section 53A-17a-105.5. Defines "qualifying program" as (1) the at-risk flow through program; (2) the homeless and disadvantaged minority students program [both created in 53A-17a-121]; (3) the gifted and talented program; (4) the advanced placement program; (5) the concurrent enrollment program. Allows a district or charter school that receives a state allocation of less than $10,000 for a qualifying program to either (1) combine the funds with certain other program funds and use the combined funds in accordance with the program requirements for any of the qualifying programs that are combined; or (2) transfer the funds to a qualifying program for which the district or charter school received an allocation of funds that is greater than or equal to $10,000; and use the combined funds in accordance with the program requirements for the qualifying program to which the funds are transferred. Pages 5-6 of 6: http://le.utah.gov/~2010/bills/hbillenr/hb0149.pdf
Title: H.B. 149 - Section 3
Source: le.utah.gov
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| WA | Signed into law 03/2010 | P-12 | Regarding accountability and support for vulnerable students and dropouts. Requires the office of the superintendent of public instruction, by September 15, 2010, to develop and report recommendations for the development of a comprehensive, K-12 dropout reduction initiative designed to integrate multiple tiers of dropout prevention, intervention and technical assistance provided through federal and state programs and to support a K-12 dropout prevention, intervention and reengagement system. This work is to be completed in collaboration with the state-level building bridges work established established in RCW 28A.175.075. By December 1, 2010, the work group must make recommendations to the legislature and the governor about the infrastructure for coordinating services for vulnerable youth. These recommendations must address: adopting an official conceptual framework for all entities that can support coordinated planning and evaluation; creating a performance-based management system; developing a regional and county multi-partner youth consortia; developing specific integrated school-based services; launching a statewide media campaign; and developing a statewide database of available services for vulnerable youth. The Washington State Institute for Public Policy must annually calculate savings resulting from changes in the extended graduation rates from the prior school year. The superintendent of public instruction is to include the estimate in its annual dropout and graduation report beginning in 2010.
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Session%20Law%202010/6403-S.SL.pdf
Title: S.B. 6403
Source: http://apps.leg.wa.gov
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| WV | Signed into law 03/2010 | P-12 | Implements the High School Graduation Improvement Act, which includes: (1) the continued exploration of diverse instructional delivery strategies to accommodate various learning styles that will focus on a statewide dropout intervention and prevention program to provide support for students having academic difficulties; (2) implementation of a statewide general credit recovery program; (3) improving the way career-technical education is offered; (4) creation of up to five additional juvenile drug courts; (5) investment of additional state funds and other resources in strategies and programs that engage disconnected and discouraged students in a positive learning environment, and; (6) development of plans by the various county boards that demonstrate how they will use available funds to implement the intent of the Act. In addition, beginning with the students who are freshmen during the 2011-12 school year, the bill increases the compulsory attendance age to 17 years of age. http://www.legis.state.wv.us/Bill_Status/bills_text.cfm?billdoc=HB4593%20ENR.htm&yr=2010&sesstype=RS&i=4593
Title: H.B. 4593
Source: http://www.legis.state.wv.us
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| CO | Adopted 02/2010 | P-12 | Establishes criteria for identifying high priority and priority local education providers and implements the Student Re-engagement Grant Program.
http://www.sos.state.co.us/CCR/NumericalSubDocList.do?deptID=4&deptName=300 Department of Education&agencyID=109&agencyName=301 Colorado State Board of Education&ccrDocID=3074&ccrDocName=1 CCR 301-84 Rules Concerning Dropout Prevention and Student Re-engagement
Title: 1 CCR 301-84
Source: http://www.sos.state.co.us
| |
| AL | Signed into law 01/2010 | P-12 | Extends the life of the Alabama Select Commission on High School Graduation and Student Dropouts (created by Act No. 2009-229, SJR24, 2009 Regular Session) to December 31, 2010 (2009 S.J.R. 24 creating the commission directed the entity to provide a final report to the governor, lieutenant governor, speaker of the house and chief justice of the Alabama Supreme Court on or before December 31, 2009, at which point the commission was to be dissolved). Provides the total expenditures of the legislative members of the commission may not exceed $ 5,000.
Title: S.J.R. 21
Source: www.lexis.com
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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 |
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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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| 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 |
| |
| Technology--Devices/Software/Hardware |
| |
| Technology--Equitable Access |
| |
| Technology--Funding Issues |
| |
| Technology--Research/Evaluation |
| |
| Textbooks and Open Source |
| |
| Whole-School Reform Models |
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