 |
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) |
| |
| TX | Adopted 12/2011 | P-12 | From Texas Register: Incorporates program changes identified during the statutorily required review of rules conducted in 2010, including updates to provisions relating to performance standards and revocation of grant awards. Also reflects updates to the funding formula. Page 67 of December 23, 2011 Texas Register (http://www.sos.state.tx.us/texreg/pdf/backview/1223/1223adop.pdf) explains all changes.
Adopted as published in the June 10, 2011 Texas Register (pages 10-16 of 28: http://www.sos.state.tx.us/texreg/pdf/backview/0610/0610prop.pdf).
Title: 19 TAC 89.1501, 1502, 1503, 1504, 1507, 1509, 1511
Source: www.sos.state.tx.us
| |
| CA | Signed into law 10/2011 | P-12 | From bill summary: Existing law requires the superintendent of public instruction, with approval of the state board, to develop an alternative accountability system for specified types of schools, including, among others, community day schools and continuation schools. Existing law allows these schools to receive an Academic Performance Index (API) score, but prohibits them from being included in the API rankings of schools. New provisions, until January 1, 2017, require the superintendent of public instruction and the state board, as part of the alternative accountability system for schools, or any successor system, to allow no more than 10 dropout recovery high schools to report the results of an individual pupil growth model that is proposed by the school and certified by the superintendent of public instruction pursuant to specified criteria
instead of reporting other indicators. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0151-0200/ab_180_bill_20111009_chaptered.pdf
Title: A.B. 180
Source: www.leginfo.ca.gov
| |
| CT | Signed into law 07/2011 | P-12 | Sec. 1 - Establishes a task force to address the academic achievement gaps in Connecticut by considering effective approaches to closing the achievement gaps in elementary, middle and high schools. Requires the task force to submit a master plan to the General Assembly by July 1, 2012. Provides that the task force must terminate on January 1, 2020.
Sec. 2 - Establishes an Interagency Council for Ending the Achievement Gap (the council) to assist the achievement gap task force, in the development of the master plan to eliminate the academic achievement gaps in Connecticut, implement the provisions of the master plan, and, if necessary, make recommendations for legislation relating to the master plan to the joint standing committee of the General Assembly. Directs the council to submit annual progress reports on the implementation of the master plan to the General Assembly.
Sec. 3 - Permits local or regional boards of education for schools designated as low-achieving under state law to increase the number of school sessions each year and the number of school hours each day in order to improve student performance and remove the school from the list of low-achieving schools.
Sec. 4 - Provides that the summer reading program required in priority school districts must be offered to children enrolled in kindergarten who are determined by their school to be substantially deficient in reading based on measures established by the State Board of Education. Directs each priority school district to require the schools under its jurisdiction to assess the reading level of students enrolled in kindergarten at the end of the school year and in grades 1-3 at the beginning, middles and end of the school year (assessment was previously only required in grades 1-3 at the middle and end of the school year). Required individual reading plans must be monitored by school literacy teams that will consist of, but not be limited to, teachers, school reading specialists, internal or external reading consultants, the school principal and the provider of the additional instruction. Adds kindergarten to the grade range for which priority school districts may require students found substantially deficient in reading to attend summer school.
Sec. 5 - Permits the Commissioner of Education to identify schools to participate in a pilot study for the purposes of promoting best practices in early literacy and closing the academic achievement gaps.
Sec. 6 - Provides that the required statement of educational goals (which identify specific expectations for students in terms of skills, knowledge and competence) prepared by the board of education be annually established.
Sec. 7 - Requires, on and after July 1, 2011, any person applying for a certification in the endorsement area of elementary education to achieve a satisfactory evaluation on the appropriate State Board of Education approved mathematics assessment in order to be eligible for such elementary education endorsement.
Sec. 8 - Requires, not later than July 1, 2012, the Department of Education to approve and make available model curricula and frameworks in reading and mathematics for grades prekindergarten to grade four, inclusive, for use by boards of education for school districts or individual schools identified by the department as having academic achievement gaps.
Sec. 9 - Requires the Connecticut School Reform Resource Center (the Center) to provide a program of professional development activities for teachers to educate such students that includes research-based child development and reading instruction tools and practices. Requires the Center to develop strategies for assisting such students who are in danger of failing and develop culturally-relevant methods for educating students whose primary language is not English. http://www.cga.ct.gov/2011/ACT/PA/2011PA-00085-R00SB-00929-PA.htm
Title: S.B. 929
Source: http://www.cga.ct.gov
| |
| IL | Signed into law 07/2011 | P-12 | Provides that each campus of a Chicago charter school devoted exclusively to re-enrolled high school dropouts must be operated through a contract or payroll (instead of just operated) by the same legal entity as that for which the charter is approved and certified. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0151.pdf
Title: H.B. 2401
Source: www.ilga.gov
| |
| TX | Signed into law 07/2011 | P-12 | Permits a student to enroll in a course provided through the state virtual school network if the student is either under 21 or under 26 and entitled to the benefits of the Foundation School Program under Section 42.003. Directs each district or open-enrollment charter school to adopt a policy providing students with the opportunity to enroll in courses provided through the state virtual school network; requires such policy to be consistent with statutory requirements. Requires a determination of whether an electronic course will meet the needs of a student with a disability to be made by the student's admission, review, and dismissal committee in accordance with state and federal law. Requires the administering authority of the state virtual school network to provide students who have completed or withdrawn from a course (and students' parents) a mechanism to provide comments regarding the course. Requires the administering authority to provide public access to student and parent comments, and for comments to be able to be sorted by teacher, electronic course, and provider district or school. Provides that if the essential knowledge and skills with which a state virtual school network course is aligned are modified, the provider district or school must have the same time period to align the course as is provided for the modification of a course provided in a traditional classroom setting. Existing law requires the administering authority to establish a schedule for an annual submission and approval process for electronic courses, and evaluate electronic courses to be offered through the state virtual school network. New provision (1) requires the administering authority to publish such schedule, including any deadlines, and any guidelines applicable to the submission and approval process, and (2) requires the evaluation to include review of each electronic course component, including off-line material proposed to be used in the course. Directs the state education agency to establish and publish a fee schedule for the cost of evaluating and approving electronic courses submitted by a district, open-enrollment charter school, or public or private institution of higher education, if the agency determines a shortage of funds for that purpose.
Provides a district or open-enrollment charter school is entitled to funding for a student's enrollment in a course offered through the state virtual school network in the same manner the district or charter school is entitled to funding for the student's enrollment in courses provided in a traditional classroom setting, provided the student successfully completes the electronic course. Directs the commissioner to adopt a standard agreement to govern payments relating to a student's enrollment in an electronic course offered through the state virtual school network. Provides exceptions to when a district or open-enrollment charter school must use the standard agreement. Repeals Section 42.159, Education Code. Pages 178-184 of 263: http://www.capitol.state.tx.us/tlodocs/821/billtext/pdf/SB00001F.pdf#navpanes=0
Title: S.B. 1
Source: www.capitol.state.tx.us
| |
| IL | Signed into law 06/2011 | P-12 | Allows at least 5 charter schools devoted exclusively to students from low-performing or overcrowded schools to operate at any one time in Chicago. Provides the up to five Chicago charter schools serving re-enrolled high school dropouts to also serve students age 15 or 16 who are at risk of dropping out. Specifies that a Chicago charter school whose mission is to serve high school dropouts may grant priority admission (previous language said "restrict admission") to high school dropouts and/or students age 15-16 who are at risk of dropping out. Also permits any charter school with a mission exclusive to educating students from low-performing or overcrowded schools to restrict admission to students from low-performing or overcrowded schools. Defines "priority admission", "low-perfoming school", "overcrowded school" and "students at risk of dropping out" for these purposes. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0624.pdf
Title: H.B. 190
Source: www.ilga.gov
| |
| NC | Signed into law 06/2011 | P-12 | Budget Technical Corrections Legislation:
Section 7.31 - Repeals the statutory provisions of the Teacher Academy, created to establish a statewide network of high quality, integrated, comprehensive, collaborative, and substantial professional development for teachers, provided through summer programs.
Section 7.32. Repeals the statutory provisions of the Professional Teaching Standards Commission, created to establish high standards for North Carolina teachers and the teaching profession.
Section 14. Reinstates personal education plans, and restores school improvement plans.
http://www.ncga.state.nc.us/Sessions/2011/Bills/House/PDF/H22v4.pdf
Title: H.B. 22
Source: http://www.ncga.state.nc.us
| |
| SC | Signed into law 06/2011 | P-12
Postsec. | Extends the date by which the Education and Economic Development Act, now called Personal Pathways to Success, must be implemented fully (the primary goals of Personal Pathways to Success are to increase high school completion rates, better prepare students for work and college, increase parental involvement, and increase options for students at risk of dropping out of school). Provides that Personal Pathways to Success must be implemented fully by July 1, 2012 (was July 1, 2011). http://www.scstatehouse.gov/sess119_2011-2012/bills/3748.htm
Title: H.B. 3748
Source: http://www.scstatehouse.gov
| |
| TX | Signed into law 06/2011 | Postsec. | Provides that this applies to a public junior college in a county with a population of 750,000 or more and with less than 65% of the population 25 years and older having graduated from high school, and to a school district with a dropout rate over 15% based on four-year high school completion rates. Permits a public junior college to enter into an agreement with one or more districts in the public junior college district to provide a dropout recovery program on the junior college campus. Provides the program is for persons under age 26 who meet certain criteria. Requires the dropout recovery curriculum to (1) include career and technology education courses that lead to industry or career certification; (2) include research-based strategies to assist students in becoming able academically to pursue postsecondary education, including specified approaches; (3) offer advanced academic and transition opportunities, including dual credit courses and college preparatory courses, such as advanced placement courses; and (4) coordinate with partnering districts to provide that districts retain accountability for attendance and other requirements. Requires such dropout recovery programs to comply with certain provisions applicable to other dropout recovery programs. Permits a public junior college to receive from a partnering school district for each student a negotiated amount up to total average per student funding amount in that district during the preceding school year for maintenance and operations. Provides a participating student is included in determining the district's average daily attendance. Permits a public junior college to receive dropout prevention and intervention program funds appropriated to the Texas Education Agency.
Bill text (pages 1-2): http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB03708F.pdf#navpanes=0
Fiscal analysis: http://www.capitol.state.tx.us/tlodocs/82R/fiscalnotes/pdf/HB03708F.pdf#navpanes=0
Title: H.B. 3708 - Dropout Recovery
Source: www.capitol.state.tx.us
| |
| TX | Signed into law 06/2011 | P-12
Community College | Specifies this applies to (1) a public junior college in a county with a population of 750,000 or more, and with less than 65% of the population 25 years and older having graduated from high school, according to the
most recent American Community Survey 5-year estimates compiled by the U.S. Census Bureau, and (2) a district with a dropout rate above 15%. Provides the application of these provisions is not affected if after the public junior college begins providing a dropout recovery program, the county's demographics change and no longer meet the aforementioned requirements. Provides that beginning September 2012, a public junior college may enter into a partnership with one or more districts in the public junior college district to provide a dropout recovery program on the public junior college campus, allowing students to receive a diploma from a high school of the partnering school district. Provides an eligible participant must be under 26 years old, and either need to complete not more than three course credits for high school graduation, or have failed to perform satisfactorily on an end-of-course assessment or the predecessor assessment as it existed before the 2007 legislature (TAKS). Requires the public junior college to (1) design a dropout recovery curriculum that includes career and technology education courses that lead to industry or career certification; (2) integrate into the curriculum specified research-based strategies to help students become academically able to pursue postsecondary education; (3) offer advanced academic and transition opportunities, including dual credit courses and college preparatory courses, such as advanced placement courses; and (4) coordinate with each partnering district that the district retains accountability for student attendance, student completion of high school course requirements, and student performance on assessment instruments as necessary for the student to receive a diploma from a high school of the partnering school district. Permits a public junior college to receive from each partnering district for each student an amount to be negotiated between the junior college district and that partnering district and that may not exceed a specified amount. Provides a participating student is included in the participating district's average daily attendance. Provides for other funding that the public junior college is eligible to receive. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB00975F.pdf#navpanes=0
Title: S.B. 975
Source: www.legis.state.tx.us
| |
| WV | Signed into law 05/2011 | P-12 | Local Solution Dropout Prevention and Recovery Innovation Zone Act:
Creates the Local Solution Dropout Prevention and Recovery Innovation Zone Act to: (1) Provide for the establishment of Local Solution Dropout Prevention and Recovery Innovation Zones to increase graduation rates and reduce the number of dropouts; (2) Provide schools and communities with opportunities for greater collaboration to plan and implement systemic approaches that include evidence-based solutions for increasing graduation rates and reducing the number of dropouts; (3) Provide a testing ground for innovative graduation programs, incentives and approaches to reducing the number of dropouts; (4) Provide information regarding the effects of specific innovations, collaborations and policies on graduation rates and dropout prevention and recovery; and (5) Document educational strategies that increase graduation rates, prevent dropouts and enhance student success. Provides the application process, contents, factors to be considered in evaluating the applications and standards for review for designating schools/school districts Local Solution Dropout Prevention and Recovery Innovation Zones.
Early Warning Indicator System:
Directs the state board to develop a statewide system in electronic format that will provide schools with easily identifiable early warning indicators of students at risk of not graduating from high school. Requires the system to be delivered through the uniform integrated regional computer information system (the West Virginia Education Information System) and to at a minimum incorporate data on the attendance, academic performance and disciplinary infractions of individual students. Directs the state board to require implementation of the system in Local Solution Dropout Prevention and Recovery Innovation Zones along with a plan of interventions to increase the number of students earning a high school diploma. Provides that the zones may be used as a pilot test of the system.
http://www.legis.state.wv.us/bill_status/bills_text.cfm?billdoc=SB228%20SUB1%20ENR.htm&yr=2011&sesstype=RS&i=228
Title: S.B. 228
Source: http://www.legis.state.wv.us
| |
| AZ | Signed into law 04/2011 | P-12 | Allows school districts and charter schools that provide instruction to high school students to offer a dropout recovery program to eligible pupils. Directs the state board of education to prescribe standards and achievement testing requirements which require programs to do the following: (1) Provide curriculum aligned to the academic standards adopted by the state board of education and standardized tests required by federal and state law; (2) make available appropriate and sufficient supports for pupils; (3) comply with federal and state laws governing pupils with disabilities; and (4) meet state requirements for high school graduation. Stipulates that each eligible pupil must have a written learning plan developed by the pupil's assigned mentor, which includes expectations for satisfactory monthly progress, in order to participate in the program. Requires the monthly participation in a program to be reported on or before the tenth school day of each month and lists items to be included in the report. Permits school districts and charter schools to contract with an educational management organization to provide programs and lists EMO requirements for offering a program. Exempts the attendance, graduation and test scores for pupils in a program from the requirement relating to annual achievement profiles and school report cards. Bases program funding on average daily attendance and specifies conditions for pupil eligibility: (1) A pupil is in their first month in the program and completes the program orientation during that month. (2) The pupil is enrolled in teacher-facilitated courses and meets the expectations for satisfactory monthly progress for the current or previous month. (3) The pupil meets the expectations for program re-entry in their revised written learning plan. Prohibits funding for pupils who do not meet expectations for monthly progress for two or more consecutive months until the pupil meets the expectations for program re-entry. Specifies school districts and charter schools are responsible for tuition charges and fees related to pupil participation in a program. Chapter 270.
http://www.azleg.gov/legtext/50leg/1r/bills/sb1303s.pdf
Title: S.B. 1303
Source: http://www.azleg.gov
| |
| ID | Signed into law 04/2011 | P-12 | This legislation authorizes the establishment of the National Guard Youth Challenge Program, a multi-phase youth intervention program intended to improve the education, life skills and employment potential of high school dropouts in the state of Idaho. This will be accomplished through military-based discipline and training, combined with educational instruction, experiential learning, and mentoring. The state Adjutant General, the board of trustees of the appropriate school district, or a governing board appointed by the Governor will oversee the administration of this program, with the state Adjutant General maintaining authorization to establish rules to implement the provisions of this section. http://www.legislature.idaho.gov/legislation/2011/S1208.htm
Title: S.B. 1208
Source: http://www.legislature.idaho.gov
| |
| CA | Signed into law 03/2011 | P-12 | Amends eligibility requirements for children to receive child care and development services. Existing law provides children must be at least 13 or younger. Under amendment, eligible children are:
--Age 10 or younger
--Children with exceptional needs
--Children 12 years of age or younger who are recipients of child protective services or at risk of abuse, neglect or exploitation
--Children 12 years of age or younger who are provided services during nontraditional hours
--Children 12 years of age or younger who are homeless
--Children who are 11 and 12 years of age, as funding permits.
From bill summary: Specifies that a child who is 11 or 12 years old and who is otherwise eligible for subsidized child care and development services, except for his or her age, must be given first priority for enrollment, and in cases of programs operating at full capacity, first priority on the waiting list for a before- or after-school program, and requires contractors to provide each family of an otherwise eligible 11- or 12-year-old with information about the availability of before- and after-school programs in the family's community. Removes provisions requiring contractors to report savings to the department. Amends definition of "income eligible" for purposes of participation in the Child Care and Development Services Act. Provides that an eligible family's adjusted monthly income is at or below 70% (formerly 75%) of the state median income. Provides for the reduction of child care and development services, and the disenrollment of specified families from subsidized child care services, in accordance with prescribed priorities.
Pages 15-21 of 81: http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0051-0100/sb_70_bill_20110324_chaptered.pdf
Title: S.B. 70 - Sec. 8201, 8208, 8263.1
Source: www.leginfo.ca.gov
| |
| NY | Signed into law 03/2011 | P-12 | Defines "three-year average free and reduced price lunch percent". Transitions calculation of lunch count to incorporate three-year average free and reduced price lunch percent instead of an annual count.
Chapter 58 http://assembly.state.ny.us/leg/?default_fld=&bn=S02808&Summary=Y&Memo=Y&Text=Y
Title: S.B. 2808 - Part A, Sec. 25
Source: assembly.state.ny.us
| |
| OH | Signed into law 03/2011 | P-12 | Repeals Section 3306.31, which required each district with a three-year average graduation rate of 80% or less to have a linkage coordinator to serve as the primary mentor, coach and motivator for at-risk students and coordinate those students' participation in academic programs, social service programs, out-of-school cultural and work-related experiences, and in-school and out-of-school mentoring programs, based on student need, among other duties.
Repeals Section 3313.821, which directed each district board to appoint a family and civic engagement team to develop five-year family and civic engagement plans, among other responsibilities.
Repeals Section 3313.822, which provided that as an alternative to appointing both a business advisory council and a family and civic engagement team, a local board could appoint one committee to function as both.
Eliminates the requirement that school districts establish family and civic engagement teams, except as required for implementation of federal ''Race to the Top" grants. Directs districts required by Race to the Top funds to employ a linkage coordinator and engage in other activities for closing the achievement gap and increasing the graduation rate to continue such activities for the life of the grant award.
http://www.legislature.state.oh.us/BillText129/129_HB_30_EN_N.pdf
Title: H.B. 30 - Family and Civic Engagement Teams, Linkage Coordinators
Source: www.legislature.state.oh.us
| |
| 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 |
| |
| 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 |
| |
| 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 |
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| Postsecondary Institutions--For-Profit/Proprietary |
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| Postsecondary Institutions--Four-Year Baccalaureate |
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| Postsecondary Institutions--HBCUs/Minority-Serving Institutions |
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| Postsecondary Institutions--Private/Independent |
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| Postsecondary Online Instruction |
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| Postsecondary Participation--Access |
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| Postsecondary Participation--Admissions Requirements |
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| Postsecondary Participation--Affirmative Action |
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| Postsecondary Participation--Enrollments (Statistics) |
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| Postsecondary Students |
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| Postsecondary Students--Adults |
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| Postsecondary Students--Disabled |
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| Postsecondary Students--Foster Youth |
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| Postsecondary Students--Graduate/Professional |
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| Postsecondary Students--International |
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| Postsecondary Students--Low-Income |
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| Postsecondary Students--Military |
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| Postsecondary Students--Minority |
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| Postsecondary Success |
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| Postsecondary Success--Completion |
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| Postsecondary Success--Completion--Completion Rates (Statistics) |
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| Postsecondary Success--Developmental/Remediation |
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| Postsecondary Success--Retention/Persistence |
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| Postsecondary Success--Transfer/Articulation |
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| Private Schools |
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| Privatization |
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| Promising Practices |
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| Promotion/Retention |
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| Public Involvement |
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| Reading/Literacy |
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| Reading/Literacy--Adult Literacy |
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| Religion |
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| Rural |
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| Scheduling/School Calendar |
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| Scheduling/School Calendar--Day/Class Length |
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| Scheduling/School Calendar--Extended Day Programs |
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| Scheduling/School Calendar--Summer School |
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| Scheduling/School Calendar--Week |
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| Scheduling/School Calendar--Year |
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| Scheduling/School Calendar--Year Round |
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| School Climate/Culture |
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| School Safety |
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| School Safety--Bullying Prevention/Conflict Resolution |
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| School Safety--Code of Conduct |
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| School Safety--Corporal Punishment |
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| School Safety--Disaster/Emergency Preparedness |
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| School Safety--Expulsion/Suspension |
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| School Safety--Sexual Harassment and Assault |
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| School Safety--Special Education |
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| School Safety--Uniforms/Dress Codes |
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| School/District Structure/Operations |
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| School/District Structure/Operations--District Consolidation/Deconsolidation |
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| School/District Structure/Operations--District Size |
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| School/District Structure/Operations--Facilities |
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| School/District Structure/Operations--Food Service |
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| School/District Structure/Operations--Libraries |
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| School/District Structure/Operations--Personnel (Non-Teaching) |
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| School/District Structure/Operations--School Size |
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| School/District Structure/Operations--Shared Services |
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| School/District Structure/Operations--Staffing Ratios |
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| School/District Structure/Operations--Transportation |
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| Service-Learning |
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| Special Education |
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| Special Education--Federal Law/Regulations |
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| Special Education--Finance |
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| Special Education--Placement |
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| Special Education--Transition |
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| Special Populations--Corrections Education |
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| Special Populations--Foster Care |
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| Special Populations--Gifted and Talented |
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| Special Populations--Homeless Education |
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| Special Populations--Immigrant 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 Supports |
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| Student Supports--Counseling/Guidance |
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| Student Supports--Mentoring/Tutoring |
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| Student Supports--Remediation |
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| Student Surveys |
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| Students--Athletics/Extracurricular Activities |
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| Students--Employment |
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| Students--Incentives |
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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--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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