 |
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) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Compulsory |
| |
| Attendance--Statutory Ages (Upper and Lower) |
| |
| Attendance--Truancy |
| |
| Background Checks |
| |
| Bilingual/ESL |
| |
| Business Involvement |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Charter Districts |
| |
| Choice of Schools--Charter Schools--Closings |
| |
| Choice of Schools--Charter Schools--Cyber Charters |
| |
| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Choice/Open Enrollment |
| |
| Choice of Schools--Choice/Open Enrollment--Research |
| |
| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Tax Credits |
| |
| Choice of Schools--Vouchers |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Civic Knowledge and Literacy |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Alignment |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Censorship |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Excusal |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Geography Education |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Demographics--Enrollments |
| |
| Economic/Workforce Development |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| Finance--Private Giving |
| |
| Finance--Resource Efficiency |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--Mandates |
| |
| Governance--School Boards |
| |
| Governance--School Boards--Training |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--Mental Health |
| |
| Health--Nutrition |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
| |
| High School--Dropout Rates/Graduation Rates |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Early Colleges/Middle Colleges |
| |
| High School--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
| |
| Integrated Services/Full-Service Schools |
| |
| International Benchmarking |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--District Superintendent--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership |
| |
| Leadership--Principal/School Leadership--Certification and Licensure |
| |
| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
| |
| Leadership--Principal/School Leadership--Induction Programs and Mentoring |
| |
| Leadership--Principal/School Leadership--Preparation |
| |
| Leadership--Principal/School Leadership--Preparation--Alternative |
| |
| Leadership--Principal/School Leadership--Tenure |
| |
| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| Minority/Diversity Issues--Hispanic |
| |
| No Child Left Behind--Adequate Yearly Progress |
| |
| No Child Left Behind--Assessment |
| |
| No Child Left Behind--Consequences for Schools |
| |
| No Child Left Behind--Finance |
| |
| No Child Left Behind--Reauthorization Issues/Waivers |
| |
| No Child Left Behind--Report Cards |
| |
| No Child Left Behind--School Support |
| |
| No Child Left Behind--Special Populations |
| |
| Online Learning--Digital/Blended Learning |
| |
| Online Learning--Virtual Schools/Courses |
| |
| P-16 or P-20 |
| |
| P-3 |
| |
| P-3 Child Care |
| |
| P-3 Content Standards and Assessment |
| |
| P-3 Early Intervention (0-3) |
| |
| P-3 Ensuring Quality |
| |
| P-3 Evaluation/Economic Benefits |
| |
| P-3 Family Involvement |
| |
| P-3 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Partnerships--University/School |
| |
| Postsecondary |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
| |
| Postsecondary Accountability--Diploma Mills |
| |
| Postsecondary Affordability--Financial Aid |
| |
| Postsecondary Affordability--Textbooks |
| |
| Postsecondary Affordability--Tuition/Fees |
| |
| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
| |
| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
| |
| Postsecondary Faculty--Compensation |
| |
| Postsecondary Faculty--Tenure |
| |
| Postsecondary Finance |
| |
| Postsecondary Finance--Efficiency/Performance-Based Funding |
| |
| Postsecondary Finance--Facilities |
| |
| Postsecondary Finance--Revenue and Expenditures |
| |
| Postsecondary Governance and Structures |
| |
| Postsecondary Governance and Structures--Administrative/Leadership Issues |
| |
| Postsecondary Governance and Structures--State Executives/State Agencies |
| |
| Postsecondary Institutions |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Institutions--Private/Independent |
| |
| Postsecondary Online Instruction |
| |
| Postsecondary Participation |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Admissions Requirements |
| |
| Postsecondary Participation--Affirmative Action |
| |
| Postsecondary Students--Adults |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Students--Foster Youth |
| |
| Postsecondary Students--Graduate/Professional |
| |
| Postsecondary Students--International |
| |
| Postsecondary Students--Military |
| |
| Postsecondary Students--Minority |
| |
| Postsecondary Success |
| |
| Postsecondary Success--Completion |
| |
| Postsecondary Success--Completion--Completion Rates (Statistics) |
| |
| Postsecondary Success--Developmental/Remediation |
| |
 | Postsecondary Success--Transfer/Articulation |
| |
| CA | Signed into law 09/2010 | Postsec. | Requires the Trustees of the California State University (CSU), and requests the Regents of the University of California (UC) to review and revise their student transfer policies to ensure that faculty may choose textbooks regardless of the publication date for as long as the textbook is available and the information provided is current and reflects contemporary thinking. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_2201-2250/ab_2203_bill_20100929_chaptered.pdf
Title: A.B. 2203
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 09/2010 | Postsec. | From bill summary: Enacts the Student Transfer Achievement Reform Act, which, commencing with the 2011–12 academic year, requires a student who receives an associate degree for transfer to be deemed eligible for transfer into a California State University baccalaureate program when the student meets prescribed requirements. Conditions a community college district's receipt of state apportionment funds on its
development and granting of associate degrees for transfer, unless each of the state's community college districts waives reimbursement for specified state-mandated costs of implementing the bill in accordance with a prescribed procedure. Prohibits a community college district from imposing any additional requirements for a student to be eligible for the associate degree for transfer, and prohibits remedial noncollegiate level coursework from being counted towards the units required for the associate degree for transfer. Requires the California State University to guarantee admission with junior status to any community college student who meets the requirements for the associate degree for transfer. Does not guarantee a student admission for specified majors or campuses, but requires the California State University to grant a student priority admission to his/her local California State University campus and to a program or major that is similar to his/her community college major or area of emphasis, as determined by the California State University campus to which the student is admitted. Authorizes the California State University to require a transferring student to take additional coursework at the California State University, provided the student is not required to take any more than 60 additional semester units or 90 quarter units at the California State University for majors requiring 120 semester units or 180 quarter units. (Exempts specified high unit majors from this provision upon agreement by the chancellors of the California State University and the California Community Colleges and their respective academic senates.) Prohibits the California State University from requiring a transferring student to repeat courses that are similar to those taken at the community college that counted towards the units required for the associate degree for transfer. Also requires the Legislative Analyst's Office to review and report to the assembly higher education committee, the senate education committee, and the assembly and senate education finance budget subcommittees in the spring of 2012, with an update on the implementation of these provisions. Also directs the Legislative Analyst's Office to report to the aforementioned committees and subcommittees, within four years of implementation of these provisions, on outcomes related to the program, and make recommendations for statutory changes necessary to facilitate the goal of a clear and transparent transfer process, including whether this article
should be made applicable to students transferring from community colleges to the University of California. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1401-1450/sb_1440_bill_20100929_chaptered.pdf
Title: S.B. 1440
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 09/2010 | Postsec.
Community College | Directs the California State University (CSU) and the Office of the Chancellor of the California Community Colleges (CCC) to work together to establish the most effective methods to inform students, college advisers and the general public about the associate degree for transfer and specific details that help students navigate this transfer pathway. Authorizes community college districts to use the methods established by the CSU and the Office of the Chancellor of the CCC to inform community college students of the CSU majors considered to be similar to community college majors or areas of emphasis required to obtain an associate degree for transfer. Requires the final methods to be completed prior to the beginning of the fall term of the 2011–12 academic year and to be included as part of a specified report.
Requests that the University of California (UC):
(1) Continue its examination of articulation of lower division major prerequisites in high-demand transfer majors to design community college transfer degrees that adequately prepare students for entry into a major
(2) Consider offering guaranteed eligibility for admission into a UC campus that accepts a designated community college transfer degree for admission into a designated UC major
(3) Designate a series of community college courses that provide sufficient lower division preparation for a designated UC major and that will be accepted by the University of California.
(4) Provide an interim progress report on its review of the aforementioned transfer pathways to the relevant policy and fiscal committees of the legislature by June 30, 2011, and to provide a final report to those committees, with specific findings regarding the University of California's implementation of those transfer pathways, by December 31, 2011.
Effective July 1, 2011: Directs the Office of the Chancellor of the CCC to establish a process for the identification of courses that satisfy lower division preparation requirements throughout the CCC system, and to include a description of this process in a report. Establishes legislative intent that community college districts accept credits from other community college districts toward an associate degree for transfer. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_2301-2350/ab_2302_bill_20100929_chaptered.pdf
Title: A.B. 2302
Source: www.leginfo.ca.gov
| |
| IL | Signed into law 07/2010 | Postsec.
Community College | Establishes the Community College Transfer Grant Program Act. Creates the Community College Transfer Grant Program to provide financial assistance to eligible students, subject to appropriation, for the costs
of attending a public or private institution of higher education that awards baccalaureate degrees. Provides that eligible students are those who (1) are state residents, (2) have received an associate's degree at a public community college in the state and maintained a minimum 3.0 GPA while enrolled in an associate's degree program in the state, (3) have enrolled in an institution of higher education in the state by the fall following award of the associate's degree, (4) have applied for financial aid, including federal financial aid, (5) have financial need of no more than $9,000 (as calculated on the FAFSA). Specifies that the award is limited to 2 academic years or 60 credit hours, and may be used only for undergraduate work. Requires award recipients to maintain a minimum 3.0 GPA and make satisfactory academic progress toward a degree. Sets award at $1,000 a year, and provides an additional $1,000 grant for students pursuing undergraduate studies in engineering, mathematics, nursing, teaching or science.
http://www.ilga.gov/legislation/publicacts/96/PDF/096-1299.pdf
Title: S.B. 3699
Source: www.ilga.gov
| |
| AZ | Signed into law 05/2010 | Postsec. | Relates to postsecondary institutions and course numbering; requires community college districts and the universities under the jurisdiction of the state board of regents to develop and implement a shared numbering system which identifies courses that transfer from community colleges to state public universities toward a baccalaureate degree. Chapter 242
http://www.azleg.gov/legtext/49leg/2r/bills/sb1040h.pdf
Title: S.B. 1186
Source: http://www.azleg.gov
| |
| AZ | Signed into law 05/2010 | P-12
Postsec. | Exempts private schools approved by the department of education's division of special education prescribed in the pupil's individualized education program from rules adopted by the state board of education prior to 11/24/09.
Changes the office of the county school superintendent from a local education service agency to a local education agency.
Removes requirement that district open enrollment policies be filed with the department of education and requires district policies for open enrollment to be posted on the district's website and available to the public upon request.
Reduces the amount of time pupils in grades seven and eight must be enrolled in an instructional program from 1068 hours to at least 1000 hours beginning in fiscal year 2010-2011.
Requires the board of regents, in consultation with the community college districts in Arizona, to develop and implement common equivalencies for specific levels of achievement on advanced placement examinations and international baccalaureate examinations offered in the state's high schools in order to award commensurate postsecondary academic credits at community colleges and public universities in the state.
Repeals the College and Career Readiness Task Force enacted last year. Chapter 332
http://www.azleg.gov/legtext/49leg/2r/bills/hb2725s.pdf
Title: H.B. 2725--Multiple Provisions
Source: http://www.azleg.gov/legtext/49leg/2r/bills/hb2725s.pdf
| |
| CO | Signed into law 05/2010 | Postsec.
Community College | Provides greater flexibility to improve the financial position of state higher eduation institutions. Requires a common course number system in conjunction with the guaranteed transfer program and to develop articulation agreements for degree programs; relates to the ratio of resident and non- resident students; regulates financial aid eligibility requirements; relates to information technology rules, financial data statements and audits; implements measures to reduce student debt.
http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/E7D30EB79557E237872576A80026B0CD?open&file=003_enr.pdf
Title: S.B. 3
Source: http://www.leg.state.co.us
| |
| CO | Signed into law 05/2010 | Postsec.
Community College | Allows a nonpublic institution of higher education to choose to participate in public higher education core course guidelines; provides that a nonpublic institution, for a fee, may request the department of higher education to review the institution's core courses and include them in the matrix of core courses for which credit may transfer from one institution of higher education to another; provides that the commission on higher education will set the amount of the fee for reviewing the courses.
http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/DE981CC68F5486FA872576AA00699CEF?open&file=108_enr.pdf
Title: S.B. 108
Source: http://www.leg.state.co.us
| |
| FL | Signed into law 05/2010 | Postsec. | Creates the Higher Education Coordinating Council (the council) for the purposes of identifying unmet needs and facilitating solutions to disputes regarding the creation of new degree programs and the establishment of new institutes, campuses, or centers; provides that the council serve as an advisory board to the legislature, state board of education, and the board of governors; requires recommendations of the council to be consistent with the following guiding principles: (1) To achieve within existing resources a seamless academic educational system that fosters an integrated continuum of kindergarten through graduate school education; (2) To promote consistent education policy across all educational delivery systems, focusing on students; (3) To promote substantially improved articulation across all educational delivery systems; (4) To promote a system that maximizes educational access and allows the opportunity for a high-quality education for all Floridians; and (5) To promote a system of coordinated and consistent transfer of credit and data collection for improved accountability purposes between the educational delivery systems.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7237er.docx&DocumentType=Bill&BillNumber=7237&Session=2010
Title: H.B. 7237 - Sec. 13
Source: http://www.myfloridahouse.gov
| |
| MN | Signed into law 05/2010 | Postsec.
Community College | Requires the MnSCU board to develop and implement a plan to improve credit transfer. States the minimum goals of the transfer plan. Requires working groups of faculty staff, students and administrators to develop actions to remove barriers to credit transfer. Requires systemwide and institutional level transfer information on the Internet. Requires an annual progress report to the legislature beginning January 15, 2011, through 2014 and goals to be met by the 2015-2016 academic year.
https://www.revisor.mn.gov/bin/bldbill.php?bill=S0184.3.html&session=ls86
Title: S.F. 184
Source: https://www.revisor.mn.gov/
| |
| TN | Signed into law 05/2010 | Postsec. | A resolution to require the Tennessee Board of Regents (TBR) and the University of Tennessee (UT) to accommodate non-traditional students seeking to complete degrees by accepting completed coursework and credits to the extent authorized by the institution's academic standards.
Link to fiscal note: http://www.capitol.tn.gov/Bills/106/Fiscal/HJR0959.pdf
Title: H.J.R. 959
Source: http://www.capitol.tn.gov
| |
| CO | Signed into law 04/2010 | Postsec.
Community College | Requires statewide degree transfer agreements to transfer associate of arts degrees and associate of science degrees from one state institution of higher education to another.
http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/63784B94CCDAAD9A872576AC007ED905?open&file=1208_enr.pdf/clics/clics2010a/csl.nsf/fsbillcont3/63784B94CCDAAD9A872576AC007ED905?open&file=1208_enr.pdf
Title: H.B. 1208
Source: http://www.leg.state.co.us
| |
| KY | Signed into law 04/2010 | Postsec.
Community College | Encourages postsecondary institutions to limit bachelor degree programs to 120 credit hours and associate degree programs to 60 credit hours beginning with the 2012-13 academic year; provides exceptions.
[OF NOTE: Creates a comprehensive approach to improving student transfer/articulation, especially from two-year to four-year institutions. Directs the council on postsecondary education to:
(1) Develop and implement a statewide agreement that the state community and technical college system's two-year degree coursework be accepted and fully credited to related bachelor's degree programs by all public universities
(2) Develop and maintain a statewide common-course numbering system for lower-division general education and program-specific prerequisite courses in the Kentucky Community and Technical College System
(3) Establish a statewide course classification system and procedures to monitor the transfer and crediting of lower-division coursework, including a system of ongoing assessment that ensures comparability for transfer purposes
(4) Establish a procedure for approval of changes in learning outcomes at public universities (definition of "learning outcomes" below)
(5) Standardize credit-by-exam equivalencies and passing scores for national exams transferable for general education courses and program-specific prerequisite courses [i.e., Advanced Placement]
(6) Develop policies to align transfer and articulation procedures statewide, including admissions criteria, student declaration of major, and student guidance and counseling policies to ensure that students pursuing a two-year degree provide timely notification of their intent to transfer to a four-year institution
(7) Develop uniform data collection and reporting methods to ensure statewide and institutional compliance with course transfer and credit requirements
(8) Guarantee that, upon admission to a four-year institution, graduates of an approved two-year degree program have met all general education requirements
(9) Provide that graduates of approved two-year degree programs at public postsecondary institutions who complete the prerequisite learning outcomes for a four-year degree program while fulfilling the requirements for two-year degree, are not required to repeat or take any additional lower-level courses to fulfill bachelor degree requirements in the same major, and that these students be granted admission to related upper-division bachelor's degree programs on the same criteria as students earning lower-division credits at the university to which the student transferred
(10) Provide that graduates of two-year degree programs receive priority for admission over out-of-state students at a public four-year institution if they meet the same admission criteria
(11) Establish commonality in public college transcripts to facilitate transfer of credits from two-year institutions
(12) Encourage private postsecondary institutions to collaborate with public postsecondary institutions in developing programs and agreements to expedite the transfer of students and credits between institutions
(13) Establish an appeals process to resolve disagreements between transferring students and receiving educational institutions regarding the transfer and acceptance of credits earned at another institution
(14) Ensure that all transfer and articulation policies are consistent with the rules and regulations established by all appropriate discipline-specific accrediting bodies and institutional accrediting agencies as recognized by the U.S. Department of Education.
Defines "learning outcomes" as the knowledge, skills and abilities that students have attained as a result of their involvement in a particular set of educational experiences. Requires that when an institution seeks to change learning outcomes for a four-year degree program that affect lower-division courses, the university must notify the council of postsecondary education and the state community and technical college system of the proposed changes at the same time as the initiation of the university's approval process. If it is determined that the proposed change will have an adverse effect on transferability, requires the university proposing the change to enter into discussion with the council and the Kentucky Community and Technical College System to verify that there remains a clearly defined path to a bachelor's degree for those students who plan to transfer from the Kentucky Community and Technical College System to the public university.] http://www.lrc.ky.gov/record/10RS/HB160/bill.doc
Title: H.B. 160
Source: www.lrc.ky.gov
| |
| MN | Vetoed 04/2010 | Postsec.
Community College | Regulates the transfer of credits within institutions belonging to the Minnesota State Colleges and Universities system.
https://www.revisor.mn.gov/bin/bldbill.php?bill=H3164.3.html&session=ls86
Title: H.B. 3164
Source: https://www.revisor.mn.gov
| |
| MN | Vetoed 04/2010 | Postsec.
Community College | Directs the Board of Trustees to develop a mechanism for seamless student transfer between institutions that has a goal of minimal loss of credits for transferring students. The development and maintenance of the system must, at a minimum, address the following: (1) alignment of institution curriculum and its communication to stakeholders; (2) transfer between similar programs; (3) documentation for transfer-related agreements between institutions; (4) systemwide transfer information on the Internet that is easily accessible and maintained in a current and accurate status.
https://www.revisor.mn.gov/bin/bldbill.php?bill=H3164.3.html&session=ls86
Title: H.F. 3164
Source: Westlaw/StateNet
| |
| IN | Signed into law 03/2010 | P-12
Postsec. | Relates to advanced placement exams; requires state educational institutions to grant postsecondary level academic credit to students who receive a satisfactory score on an advanced placement examination; requires the state department of education to develop a uniform job description for school counselors. Public Law 91
http://www.in.gov/legislative/bills/2010/PDF/HE/HE1135.1.pdf
Title: H.B. 1135
Source: Lexis-Nexis/StateNet
| |
| VA | Signed into law 03/2010 | P-12
Postsec. | Requires the governing boards of each public institution of higher education to implement policies to grant a minimum of 24 undergraduate semester credit hours to entering freshman students who have successfully completed the International Baccalaureate diploma program.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+SB209ER+pdf
Title: S.B. 209
Source: http://leg1.state.va.us
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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 |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
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| Scheduling/School Calendar--Extended Day Programs |
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| Scheduling/School Calendar--Summer School |
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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 |
| |
| School Climate/Culture |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Code of Conduct |
| |
| School Safety--Corporal Punishment |
| |
| School Safety--Disaster/Emergency Preparedness |
| |
| School Safety--Expulsion/Suspension |
| |
| School Safety--Sexual Harassment and Assault |
| |
| School Safety--Special Education |
| |
| School/District Structure/Operations |
| |
| School/District Structure/Operations--District Consolidation/Deconsolidation |
| |
| School/District Structure/Operations--Facilities |
| |
| School/District Structure/Operations--Food Service |
| |
| School/District Structure/Operations--Libraries |
| |
| School/District Structure/Operations--Personnel (Non-Teaching) |
| |
| School/District Structure/Operations--School Size |
| |
| School/District Structure/Operations--Shared Services |
| |
| School/District Structure/Operations--Transportation |
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| Service-Learning |
| |
| Special Education |
| |
| Special Education--Federal Law/Regulations |
| |
| 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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