 |
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 |
| |
| CA | Signed into law 10/2011 | P-12 | From bill summary: Makes a clarifying change to the provisions relating to the standards for English language development. Requires the superintendent of public instruction, in consultation with the state board, to update, revise and align the English language development standards adopted pursuant to existing law to the state board-approved academic content standards for English language arts. Requires the superintendent to convene a group of experts in English language instruction, curriculum and assessment to assist the superintendent in updating, revising and aligning the English language development standards, and requires the superintendent to present the updated, revised and aligned English language development standards to the state board by August 31, 2012. Further requires the state board to adopt, reject, or revise the standards presented by the Superintendent on or before September 30, 2012. Requires the superintendent and the state board to present to the governor and the appropriate policy and fiscal committees of the legislature a schedule and implementation plan for integrating the English language development standards adopted pursuant to this bill into the state public education system. Expresses the intent of the legislature that the state department of education consider the work of the group of experts when developing any new English language acquisition assessments. Requires the department to use certain federal funds to implement these provisions. Repeals these provisions on July 1, 2013. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0101-0150/ab_124_bill_20111008_chaptered.pdf
Title: A.B. 124
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 10/2011 | P-12 | From bill summary: Requires a school district to annually conduct the assessment of each English language learner's English language development during a period that commences on the day upon which 55% of the instructional year is completed through July 1 of that calendar year. Requires the assessment to be conducted upon a pupil's initial enrollment in order to provide information to be used to determine if the pupil is an English learner. Provides these changes will not be implemented unless and until the state department of education receives written documentation from the U.S. Department of Education that implementation is permitted by federal law or until the 2013–14 school year, whichever occurs later. Applies these provisions, to the extent required by federal law, to a county office of education and a charter school, thereby imposing a state-mandated local program. Prohibits a pupil in grades 3-12 from being required to retake those portions of the California English Language Development Test (CELDT) that measure English language skills for which he/she has previously tested as advanced within the appropriate grade span, as determined by the state department of education in accordance with specified law. Notwithstanding the above prohibition, prohibits a pupil in grades 10-12 from being required to retake those portions of the CELDT that measure English language skills for which he/she has previously tested as early advanced or advanced. Provides these prohibitions will not be implemented until the CELDT publisher's contract that is in effect on January 1, 2012, expires and unless and until the department receives written documentation from the U.S. Department of Education that implementation is permitted by federal law. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0751-0800/sb_753_bill_20111008_chaptered.pdf
Title: S.B. 753
Source: www.leginfo.ca.gov
| |
| IL | Adopted 10/2011 | P-12 | Amends certification requirements for administrators of transitional bilingual education program, to bring into compliance with other changes. Pages 715-719 of 764: http://www.cyberdriveillinois.com/departments/index/register/register_volume35_issue42.pdf
Title: 23 IL ADC 228.35
Source: www.cyberdriveillinois.com
| |
| IL | Adopted 10/2011 | P-12 | From administrative register: In 2006, the state board established for the first time requirements for administrators of bilingual education programs. These rules required such administrators to have the appropriate administrative certification and hold one of several endorsements or approvals required of bilingual education teachers, with the specific endorsement or approval dependent on whether the program offered was a transitional bilingual education program (TBE) or a transitional program of instruction (TPI). It has become clear that a significant number of districts have been unable to find individuals to serve in administrative positions who have the proper bilingual endorsement or approval. The previous requirements have been particularly troubling for school districts with transitional bilingual education programs, wherein instruction is provided to students in their native language while they are learning English. Under those requirements, an administrator of a TBE program was required to hold either the bilingual endorsement or approval or the English as a new language endorsement with a language designation. Both of these endorsements require passage of a language examination to demonstrate proficiency in a second language.
New Section 1.783 offers, as an alternative to obtaining an endorsement or approval, the option for an administrator to complete coursework specific to bilingual education. Pages 589 and 597-599: http://www.cyberdriveillinois.com/departments/index/register/register_volume35_issue42.pdf
Title: 23 IL ADC 1.705, 783
Source: www.cyberdriveillinois.com
| |
| IL | Signed into law 08/2011 | P-12 | By no later than December 1, 2011, directs the Advisory Council on Bilingual Education to submit a report to the state superintendent of education, the governor, and the general assembly addressing, at a minimum, (1) whether and how the 20 child per attendance center minimum should be modified; (2) whether and how educator certification requirements in legislation and applicable state board of education rules should be modified; (3) whether and how bilingual education requirements in legislation and applicable state board of education rules should be modified to address differences between elementary and secondary schools; and (4) whether and how to allow school districts to administer alternative bilingual education programs instead of transitional bilingual education programs. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0305.pdf
Title: H.B. 3109
Source:
| |
| 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 | Adopted 07/2011 | P-12 | Previously, "progress" in terms of English language proficiency was determined by the percentage of students whose scores on any of the four domains (listening, speaking, reading, and writing) on a given administration of the English language proficiency assessment increased by at least .5 of a proficiency level. New rulemaking requires that progress be determined on a composite English proficiency level, or, in the second administration of the English language proficiency assessment, the student achieved the maximum composite English proficiency level attainable on the assessment. Page 160-161 of 413: http://www.cyberdriveillinois.com/departments/index/register/register_volume35_issue30.pdf
Title: 23 IL ADC 1.30
Source: www.cyberdriveillinois.com
| |
| MN | Signed into law 07/2011 | P-12 | Requires the Department of Education to adopt English language proficiency standards for students identified as limited English proficient as statewide standards.
Requires the commissioner to adopt the most recent English language proficiency standards for English learners developed by World-Class Instructional Design and Assessment.(Article 2, Sec 46, Subds 1,2)
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/
| |
| AL | To governor 06/2011 | P-12
Postsec. | Specifies that verification of lawful presence in the U.S. must not be required for K-12 education. However, requires public schools to determine the citizenship and immigration status of their students, to compile data on students who are legally and illegally in the U.S. and submit such data to the state board of education. Requires the state board of education to submit an annual report to the legislature, providing data, aggregated by public school, regarding the numbers of U.S. citizens, lawfully present aliens, and of aliens believed to be unlawfully present in the U.S. enrolled at all K-12 public schools in this state. Requires that the report also:
--Provide the number of students in each category participating in English as a Second Language (ESL) programs enrolled at such schools.
--Analyze and identify the effects upon the quality of education provided to students who are U.S. citizens residing in Alabama that may have occurred, or are expected to occur, as a consequence of the enrollment of students who are illegal aliens.
--Analyze and itemize the fiscal costs to the state and political subdivisions thereof of providing instruction, computers, textbooks and other supplies, free or discounted school meals, and extracurricular activities to students who are illegal aliens.
Requires the state board to prepare and issue objective baseline criteria for identifying and assessing the other educational impacts on the quality of education provided to students who are U.S. citizens due to the enrollment of illegal aliens, in addition to the statistical data on citizenship and immigration status and ESL enrollment required by this act.
Prohibits an illegal alien from enrolling in any postsecondary institution in the state. Requires an alien enrolled in a postsecondary institution to possess either lawful permanent residence or an appropriate nonimmigrant visa. Provides an illegal alien is ineligible for any education benefit, including scholarships, grants, or financial aid. Permits a public postsecondary education institution officer to seek federal verification of an alien's immigration status with the federal government.
Title: H.B. 56
Source:
| |
| MI | Signed into law 06/2011 | P-12 | From Legislative Staff Summary: Eliminates middle college grants and funding that provides districts additional funds for educating students of limited English-speaking ability. Eliminates language protecting Intermediate School District operational funding from falling below certain levels paid in 1994-95. Revises the fall pupil membership count day from the last Wednesday in September to the first Wednesday in October. Requires districts to post the health care bid required under state law to their web sites. Provides a one-time incentive grant to districts that satisfy four out of five criteria before July 1, 2012: (1) Charging employees at least 10% of health care services costs; (2) Serving as the policyholder for health care service plans; (3) Continuing to implement consolidation plans to reduce school operating costs; (4) Obtaining competitive bids on non-instructional services; and (5) Providing to parents and community members a dashboard or report card demonstrating the district's efforts to manage its finances responsibly. http://www.legislature.mi.gov/documents/2011-2012/publicact/htm/2011-PA-0062.htm
Title: H.B. 4325 - K-12 Provisions
Source: http://www.legislature.mi.gov
| |
| VA | Signed into law 03/2011 | P-12 | Codifies in the Standards of Quality the flexibility to use funds provided in the appropriation act and provided to local school divisions for certain staffing standards related to instructional staff in mathematics, limited English proficiency, reading, technology, and assistant principals. Additionally, amends the definition of ''support services."
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+CHAP0055+pdf
Title: H.B. 1792/S.B. 1270
Source: http://lis.virginia.gov/
| |
| IL | Adopted 01/2011 | P-12 | From summary in Illinois Register: Annual Measurable Achievement Objectives (AMAOs) for English language learners. Section 1.88 of the rules sets forth the AMAOs for educational agencies that use funds from Title III of the Elementary and Secondary Education Act. As part of federal monitoring conducted in 2009, the U.S. Department of Education (USDE) determined that the objectives set forth in Section 1.88 failed to address annual targets for increasing the number or percentage of an educational agency's students who are making progress in learning English or attaining proficiency, as the Act requires. As a result, the USDE
directed the agency to establish targets to be used to determine AMAOs for the 2009-2010 school year, with the target level increasing in each subsequent school year. Targets for the progress and proficiency objectives, as set forth in the rulemaking, were submitted to USDE for review; the department has approved these for use in determining 2009-10 AMAOs but instructed the agency to further refine certain elements of the progress target. A separate rulemaking will be conducted to address the issues raised in this regard.
Page 392-396 of 619: http://www.cyberdriveillinois.com/departments/index/register/register_volume35_issue3.pdf
Title: 23 IL ADC 1.88
Source: www.cyberdriveillinois.com
| |
| 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 |
| |
| 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 |
| |
| Teaching Quality--Certification and Licensure--Alternative |
| |
| Teaching Quality--Certification and Licensure--Assignment |
| |
| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
| |
| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
| |
| Teaching Quality--Certification and Licensure--Special Education |
| |
| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
| |
| Teaching Quality--Certification and Licensure--Substitute Teachers |
| |
| Teaching Quality--Compensation and Diversified Pay |
| |
| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
| |
| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
| |
| Teaching Quality--Evaluation and Effectiveness |
| |
| Teaching Quality--Induction Programs and Mentoring |
| |
| Teaching Quality--Paraprofessionals |
| |
| Teaching Quality--Preparation |
| |
| Teaching Quality--Professional Development |
| |
| Teaching Quality--Recruitment and Retention |
| |
| Teaching Quality--Recruitment and Retention--At-Risk Schools |
| |
| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
| |
| Teaching Quality--Reduction in Force |
| |
| Teaching Quality--Teacher Attitudes |
| |
| Teaching Quality--Teacher Rights |
| |
| Teaching Quality--Tenure or Continuing Contract |
| |
| Teaching Quality--Unions/Collective Bargaining |
| |
| Teaching Quality--Unions/Collective Bargaining--Strikes |
| |
| Technology |
| |
| 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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