 |
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--No Pass No Play |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
| |
| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--College Entrance Exams |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Compulsory |
| |
| 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--Charter Schools--Research |
| |
| Choice of Schools--Choice/Open Enrollment |
| |
| Choice of Schools--Innovation Schools |
| |
| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Tax Credits |
| |
| Choice of Schools--Vouchers |
| |
| Choice of Schools--Vouchers--Privately Funded |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Civic Knowledge and Literacy |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Data-Driven Improvement |
| |
| Demographics--Enrollments |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Aid to Private Schools |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| Finance--Performance Funding |
| |
| 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 |
| |
| 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 |
| |
| MI | Signed into law 07/2011 | P-12 | From Legislative Staff Summary - Specifies provisions that must apply to personnel decisions concerning teachers when a school district or intermediate school district (ISD) conducts a staffing or program reduction or otherwise makes a personnel determination resulting in the elimination of a position, conducts a recall from a reduction, or hires after a reduction.
Teacher and Administrator Evaluation:
Establishes requirements for the teacher evaluation system, including an annual year-end evaluation and a mid-year progress report, beginning with the 2013-2014 school year. Requires a teacher to be dismissed if he or she is rated as ineffective on three consecutive year-end evaluations. Allows a nonprobationary teacher who is rated as ineffective on a year-end evaluation to request a review of the rating by the district superintendent. Specifies classroom observation requirements. Establishes requirements for the evaluation of school administrators. Requires the dismissal of an administrator who is rated as ineffective on three consecutive year-end evaluations, if the same evaluation tool and system are used in the three evaluations. Requires teachers' and administrators' year-end evaluations to be based at least 25% on student growth and assessment data in 2013-2014, 40% in 2014-2015, and 50% beginning in 2015-2016. Exempts a district from the teacher and administrator evaluation requirements for a public school if the district is already using a performance evaluation system that meets certain criteria, or if it adopts an evaluation system that is identical to that of an exempt school. Requires notification to parents if pupils are assigned to teachers whose last two year-end ratings were ineffective, beginning in 2015-2016.
Governor's Council on Educator Effectiveness:
Creates the Governor's Council on Educator Effectiveness. Requires the Council, by April 30, 2012, to submit a report that recommends a student growth and assessment tool, State evaluation tools for teachers and administrators, and parameters for effectiveness rating categories. Specifies a legislative intent to enact legislation to put in place a statewide performance evaluation system taking into account the Council's recommendations. http://www.legislature.mi.gov/documents/2011-2012/publicact/htm/2011-PA-0102.htm
Title: H.B. 4627
Source: http://www.legislature.mi.gov
| |
| MN | Signed into law 07/2011 | P-12 | Requires that a school superintendent perform an annual evaluation of school principals.
Directs school districts to develop and implement a performance-based system for annually evaluating school principals. Requires the evaluation to be designed to improve teaching and learning and to: support and improve a principal's instructional leadership, organizational management, and professional development; include formative and summative assessments; be consistent with a principal's job description, district plans and goals, and the principal's own growth plans and goals, and support principals' leadership behaviors and practices, rigorous curriculum, school performance and high quality instruction; include on-the-job observations and previous evaluations; allow surveys to help identify a principal's effectiveness; use longitudinal data as an evaluation component and incorporate district achievement goals and targets; be linked to professional development; and implement a plan to improve the performance of a principal not meeting standards of professional practice.
Makes this section effective for the 2013-2014 school year and later. (Article 2, Secs 21&22)
http://wdoc.house.leg.state.mn.us/leg/LS87/1/HF0026.0.pdf
Title: H.F. 26
Source: http://www.house.leg.state.mn.us/
| |
| MN | Signed into law 07/2011 | P-12 | Directs the education commissioner and the associations of elementary and secondary school principals to convene a group of experts and stakeholders to develop an annual performance-based principal evaluation system model which will consider: high standards for student performance, rigorous curriculum, quality instruction, a culture of learning and professional behavior, connections to external communities, systemic performance accountability and improving school performance.
Directs the education commissioner and the associations of elementary and secondary school principals to submit a written report including recommendations for a performance-based system model for annual evaluations to the legislature by February 1, 2012. (Article 2, Sec 47)
http://wdoc.house.leg.state.mn.us/leg/LS87/1/HF0026.0.pdf
Title: H.F. 26
Source: http://www.house.leg.state.mn.us/
| |
| NV | Signed into law 06/2011 | P-12 | Existing law provides that a teacher or administrator must be evaluated at least once each year. Teachers and administrators who have completed their probationary period is considered postprobationary. Postprobationary teachers or administrators who receive an unsatisfactory evaluation, or any other equivalent evaluation which designates overall performance is below average for 2 consecutive schools years will be deemed to be a probationary employee and must serve an additional probationary period. Sections 4 of this bill provides that the provisions of Section 1 of this are are not superseded by the terms of a collective bargaining agreement. Section 5 authorizes a teacher or administrator deemed to be probationary and dismissed before the completion of the current school year to request an expedited hearing.
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB225_EN.pdf
Title: A.B. 225
Source: http://www.leg.state.nv.us
| |
| NV | Signed into law 06/2011 | P-12 | Expands the requirements of the annual reports of accountability to include a reporting of the number and percentages of administrators, teachers, and other staff for each elementary school, middle school or junior high school and high school and for each school district in the state. Requires the board of trustees of each school district to: (1) establish a program of performance pay and enhanced compensation for the recruitment and retention of licenses teachers and administrators; and (2) implement the program commencing with the 2014-15 school year. Section 9 provides that if a written evaluation of a probationary teacher or administrator states that overall performance is "unsatisfactory": (1) evaluation must include a written statement that the contract of the person so evaluated may not be renewed for the next school year and that the employee may request reasonable assistance in correcting the deficiencies identified in the evaluation; and (2) the person must acknowledge in writing that he or she has received and understands the written statement. Section 12 revises the grounds for which a teacher may be suspended, dismissed or not reemployed to include gross misconduct. Section 13 provide that a postprobationary teachers receiving an unsatisfactory evaluation or a minimally effective evaluation must be evaluated three times in the immediately succeeding school year. Effective July 1, 2013, Sections 14 and 16 of this bill revise the policies for evaluations of teachers and administrators to require the designation of an individual teacher or administrators as "highly effective,", "effective," "minimally effective", or "ineffective" and provide that the policies must require that certain information on pupil achievement which is maintained by the automated system of accountability information for Nevada account for at least 50% of the evaluations. Section 19.6 provides that a board of trustees of a school district that determines a reduction in the existing workforce of the licensed educational personnel in the school district is necessary must not base the decision to lay off a teacher or an administrator solely on the seniority of the teacher or administrator and my consider other factors.
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB229_EN.pdf
Title: A.B. 229
Source: http://www.leg.state.nv.us
| |
| NV | Signed into law 06/2011 | P-12 | Creates the Teachers and Leaders Council of Nevada; prescribing the membership and duties of the Council; requiring the State Board of Education to establish a statewide performance evaluation system for teachers and administrators; revising provisions governing the policies for the evaluation of teachers and administrators; revising the designations required of the evaluations of teachers and administrators; making an appropriation; and providing other matters properly relating thereto.
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB222_EN.pdf
Title: A.B. 222
Source: http://www.leg.state.nv.us
| |
| OH | Signed into law 06/2011 | P-12 | Requires that local board procedures for principal evaluations be based on principles comparable to the teacher evaluation policy adopted by the board under section 3319.111, but be tailored to the duties and responsibilities of principals and the environment in which principals work. Page 361 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Principal Evaluations
Source: www.legislature.state.oh.us
| |
| TX | Signed into law 06/2011 | P-12 | Clarifies that the confidentiality of documents evaluating teacher or administrator performance applies to teachers and administrators at open-enrollment charter schools, regardless of whether the teacher or administrator is certified. Provides that at the request of a school district or open-enrollment charter school at which a teacher or administrator has applied for employment, an open-enrollment charter school may give the requesting district or school a document evaluating the performance of a teacher or administrator employed by the school. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB02971F.pdf#navpanes=0
Title: H.B. 2971
Source: www.capitol.state.tx.us
| |
| TX | Signed into law 06/2011 | P-12 | Requires districts to appraise each principal annually. Directs the commissioner to establish by rule and administer a comprehensive principal appraisal and professional development system. Authorizes the commissioner to establish a consortium of experts on education leadership and policy to (1) assist in developing the system, (2) evaluate relevant research and practice, and (3) make recommendations to the commissioner. Directs the commissioner to establish school leadership standards and indicators to align with principal training, appraisal, and professional development. In appraising principals, directs districts to use either the commissioner's appraisal system and school leadership standards and indicators, or locally-developed and -adopted appraisal process and performance criteria. Directs the commissioner, by December 2012 and December 2014, to submit a report to the governor, lieutenant governor, and legislative leaders on any actions taken under these provisions, and recommendations for legislative action on the training, appraisal, professional development, or compensation of principals.
Provides that in carrying out commissioner's powers and duties under these provisions, commissioner may use only money available from private sources. Clarifies that section 21.354 of the education code, directing the commissioner of education to recommend an appraisal process and criteria to appraise the performance of various classifications of school administrators, does not apply to principal performance appraisals. Requires that principal professional development include training based on scientifically-based research. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/SB01383F.pdf#navpanes=0
Title: S.B. 1383
Source: www.capitol.state.tx.us
| |
| NM | Issued 05/2011 | P-12
Postsec. | Creates the New Mexico Effective Teaching Task Force that is charged with presenting recommendations to the governor regarding how best to measure the effectivenes of teachers and school leaders. The recommendations must include: indentified measures of student achievement that will represent at least 50% of teacher evaluation; demonstrated best practices of effective teachers and teaching, which will make up remaining basis for evaluation; how the measures should be weighted; and how the state can transition to a performance-based compensation system.
http://governor.state.nm.us/uploads/FileLinks/1e77a5621a1544e28318ba93fcd47d49/EO-2011-024.pdf
Title: E.O. 2011-024
Source: http://governor.state.nm.us
| |
| OK | Signed into law 05/2011 | P-12 | Relates to the Teacher and Leader Effectiveness Evaluation System; changes the Commission from the Oklahoma Race to the Top Commission to the Teacher and Leader Effectiveness Commission; deletes certain requirements for commission; providing an effective date; and declaring an emergency. Full text attached for purposes of providing access to description of full evaluation system.
http://webserver1.lsb.state.ok.us/2011-12bills/HB/HB1267_ENR.RTF
Title: H.B. 1267
Source: http://webserver1.lsb.state.ok.us
| |
| ME | Signed into law 04/2011 | P-12 | Expands state law providing that each school district may select and incorporate one or more of the models for evaluation of the professional performance of teachers and principals proposed by the state department of education, by permitting a school district to develop and adopt its own models for teacher and principal evaluation. http://www.mainelegislature.org/legis/bills/bills_125th/chapters/PUBLIC36.asp
Title: H.P. 317
Source: http://www.mainelegislature.org
| |
| FL | Signed into law 03/2011 | P-12 | Enacts the "Student Success Act". Requires each district superintendent to annually report the results of instructional staff and administrator evaluations to the department of education. Directs the department to monitor implementation of each district's teacher and administrator evaluation systems for compliance with state law.
By December 2012, directs the commissioner of education to report to the governor and legislative leaders the approval and implementation status of each district's teacher and administrator evaluation systems. Beginning in 2012, requires the commissioner to annually report to the governor and legislative leaders each district's teacher and administrator performance evaluation results and the status of any evaluation system revisions.
Clarifies that local teacher and administrator evaluation systems must adhere to common parameters. Clarifies that teacher and administrator evaluation systems must be designed to support effective instruction and student learning growth, and that performance evaluation results must be used when developing district and school level improvement plans. Requires performance evaluation results to be used when identifying professional development. Requires that evaluation systems include a mechanism to examine performance data from multiple sources. Requires evaluation systems to differentiate among four levels of performance. Directs the commissioner of education to consult with experts, instructional personnel, administrators and education stakeholders in developing the criteria for the performance levels. Provides that peer assistance process may be a part of the regular evaluation system or used to assist employees placed on performance probation, newly hired classroom teachers, or employees who request assistance. Requires that teacher and administrator evaluation systems include a process for monitoring and evaluating the effective and consistent use of the evaluation criteria by employees with evaluation responsibilities, and a process for monitoring and evaluating the effectiveness of the system itself in improving instruction and student learning. Requires newly hired classroom teachers to be observed and evaluated at least twice in their first year of teaching in the district. Repeals most existing criteria included in employee evaluations. Requires at least 50% of performance evaluations for instructional personnel and administrators to be based on data and indicators of student learning growth as measured by state assessments (or district assessments for subjects and grades not measured by state assessments). Directs districts to use a formula for calculating student growth for all courses associated with statewide assessments, and to select a formula for measuring student growth in all other courses and grades. Requires growth for classroom teachers, other instructional personnel and administrators to take into account at least three years of student data, when available. Requires that evaluation criteria used when annually observing classroom teachers include indicators based on each of the Florida Educator Accomplished Practices adopted by the state board. Requires that evaluation criteria for administrators include indicators based on each of the leadership standards adopted by the state board, including specified practices and other practices that result in student learning growth. Permits the evaluation system to include a means to give parents and instructional personnel an opportunity to provide input into the administrator's performance evaluation. Requires professional responsibilities other than instructional practice for teachers and instructional leadership for administrators to be included in the performance evaluation, as adopted by the state board. Permits local boards to include additional professional responsibilities. Permits evaluation systems to provide for the evaluator to consider input from other personnel trained to conduct employee evaluations.
Clarifies that superintendents must annually notify the department of any teachers or administrators who receive two unsatisfactory evaluations, or who have been given notice of intent to terminate or not renew.
Directs the commissioner of education, by June 2011, to approve a formula to measure individual student learning growth on the Florida Comprehensive Assessment Test (FCAT), which must include prior academic performance. Directs the commissioner, in developing the formula, to also consider other factors, such as a student's attendance record, disability status or status as an English language learner. Directs the commissioner to select additional formulas for other statewide tests and new tests as they are adopted. Beginning in the 2011-12 school year, requires districts to measure student learning growth using the commissioner-approved formulas for courses associated with the FCAT. Beginning in the 2014-15 school year, for grades and subjects not assessed by statewide assessments, requires districts to measure student growth using locally-approved formulas. Directs the department to provide models for measuring student learning growth that districts may adopt. Provides alternatives for measuring classroom teacher performance in courses not measured by a statewide assessment. Beginning with the 2014-15 school year, directs districts to administer locally-approved assessments for each course offered in the district. Provides these may include statewide assessments, other standardized assessments (including nationally recognized standardized assessments), industry certification exams or district-developed or -selected end-of-course exams. Directs the commissioner of education to identify methods to help districts develop and select such assessments.
Provides that charter schools are not exempt from these provisions. Permits a Race to the Top district to be awarded an exemption in 2011-12 such that 40% rather than 50% of instructional personnel and administrator performance evaluations are based on student growth, provided specified criteria are met.
By July 2012, directs the department of education to annually report the performance rating data required under Section 1012.34 of this Act. Requires that the report include the percentage of classroom teachers, instructional personnel, and school administrators receiving each performance rating aggregated by district and by school. Requires each district to annually report to the parent of any student who is assigned to a
classroom teacher or school administrator having two consecutive annual performance evaluation ratings of unsatisfactory, two annual performance evaluation ratings of unsatisfactory within a 3-year
period, or three consecutive annual performance evaluation ratings of needs improvement or a combination of needs improvement and unsatisfactory.
Pages 1-11, 18 and 24-25 of 25: http://laws.flrules.org/2011/1
Title: S.B. 736 - Teacher and Administrator Evaluations
Source: laws.flrules.org
| |
| Leadership--Principal/School Leadership--Induction Programs and Mentoring |
| |
| Leadership--Principal/School Leadership--Preparation |
| |
| Leadership--Principal/School Leadership--Preparation--Alternative |
| |
| Leadership--Principal/School Leadership--Professional Development |
| |
| Leadership--Principal/School Leadership--Tenure |
| |
| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--African American |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| No Child Left Behind--Adequate Yearly Progress |
| |
| No Child Left Behind--Assessment |
| |
| No Child Left Behind--Consequences for Schools |
| |
| No Child Left Behind--Report Cards |
| |
| No Child Left Behind--School Support |
| |
| No Child Left Behind--Supplemental Services |
| |
| 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 Ensuring Quality |
| |
| P-3 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Health and Mental Health |
| |
| P-3 Kindergarten |
| |
| P-3 Kindergarten--Full-Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Special Ed./Inclusion |
| |
| P-3 Teaching Quality/Professional Development |
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| Parent/Family |
| |
| Postsecondary |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
| |
| Postsecondary Accountability--Student Learning |
| |
| Postsecondary Affordability |
| |
| 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 |
| |
| Postsecondary Faculty--Compensation |
| |
| Postsecondary Faculty--Intellectual Property |
| |
| 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--Four-Year Baccalaureate |
| |
| Postsecondary Institutions--HBCUs/Minority-Serving Institutions |
| |
| Postsecondary Institutions--Private/Independent |
| |
| Postsecondary Online Instruction |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Admissions Requirements |
| |
| Postsecondary Participation--Affirmative Action |
| |
| Postsecondary Participation--Enrollments (Statistics) |
| |
| Postsecondary Students |
| |
| Postsecondary Students--Adults |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Students--Foster Youth |
| |
| Postsecondary Students--Graduate/Professional |
| |
| Postsecondary Students--International |
| |
| Postsecondary Students--Low-Income |
| |
| Postsecondary Students--Military |
| |
| Postsecondary Students--Minority |
| |
| Postsecondary Success |
| |
| Postsecondary Success--Completion |
| |
| Postsecondary Success--Completion--Completion Rates (Statistics) |
| |
| Postsecondary Success--Developmental/Remediation |
| |
| Postsecondary Success--Retention/Persistence |
| |
| Postsecondary Success--Transfer/Articulation |
| |
| Private Schools |
| |
| Privatization |
| |
| Promising Practices |
| |
| Promotion/Retention |
| |
| Public Involvement |
| |
| Reading/Literacy |
| |
| Reading/Literacy--Adult 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 Safety--Uniforms/Dress Codes |
| |
| School/District Structure/Operations |
| |
| School/District Structure/Operations--District Consolidation/Deconsolidation |
| |
| School/District Structure/Operations--District Size |
| |
| 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--Staffing Ratios |
| |
| 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--Immigrant 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 |
| |
| STEM |
| |
| Student Achievement |
| |
| Student Supports |
| |
| Student Supports--Counseling/Guidance |
| |
| Student Supports--Mentoring/Tutoring |
| |
| Student Supports--Remediation |
| |
| Student Surveys |
| |
| Students--Athletics/Extracurricular Activities |
| |
| Students--Employment |
| |
| Students--Incentives |
| |
| Students--Records/Rights |
| |
| Teaching Quality |
| |
| 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--Highly Qualified Teachers |
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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 Attitudes |
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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--Unions/Collective Bargaining--Strikes |
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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--Teacher/Faculty Training |
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| Textbooks and Open Source |
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| Urban--Change/Improvements |
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