 |
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 |
| |
| Private Schools |
| |
| Privatization |
| |
| Promotion/Retention |
| |
| Public Involvement |
| |
| Reading/Literacy |
| |
| Religion |
| |
| Rural |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Week |
| |
| Scheduling/School Calendar--Year |
| |
| 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 |
| |
| Service-Learning |
| |
| Special Education |
| |
| Special Education--Federal Law/Regulations |
| |
| Special Education--Finance |
| |
| Special Education--Placement |
| |
| Special Education--Transition |
| |
| Special Populations--Corrections Education |
| |
| Special Populations--Foster Care |
| |
| Special Populations--Gifted and Talented |
| |
| Special Populations--Homeless Education |
| |
| Special Populations--Migrant Education |
| |
| Special Populations--Military |
| |
| Standards |
| |
| Standards--Common Core State Standards |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
 | State Policymaking--Task Forces/Commissions |
| |
| CA | Signed into law 09/2010 | Community College
Postsec. | Directs the Board of Governors of the California Community Colleges to adopt a plan for promoting and improving student success within the California Community Colleges. Directs the board of governors to establish a taskforce to examine best practices in the community colleges and effective models nationwide for achieving student success. Directs the taskforce to develop and present recommendations to the board of governors for incorporation into the plan. Requires that these recommendations focus on, but not be limited to, the following considerations:
(1) Multiple measures and effective programs for assessing student success and completion, including attaining college-level skills, accumulating college-level course credits, earning a degree or certificate, or transferring to a four-year college or university
(2) Statutory and regulatory barriers to student success and completion
(3) Best practices for promoting student success and completion, including, but not limited to, the acquisition of basic skills
(4) Alternative funding options for providing necessary services to students and promoting best practices for student success and completion
(5) Alternative funding options instituted in other states for improving student success and completion
(6) The effective use of technology by community colleges and districts to promote, evaluate and improve student success and completion
Directs the taskforce, prior to presenting its recommendations to the board of governors, to facilitate discussions with key community college stakeholders and other appropriate parties to provide input on the findings and recommendations. Directs the board of governors, prior to implementing the plan, to report the contents of the plan and the taskforce's recommendations to the senate committee
on education and the assembly committee on higher education at a joint hearing by March 1, 2012. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1101-1150/sb_1143_bill_20100928_chaptered.pdf
Title: S.B. 1143
Source: www.leginfo.ca.gov
| |
| NJ | Issued 09/2010 | P-12 | Creates a New Jersey Educator Effectiveness Task Force for School and District-level education professionals. Charges the task force with developing recommendations on how best to measure the effectiveness of teachers and school leaders, based on defined parameters. Requires that the effectiveness recommendations include:
(1) Identified measures of student achievement — representing at least 50% of the teacher or school leader evaluation — which should be used for evaluating educator performance
(2) Demonstrated practices of effective teachers and leaders, which should comprise the remaining basis for such evaluations
(3) How these measures of effective practices should be weighted.
Directs the task force to provide the governor with its initial recommended effectiveness evaluation framework by March 2011. Provides the task force will expire upon the governor's receipt of a report containing its final recommendations. http://www.state.nj.us/governor/news/news/552010/pdf/EO-42.pdf
Title: E.O. 42
Source: www.state.nj.us
| |
| CA | Signed into law 08/2010 | P-12 | Establishes, until January 1, 2014, the California Task Force on Science, Technology, Engineering and Mathematics Education for the purpose of promoting the improvement of mathematics, science, engineering, and technology education across the state. Provides the task force consists of members of the legislature and experts appointed by the speaker of the assembly and the senate committee on rules. Provides the duties of the task force are to (1) increase legislative awareness about mathematics, science, engineering, and technology education issues, (2) inform legislators regarding trends in mathematics, science,
engineering, and technology education, and (3) raise awareness among the public regarding the shortage of Californians prepared to contribute to the state's future technology workforce. Directs the task
force to submit an annual report on its work to the legislature. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0051-0100/acr_88_bill_20100817_chaptered.pdf
Title: A.C.R. 88
Source: www.leginfo.ca.gov
| |
| DC | Adopted 07/2010 | P-12 | Establishes the Healthy Youth and Schools Commission to advise the mayor and the council on health, wellness and nutritional issues concerning youth and schools in the District. Includes among the functions of the commission: (1) reviewing and advising on the best practices in health, wellness and nutrition programs across the U.S.; (2) making recommendations on enhancing the collaborative relationship between the District government, the federal government, the University of the District of Columbia, local nonprofit organizations, colleges and universities, and the private sector in connection with health, wellness and nutrition; and (3) identifying gaps in funding and services, or methods of expanding services to District residents. Directs the commission to annually submit to the mayor and the council a comprehensive report on the health, wellness and nutrition of youth and schools in the District; provides that the report must include recommendations on how to further improve the health, wellness and nutrition of youth and schools in the District. Pages 16-18 of 19: http://www.dccouncil.us/images/00001/20100510112429.pdf
Title: L.B. 18-564 - Healthy Youth and Schools Commission
Source: www.dccouncil.us
| |
| IL | Signed into law 07/2010 | P-12 | Establishes the Commission to End Hunger Act. Establishes legislative findings, including that the state currently ranks 51st among all states and the District of Columbia in enrollment of eligible children in the free and reduced priced school breakfasts, and that increasing the participation rate in the Summer Food Service Program to just 40% of eligible children would benefit the state and recipients. Authorizes the department of human services to create the Commission to End Hunger. Provides the purpose of the commission is to develop an action plan every 2 years, review the progress of this plan, and ensure cross-collaboration among government entities and community partners toward the goal of ending hunger in the state. Identifies key duties of the commission. Establishes membership of the commission; requires the superintendent of education or his/her designee to serve as an ex officio member. Requires the commission to issue an interim report on its activities and recommendations to the constitutional officers and the general assembly within 12 months of the first commission meeting. http://www.ilga.gov/legislation/publicacts/96/PDF/096-1119.pdf
Title: S.B. 3158
Source: www.ilga.gov
| |
| IL | Signed into law 07/2010 | P-12 | Defines "instructional mandate" as any state law that requires a district to devote any amount of time to the instruction of or engagement by students in any subject or course. Directs the state board to create the Instructional Mandates Task Force. Establishes task force membership. Directs the task force to examine all K-12 instructional mandates on public schools, and to make recommendations on the propriety of all existing mandates, the imposition of future mandates, and waivers of instructional mandates. Directs the task force to submit a final report of its findings and recommendations to the governor and general assembly by July 2011. Provides that the task force is abolished on July 2, 2011, and this section is repealed on July 1, 2012. Provides a moratorium on the passage of instructional mandates for public schools from the effective date of this act until one year after the task force submits a final report to the governor and general assembly. http://www.ilga.gov/legislation/publicacts/96/PDF/096-1374.pdf
Title: H.B. 4209
Source: www.ilga.gov
| |
| NC | Signed into law 07/2010 | P-12
Postsec. | Establishes the Agriscience and Biotechnology Regional School Planning Commission to develop and plan a regional school of agriscience and biotechnology. The Commission must ensure that the plan model is replicable, sustainable, and scaleable. http://www.ncga.state.nc.us/Sessions/2009/Bills/Senate/PDF/S1199v4.pdf
Title: S.B. 1199
Source: http://www.ncga.state.nc.us
| |
| NC | Signed into law 07/2010 | P-12 | Directs the state board of education to appoint a task force of members from the Department of Public Instruction and the Department of Cultural Resources to create a Comprehensive Arts Education Development plan for the public schools. The task force must specifically consider policies to implement arts education in the public schools, including: (1) an arts requirement in grades K-5, (2) availability of all four arts disciplines in grades 6-8, with students required to take at least one arts discipline each school year, and (3) availability of electives in the arts at the high school level. The task force must further consider a high school graduation requirement in the arts and the further development of the A+ Schools Program. http://www.ncga.state.nc.us/Sessions/2009/Bills/Senate/PDF/S66v5.pdf
Title: S.B. 66
Source: http://www.ncga.state.nc.us
| |
| CT | Signed into law 06/2010 | P-12 | Establishes a task force to study individualized educational programs (IEPs); Requires the task force to: (1) Examine the existing processes and procedures for the development and administration of IEPs; (2) Examine relevant federal laws and propose legislation that codifies such federal laws into state law; (3) Reevaluate existing IEPs under federal law standards; (4) Examine the training required for personnel administering IEPs and develop ways in which such training can be included in professional development for certified employees; (5) Develop a program for the auditing of IEPs at the district level; and (6) Examine ways in which to address issues of noncompliance by personnel and districts in the administration of IEPs. http://www.cga.ct.gov/2010/ACT/SA/2010SA-00009-R00HB-05426-SA.htm
Title: HB 5426
Source: http://www.cga.ct.gov
| |
| FL | Issued 06/2010 | P-12 | Establishes Florida's Task Force on Excellent Teaching. Directs the task force to:
(1) Review performance appraisal systems and teacher certification systems
(2) Identify initiatives and strategies that honor Florida's quality teachers for dedicating their careers to teaching
(3) Examine the positive impact teachers have on the state's ability to compete in a global economy
(4) Identify methods for establishing differential and performance-based merit pay for classroom teachers
(5) Develop workable measures of student learning gains, including special education students
(6) Formulate strategies for identifying and dealing with low-performing teachers
(7) Identifying successful strategies and initiatives for improving the recruitment, development and retention of quality teachers through:
--Reviewing teacher preparation programs
--Identifying linkages between teacher merit and student learning
--Identifying effective peer-delivered professional development and support and the essential components of new teacher support programs
--Identifying, disseminating and replicating effective teaching practices, including strategies for teachers to collaborate
--Identifying technologies proven to support teacher productivity, efficiency and effectiveness
--Identifying effective working conditions to retain beginning teachers
--Examining compensation, benefits and incentive issues
--Examining options to define, recognize and reward effective teachers
By December 2010, directs the task force to provide recommendations to the governor, president of the senate, speaker of the house and state board of education that address the goals and objectives of the task force, including recommendations regarding changes to statute and administrative rule. Provides the task force must continue in existence until its objectives are achieved but no later than June 2011, unless extended by a subsequent executive order. http://flgov.com/pdfs/orders/10-126-teaching.pdf
Title: E.O. 10-126
Source: flgov.com
| |
| OH | Signed into law 06/2010 | P-12 | Establishes the Healthy Choices for Healthy Children Council. Directs the council to:
(1) Monitor progress in improving student health and wellness
(2) Make periodic policy recommendations to the state board of education on ways to improve the nutritional standards for food and beverages served in public schools
(3) Make periodic recommendations to the department of education for the development of a clearinghouse of best practices in the areas of student nutrition, physical activity for students, and body mass index (BMI) screenings
(4) Assist the department of health in developing a list of resources on health risks associated with weight status, for distribution to parents
(5) Regularly review developments in science and nutrition to inform recommendations to the state board and department of education.
Requires the department of education, upon receipt of the council's initial recommendations, to establish a clearinghouse of best practices that schools may use to promote student health. Directs the department to update the clearinghouse as needed to reflect subsequent council recommendations.
Establishes new Section 3313.674, which requires students in kindergarten, 3rd, 5th and 9th grades to undergo a BMI and weight status category screening. Allows parents to opt their child out of screening requirement. Requires parents of each screened student to be notified of any health risks associated with the student's results and to be provided with information about appropriately addressing the risks. Requires local boards/charter school governing authorities to report aggregated BMI and weight status category data and any other demographic data required by the director of health, to the department of health. Allows a local board/governing authority to obtain a waiver from this requirement.
Directs the department of education to issue an annual report on public schools' compliance with new Section 3313.674. Establishes new Section 3313.6016, which directs the department of education, beginning in the 2011-12 school year, to administer a pilot program requiring daily physical activity for students. Permits any district, charter school, STEM school or nonpublic school to choose to participate; if a district elects to participate, requires all buildings operated by that district to participate. Specifies that participating schools must require students (grades K-12) to engage in at least 30 minutes of moderate to rigorous physical activity, not including recess, and that physical activity as part of a physical education course or before- or after-school activity may count towards this requirement. Identifies students excused from this requirement, including among others kindergarten students not enrolled in a full-day kindergarten program. Requires participating districts or schools to report to the department how the 30 minutes of daily physical activity was implemented and the financial cost of implementation; requires the department to issue an annual report of this data.
By December 31, 2011, directs the state board of education to develop a measure of (1) student success in meeting benchmarks in the physical education standards; (2) compliance with the requirements for local wellness policies prescribed by the federal "Child Nutrition and WIC Reauthorization Act of 2004"; (3) whether a school or district is complying with or operating under a waiver from Section 3313.674; and (4) whether a district or building is participating in the physical activity pilot program established through new Section 3313.6016. Requires the measure to be included in building and district report cards, beginning with report cards issued for the 2012-13 school year, but specifies that the measure will not be a factor in performance ratings issued. Permits the department to accept, receive and expend gifts, devises or bequests of money for the purpose of establishing this measure.
Amends high school graduation requirements to require the half-unit of health to include instruction in nutrition and the benefits of nutritious foods and physical activity for overall health.
Requires that each public, charter and STEM school teacher hired after July 2013 to teach physical education holds a valid license for teaching physical education.
Pages 1-14, 22 and 28-29 of 32: http://www.legislature.state.oh.us/BillText128/128_SB_210_EN_N.pdf
Title: S.B. 210, Part I
Source: www.legislature.state.oh.us
| |
| RI | Signed into law 06/2010 | P-12 | Amends joint resolution creating a permanent legislative commission on child care in Rhode Island. Revises provisions related to commission membership http://www.rilin.state.ri.us/PublicLaws/law10/res10/res10372.htm
Title: H.R. 7826
Source: www.rilin.state.ri.us
| |
| RI | Signed into law 06/2010 | P-12 | Extends the reporting deadline for the Special Joint Commission to Study the Education of Children with Autism, created during the 2009 legislative session, to January 26, 2011. Provides said commission will expire on June 28, 2011. http://www.rilin.state.ri.us/PublicLaws/law10/res10/res10368.htm
Title: H.R. 7253
Source:
| |
| RI | Signed into law 06/2010 | P-12 | Creates the Task Force on the Education of Children and Youth in the Care of the Department of Children, Youth, and Families. Directs the task force to make recommendations for:
(1) Identifying challenges to ensuring the educational stability and success of children and youth involved with DCYF from pre-K through college undergraduates, including, but not
limited to:
(i) Determining when a child's and/or youth's educational placement is not in his/her best interest
(ii) Ensuring that transportation issues are addressed to assist in maintaining educational stability
(iii) Immediate transfer of student records and collaboration between schools on the provision of student information when a student needs to move schools
(iv) Ensuring the portability of student credits and graduation requirement expectations when a student's educational placement changes
(v) Identifying issues related to school residency and/or educational funding issues related to youth involved with DCYF; and
(vi) Issues related to ensuring the stability of educational placements unless they are not in the best interest of the child; and ensuring that schools and school districts collaborate in sending and obtaining the information and records necessary when a child/youth moves schools.
Directs the task force to report its findings and recommendations to the general assembly by March 22, 2011. Provides the commission expires on May 31, 2011. http://www.rilin.state.ri.us/PublicLaws/law10/res10/res10363.htm
Title: H.R. 8109, S.R. 2872
Source: www.rilin.state.ri.us
| |
| RI | Signed into law 06/2010 | P-12 | Establishes the Special Legislative Commission to Study the Purchase and Use of Textbooks in Public Schools. Directs the commission to make a comprehensive study of the use of textbooks in the public schools, and in particular the following:
(1) The use and exploitation of electronic media in the classroom, and specifically to explore the possible advantages and disadvantages of the "paperless classroom", so-called, and the possible cost savings arising therefrom.
(2) The list of textbooks in use in the public schools as published by the commissioner of education, and whether that list should be expanded to cover all subjects and should specify a limited number of options per grade.
(3) The procurement process, and whether the procurement and distribution of textbooks should be a centralized function under the department of education.
Directs the commission to report its findings and recommendations by March 5, 2011. Provides the commission expires on May 5, 2011. http://www.rilin.state.ri.us/PublicLaws/law10/res10/res10374.htm
Title: H.R. 8156, S.R. 2822
Source: www.rilin.state.ri.us
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| RI | Signed into law 06/2010 | P-12 | Creates a special legislative commission to study relief from state mandates. Includes among the commission's nine members the commissioner of education or designee; and a union representative who represents teachers, to be appointed by the senate president. Directs the commission to report its findings and recommendations to the general assembly by February 1, 2011. Provides the commission will expire on March 31, 2011. http://www.rilin.state.ri.us/PublicLaws/law10/res10/res10339.htm
Title: S.R. 3013
Source: www.rilin.state.ri.us
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| CT | Signed into law 05/2010 | P-12 | Establishes the Performance Evaluation Advisory Council within the state department of education; details the council's membership and provides that the council is responsible for (1) assisting board of education in the development and implementation of the teacher evaluation guidelines and (2) data collection and evaluation support system (see Sec. 5 of the bill). http://www.cga.ct.gov/2010/ACT/PA/2010PA-00111-R00SB-00438-PA.htm
Title: S.B. 438 - Sec. 5
Source: http://www.cga.ct.gov
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| CT | Signed into law 05/2010 | P-12 | Establishes a task force to study and monitor the academic achievement gap between racial and socioeconomic groups in Connecticut by considering effective approaches to closing the achievement gap in elementary, middle and high schools. The task force is required to consider, but not be limited to, the following: (1) systematic education planning; (2) best practices in public education; (3) professional development for teachers; and (4) parental involvement in public education. http://www.cga.ct.gov/2010/ACT/PA/2010PA-00111-R00SB-00438-PA.htm
Title: S.B. 438 - Sec. 30
Source: http://www.cga.ct.gov
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| IL | Signed into law 05/2010 | Postsec. | Directs the board of higher education to establish a Higher Education Finance Study Commission. Tasks the commission with:
(1) Examining the history and means of higher education funding in the state, comparing funding with other states and peer institutions, and reviewing funding mechanisms for adequacy, equity, and reliability
(2) Comparing the productivity of Illinois higher education to other state systems and the productivity of public colleges and universities to peer institutions
(3) Analyzing best practices implemented in other states, such as Ohio and Indiana, for incentivizing certificate and degree completion, including incentives for students and for institutions
(4) Reviewing tuition and financial aid policies and practices and their roles in improving certificate and degree completion
(5) Considering alternative funding mechanisms.
Directs the commission to report its findings and recommendations to the general assembly and governor by December 2010. http://www.ilga.gov/legislation/96/SJR/PDF/09600SJ0088lv.pdf
Title: S.J.R. 88
Source: www.ilga.gov
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| MD | Signed into law 05/2010 | P-12 | Establishes the Task Force to Explore the Incorporation of the Principles of Universal Design (i.e., an approach to education curriculum design in which curriculum is intentionally and systemically designed from the beginning to address students' individual differences; specifically recommends the use of flexible instruction materials, techniques, and strategies) for Learning into the education systems in Maryland; provides for the membership, purposes, and staffing of the Task Force. http://mlis.state.md.us/2010rs/chapters_noln/Ch_305_sb0467E.pdf
Title: S.B. 467
Source: http://mlis.state.md.us
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| MN | Signed into law 05/2010 | P-12 | Adds the commissioner of health, or the commissioner's designee, to the membership of the State Advisory Council on Early Childhood Education and Care. Modifies the duties of the council by providing additional direction to the council regarding making recommendations on how to coordinate or co-locate early childhood and child care programs into one state Office of Early Learning and adding requirements that the council make recommendations to the governor and the legislature on creating a statewide school readiness report card and on how to screen and comprehensively assess children for school readiness. Requires the council to report its recommendations to the governor and the legislature by January 15, 2012, with an interim report on February 15, 2011.
https://www.revisor.mn.gov/bin/bldbill.php?bill=S2505.1.html&session=ls86
Title: S.F. 2505
Source: https://www.revisor.mn.gov
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| NJ | Issued 05/2010 | Postsec.
Community College | Creates the New Jersey Higher Education Task Force. The Task Force will consist of up to 7 members appointed by the Governor who shall serve at his
pleasure. The Task Force is charged with developing recommendations for the Governor concerning the State's higher education system. In particular, the Task Force shall consider and make recommendations to improve the overall quality and effectiveness of the State's higher education system.
http://nj.gov/infobank/circular/eocc26.pdf
Title: E.O. 26
Source: whttp://nj.gov
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| RI | Signed into law 05/2010 | P-12 | Creates a special senate commission to study the funding of vocational schools in the state. Directs the commission to report its findings and recommendations by March 31, 2011. Provides the commission will expire on June 30, 2015. http://www.rilin.state.ri.us/PublicLaws/law10/res10/res10277.htm
Title: S.R. 2884
Source: www.rilin.state.ri.us
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| SC | Signed into law 05/2010 | P-12 | Directs the state Department of Education, in collaboration with the Education Oversight Committee, to convene a task force to include, but not be limited to, district level instructional and assessment personnel to examine the feasibility of shifting from the use of the High School Apprenticeship Program (HSAP) to end-of-course assessments for meeting federal assessment requirements; Requires the task force to, at a minimum, examine the utility of the HSAP and end-of-course assessment programs and the benefits and information each provides as well as implementation considerations, costs factors, and appropriate transition timelines the state encounters in shifting from HSAP to end-of-course assessments for federal purposes; Requires the task force to submit its findings to the Senate Finance Committee, Senate Education Committee, House Ways and Means Committee, House Education and Public Works Committee, the State Board of Education, and the Education Oversight Committee by January 15, 2011. http://www.scstatehouse.gov/sess118_2009-2010/bills/4823.htm
Title: H.J.R. 4823 - Sec. 7
Source: http://www.scstatehouse.gov
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| OR | Signed into law 04/2010 | P-12 | Establishes Task Force on Education Career Preparation and Development for purpose of improving effectiveness of school teachers, administrators and counselors by building stronger connections between education career preparation institutions and employers of education professionals; sunsets task force on date of convening of next regular biennial legislative session; declares emergency, effective on passage.
Chapter 64
http://www.leg.state.or.us/10ss1/measpdf/hb3600.dir/hb3619.en.pdf
Title: H.B. 3619A
Source: http://www.leg.state.or.us
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| AL | Signed into law 03/2010 | Community College
Postsec. | Creates the Two Year College System Joint Interim Legislative Committee. Directs the committee to study all facets of the two-year college system and to adopt the recommendations of the Final Report of the House of Representatives Interim Legislative Study Committee to Assess the Two-year College System, submitted to the Alabama State Legislature on January 21, 2010. Directs the committee to report its findings, conclusions and recommendations to the legislature by the 5th day of the 2011 Regular Session, at which time the committee will be dissolved.
Title: H.J.R. 97
Source:
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| MS | Signed into law 03/2010 | P-12
Postsec.
Community College | Establishes the Education Achievement Council to increase educational attainment of the state's working-age population by 2025.
http://billstatus.ls.state.ms.us/documents/2010/pdf/HB/1000-1099/HB1071SG.pdf
Title: H.B. 1071
Source: http://billstatus.ls.state.ms.us
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| VA | Issued 03/2010 | Postsec. | Establishes the Governor's Commission on Higher Education Reform, Innovation and Investment. Directs the commission to consider the current state of public and private higher education in the state, and best practices in other states and countries. Directs the commission to make findings and recommendations for addressing the following priorities:
(1) Preserving and enhancing the instructional excellence of Virginia's leading universities and of the higher education system as a whole
(2) Significantly increasing the percentage of college-age Virginians who enroll in colleges and complete degrees
(3) Attracting and preparing young people for the STEM areas and other disciplines (e.g., healthcare and advanced manufacturing) where skill shortages now exist and/or unmet demand is anticipated
(4) Forging new public-private partnerships and regional strategies for business recruitment, workforce preparation, and university-based research
(5) Making the state a national leader in providing higher education opportunities to military personnel and veterans
(6) Crafting a sustainable higher education funding model that will move Virginia toward higher levels of educational attainment and economic competitiveness over the next 15 years
(7) Developing innovative ways to deliver quality instruction, cost-saving reform strategies, and affordable new pathways to degree attainment for Virginians, regardless of income or background
(8) Evaluating strategies to reduce costs through additional college placement testing and accelerated degree completion
(9) Creating effective workforce development programs through expanded use of the community college system in coordination with the commission on economic development and job creation.
Calls for the creation of the following committees, and identifies tasks for each committee: (1) Increased Degree Attainment, Financial Aid and Workforce Training; (2) Implement Innovation and Cost Containment; and (3) Regional Strategies/Partnerships for Research and Economic Development.
Directs the committee to submit its interim findings and recommendations on matters potentially impacting the executive budget by September 30, 2010. Directs the commission to an interim report of its activities, findings and recommendations by November 30, 2010. Provides the interim report must focus primarily on increasing degree attainment, concentrating increased educational attainment in STEM areas and other high-demand and high-income fields, a model for higher education funding, and partnerships through which public and private colleges and community colleges participate actively in economic development and workforce training. Directs the commission to continue to meet and make recommendations on additional stated objectives throughout 2011.
Provides this executive order will become effective upon signing and remain in full force and effect until March 26, 2011 unless amended or rescinded by further executive order.
http://www.governor.virginia.gov/Issues/ExecutiveOrders/pdf/EO_9.pdf
Title: E.O. 9
Source: www.governor.virginia.gov
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| IL | Signed into law 02/2010 | Postsec. | Cites legislative findings, including that (1) private loans currently constitute 20% of total education loan money, as opposed to 5% of student loans 10 years ago, and (2) tuition at public universities has risen 57% in the past five years. Creates the Task Force on Higher Education Private Student Loans Act. Establishes task force membership. Charges the task force with investigating or assessing:
(1) The rates, fees and terms associated with private student loans made to students in the state
(2) How rates, fees and terms impact the accessibility of private student loans, affordability of student loans, and choice of institution students have
(3) The impact rates, fees and terms have on students after graduation, specifically: (A) The amount of debt they carry; (B) The impact on pursuing post-graduate degrees; and (C) The ability to repay their loans
(4) The relationship between rising tuition and the availability of private loans
(5) The impact of capping private student loan fees charged by lenders
(6) How many private student loans are in default or are not able to be repaid
(7) What rates, fees and terms are common to those private student loans in default
(8) What impact loan defaults have on lending institutions
(9) The impact a loan default has on the borrower
(10) What additional disclosures can be made to students regarding high risk loans, financial information, financial choices and financial aid available
(11) What higher education institutions can do to advise students on their financial aid and loan resources
(12) Whether race/ethnicity are a factor in the rates, fees and terms associated with private student loans.
Directs the task force to report its findings and recommendations to the general assembly by December 31, 2010. http://www.ilga.gov/legislation/publicacts/96/PDF/096-0880.pdf
Title: S.B. 1698
Source: www.ilga.gov/legislation
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| 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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| NJ | Signed into law 01/2010 | P-12 | Establishes New Jersey Special Education and Traumatic Brain Injury Task Force to study instructional practices and strategies that improve recognition of, and benefit students with, a traumatic brain injury and examine the ways in which current State policies affect this population. Defines membership and duties of the task force.
http://www.njleg.state.nj.us/2008/Bills/A4500/4270_R1.PDF
Title: A.B. 4270
Source: http://www.njleg.state.nj.us
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| NJ | Signed into law 01/2010 | Postsec.
Community College | Establishes Task Force on Underage Drinking in Higher Education. Defines membership and duties of task force.
http://www.njleg.state.nj.us/2010/Bills/A1500/1145_I1.PDF
Title: S.B. 2491
Source: http://www.njleg.state.nj.us
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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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