 |
State |
Status/Date |
Level |
Summary |
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 | 21st Century Skills |
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| Accountability |
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| Accountability--Accreditation |
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| Accountability--Measures/Indicators |
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| Accountability--Reporting Results |
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| Accountability--Rewards |
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| Accountability--Sanctions/Interventions |
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| Accountability--Sanctions/Interventions--No Pass No Play |
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| Accountability--Sanctions/Interventions--Takeovers |
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| Accountability--School Improvement |
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| Adult Basic Education |
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| Assessment |
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| Assessment--Accommodations |
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| Assessment--College Entrance Exams |
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| Assessment--Computer Based |
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| Assessment--End-of-Course |
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| Assessment--Formative/Interim |
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| At-Risk (incl. Dropout Prevention) |
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| At-Risk (incl. Dropout Prevention)--Alternative Education |
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| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
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| Attendance |
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| Attendance--Compulsory |
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| Attendance--Truancy |
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| Background Checks |
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| Bilingual/ESL |
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| Business Involvement |
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 | Career/Technical Education |
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| CA | Signed into law 10/2011 | Postsec. | From bill summary: Requires the Student Aid Commission to develop, and regularly review and update at least every 5 years, the areas of occupational or technical training for which students may utilize Cal Grant C awards. Requires the commission to give priority in granting the awards to students pursuing occupational or technical training in areas that meet specified criteria. Requires a determination by the commission for a subsequent award year that the program under which a Cal Grant C was initially awarded is no longer deemed to receive priority to not affect an award recipient's renewal. Requires the commission to publish and retain on its Web site a current list of the areas of occupational or technical training meeting those specified criteria. Requires the commission to examine the graduation rates and job placement data of eligible programs and to give priority to students seeking to enroll in programs that rate high in those areas. Requires the Legislative Analyst's Office to submit a report to the legislature, containing specified data on the outcomes of the Cal Grant C Program, on or before April 1, 2015, and on or before April 1 of each odd-numbered year thereafter. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0451-0500/sb_451_bill_20111008_chaptered.pdf
Title: S.B. 451
Source: www.leginfo.ca.gov
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| CA | Signed into law 10/2011 | P-12 | From bill summary: Commencing with the 2012–13 school year, establishes the Linked Learning Pilot Program to be administered by the state department of education according to specified requirements for the purpose of implementing districtwide linked learning programs in all participating school districts. Authorizes a school district that maintains any of grades 9-12 to apply to the superintendent of public instruction to operate a pilot program. Requires the department to review these applications and authorizes the superintendent of public instruction to initially approve no more than 20 applications. Requires that, if funds become available for purposes of the pilot program, the superintendent allocate these funds on a competitive basis, based on the applications submitted. Requires the superintendent of public instruction to transmit a report to the legislature and the governor by September 30, 2016, that makes specified evaluations and recommendations. Makes these provisions inoperative on July 1, 2017, and repeals them as of January 1, 2018. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0751-0800/ab_790_bill_20111008_chaptered.pdf
Title: A.B. 790
Source: www.leginfo.ca.gov
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| CA | Signed into law 10/2011 | P-12
Postsec. | From bill summary: Makes legislative declarations and findings. Requests the Regents of the University of California, subject to availability of funds in the annual Budget Act, the availability of federal or private funds, or any combination thereof, to establish and maintain the University of California Curriculum Integration Institute (UCCII) to be administered by the president of the University of California.
Provides the UCCII would facilitate statewide collaboration and innovation among secondary level teachers, faculty, and instructors from various disciplines from the University of California, the California State University, the California Community Colleges, private higher education institutions, and statewide career technical education associations in providing pupils with course content and experience within priority industry sectors among those identified in the California Career Technical Education Model Curriculum Standards as adopted by the state board of education. Provides the UCCII would also develop, disseminate and promote career-oriented, integrated academic and technical education courses that meet course requirements for admission to the University of California and the California State University, and align with high-priority industry sectors among those identified in the California Career Technical Education Model Curriculum Standards as adopted by the state board. Requires the president of the University of California to determine the priority among the industry sectors in consultation with, but not limited to, educators, industry leaders, representatives of organized labor and appropriate state entities. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0601-0650/sb_611_bill_20111008_chaptered.pdf
Title: S.B. 611
Source: www.leginfo.ca.gov
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| CA | Signed into law 10/2011 | P-12 | From bill summary: Existing law provides for the establishment and maintenance of subject matter projects by the Regents of the University of California with the approval of the Concurrence Committee. Existing law provides that these subject matter projects are to create opportunities for researchers, higher education faculty, and K-12 school faculty to work together to identify exemplary teaching practices, examine and develop research on learning, knowledge, and educational materials, and provide support to teachers to develop and enhance content knowledge and pedagogical skills. Existing law authorizes 6 topical subject matter projects. Existing law requires the Concurrence Committee to provide a final report to the governor and to appropriate policy and fiscal committees of the legislature by January 1, 2011, including specified information relating to the subject matter projects. New provisions add 2 areas of emphasis for the subject matter projects. The first provides teachers with instructional strategies for delivering career-oriented, integrated academic and technical content in a manner that is linked to high-priority industry sectors identified in the California Career Technical Education Model Curriculum Standards as adopted by the state board of education. The Concurrence Committee, in consultation with specified entities, determines the priority of industry sectors. The 2nd provides teachers with instructional strategies for ongoing collaboration on the delivery of career-oriented, integrated academic and technical content.
Enlarges the Concurrence Committee by adding a representative appointed by the superintendent of public instruction, and makes other changes. Repeals the requirement of the January 1, 2011 report and instead requires a report on or before January 1, 2016. This provision is inoperative on January 1, 2018. Adds the goal of providing teachers with support in the implementation of career-oriented, integrated academic and technical courses that meet course requirements for admission to the University of California and the California State University, and that align with high-priority industry sectors. New provisions add physical education, arts, and world language as topical subject matter areas. Existing law establishes a project advisory board within each subject matter project. New provisions make various changes to the board structure, including decreasing representation of specified groups, and adding a representative selected by the advisory board who is from an industry sector that principally utilizes the discipline addressed by the project. Existing law requires the project advisory board of each statewide subject matter project to use specified criteria in recommending funding for local project sites. New provisions add a criterion for local project sites that serve middle or high school teachers and require the project advisory board to give special consideration to sites that utilize or are preparing to utilize instructional strategies to deliver career-oriented, integrated academic and technical content.
Extends repeal date on the article relating to instructional strategies to January 1, 2018 (existing law repeals article on January 1, 2013). http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0601-0650/sb_612_bill_20111008_chaptered.pdf
Title: S.B. 612
Source: www.leginfo.ca.gov
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| CA | Signed into law 10/2011 | P-12 | From bill summary: Commencing with the 2012–13 school year, adds completion of a course in career technical education as an alternative to the requirement that a pupil complete a course in visual or performing arts or foreign language. Requires the governing board of a school district or county office of education that elects to offer career technical education courses pursuant to these provisions to provide parents, teachers, pupils and the public, at a regularly scheduled meeting of the governing board, with specified information relating to the impact that offering these courses would have on graduation requirements and admission requirements to the California State University and the University of California. Requires a school district that elects to allow a career technical education course to satisfy a specified course graduation requirement to include, as part of an existing notification requirement, information about the high school graduation requirements of the school district and how each requirement satisfies, or does not satisfy, college admission requirements, and a list of career technical education courses offered by the school district. Requires the state department of education to submit a comprehensive report to the appropriate policy committees of the legislature, on or before July 1, 2017, that includes specified information relating to this alternative means of satisfying the graduation requirement. Authorizes the superintendent of public instruction to use existing state resources and federal funds for purposes of completing the report, and to apply for and receive grants and donations from public or private sources if existing resources are not available or sufficient. Authorizes the superintendent of public instruction to accept support, including, but not limited to, financial and technical support, from high school reform advocates, teachers, chamber organizations, industry representatives, research centers, parents and pupils. Makes these provisions inoperative on the earlier of 2 specified dates and would repeal these provisions on January 1 immediately following that earlier date. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1301-1350/ab_1330_bill_20111008_chaptered.pdf
Title: A.B. 1330
Source: www.leginfo.ca.gov
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| NV | Adopted 10/2011 | P-12 | Revises provisions governing majors and minors in career and technical education.
Title: NAC 391.120, 13025, 13066, 13082, 13092, 1308, 1301, 131
Source: http://www.leg.state.nv.us
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| PA | Signed into law 10/2011 | P-12 | Updates the definition of ''vocational agricultural education" to include instruction that develops student potential for success in entering and advancing through careers in the food, agriculture and natural resources sciences, such as production agriculture, animal science, agribusiness management and marketing, agricultural research, energy systems, agricultural mechanics and engineering, biotechnology, food science, processing and retailing, banking, agricultural education, forestry, horticulture,landscape contracting, nursery and floriculture production, retail garden center management, leadership and career development, management, economics and marketing, natural resource management, plant and soil science, power and systems technology, rural-urban interfacing and other related fields.
http://www.legis.state.pa.us/CFDOCS/Legis/PN/Public/btCheck.cfm?txtType=PDF&sessYr=2011&sessInd=0&billBody=S&billTyp=B&billNbr=0389&pn=1200
Title: S.B. 389
Source: http://www.legis.state.pa.us
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| CA | Signed into law 09/2011 | P-12
Community College | Authorizes a community college district to enroll high school pupils who are not residents of the district in a California Community Colleges Economic and Workforce Development Program developed and implemented by the district. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0801-0850/ab_835_bill_20110906_chaptered.pdf
Title: A.B. 835
Source: www.leginfo.ca.gov
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| CA | Signed into law 09/2011 | P-12 | Authorizes the Commission on Teacher Credentialing to convene a workgroup to develop program standards for the issuance of a recognition of study for linked learning competence. Identifies requisite members of the workgroup. Proposes content that a successful candidate for the linked learning teacher credential may be required to demonstrate. Encourages the California State University and other teacher preparation institutions to establish goals for increasing the number of teachers prepared through linked learning programs. Encourages Beginning Teacher Support and Assessment programs to provide appropriate support, mentoring and assistance to beginning teachers teaching in linked learning programs, including candidates who are in externships. Provides a teacher with a linked learning credential is not authorized to teach subject matter content or English learners unless he/she holds an appropriate authorization or is employed on the basis of a local assignment option. Provides a linked learning credential must not be considered a type of authorization, must not be used as a condition of employment, must not replace a subject matter competence requirement, and must not be used in making employment decisions. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1301-1350/ab_1304_bill_20110906_chaptered.pdf
Title: A.B. 1304
Source: www.leginfo.ca.gov
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| CA | Signed into law 09/2011 | P-12 | Repeals the Industry-Based Certification Incentive Grant Program, which awards grants to selected school districts, county offices of education, and regional occupational centers and programs to establish industry-based certification programs within their career technical programs. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0901-0950/sb_942_bill_20110926_chaptered.pdf
Title: S.B. 942 - Industry-Based Certification Incentive Grant Program
Source: www.leginfo.ca.gov
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| AK | Signed into law 08/2011 | P-12 | An Act amending the funding for statewide residential educational programs; relating to funding for high school vocational and technical instruction as a component of funding for public schools; allows taxpayers a credit against the tax due for cash contributions to include: (1) a facility or an annual intercollegiate sports tournament; (2) Alaska Native cultural or heritage programs including mentoring and tutoring; (3) for education, research, rehabilitation and facilities by an institution located in the state that qualifies as a coastal ecosystem learning center; creating a pilot project in the Iditarod Area School District; providing for an effective date by amending the effective date in sec. 57, ch. 92, SLA 2010. Effective 07/01/2011. MANIFEST ERRORS ON BILL.
http://www.legis.state.ak.us/basis/get_bill_text.asp?hsid=SB0084Z&session=27
Title: S.B. 84
Source: http://www.legis.state.ak.us
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| NH | Adopted 08/2011 | P-12 | Implements alternative education programs at regional career and technical education centers or associated high schools. Adds language for 'at risk' students and for tuition and transportation for 'at risk' students as required by changes in the state law of 2007. Ed 1405 will eliminate reimbursement for bus contracts.
Title: NH ADC Ed 1301.01; NH ADC Ed 1302.01, 02, 03, 04, 05, 06; NH ADC Ed 1303.01, 02; NH ADC Ed 1304.01; NH ADC Ed 1405.01
Source: Westlaw/StateNet
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| IA | Signed into law 07/2011 | P-12
Community College | "Pathways for Academic Career and Employment Act" . Establishes a pathways for academic career and employment program to provide funding to community colleges for the development of projects in coordination with the department of economic development, the department of education, Iowa workforce development, regional advisory boards and community partners to implement a simplified, streamlined, and comprehensive process, along with customized support services, to enable eligible participants to acquire effective academic and employment training to secure gainful, quality, in-state employment. Sets eligibility criteria: Projects that further the ability of members of target populations to secure gainful, quality employment. The "target population" includes: a. Persons deemed low skilled for the purposes of attaining gainful, quality, in-state employment; b. Persons earning incomes at or below 200% of the federal poverty level; c. Unemployed persons; d. Underemployed persons; e. Dislocated workers.
Program outcomes. Projects eligible for funding are expected to enable target populations to: a. Acquire and demonstrate competency in basic skills. b. Acquire and demonstrate competency in a specified technical field. c. Complete a specified level of postsecondary education. d. Earn a national career readiness certificate. e. Obtain employer-validated credentials. f. Secure gainful employment in high-quality, local jobs. Satisfaction of economic and employment goals include but are not limited to: a. Economic and workforce development requirements in each region served by the community colleges. b. Needs of industry partners in areas including but not limited to: (1) Information technology. (2) Health care. (3) Advanced manufacturing. (4) Transportation and logistics. Sets program component requirements: 1. Include measurable and effective recruitment, assessment, and referral activities designed for the target populations. 2. Integrate basics skills and work-readiness training with occupational skills training. 3. Combine customized supportive and case management services with training services to help participants overcome barriers to employment. 4. Provide training services at times, locations, and through multiple, flexible modalities that are easily understood and readily accessible to the target populations. Such modalities shall support timeless entry, individualized learning, and flexible scheduling, and may include online remediation, learning lab and cohort learning communities, tutoring, and modularization.
Requires each community college receiving funding for the program to develop a pipeline program that has the following goals: 1. To strengthen partnerships with community-based organizations and industry representatives. 2. To improve and simplify the identification, recruitment, and assessment of qualified participants. 3. To conduct and manage an outreach, recruitment, and intake process, along with accompanying support services, reflecting sensitivity to the time and financial constraints and remediation needs of the target populations. 4. To conduct orientations for qualified participants to describe regional labor market opportunities, employer partners, and program requirements and expectations. 5. To describe the concepts of the project implemented with funds from the pathways for academic career and employment program and the embedded educational and support resources available through such project. 6. To outline the basic skills participants will learn and describe the credentials participants will earn. 7. To describe success milestones and ways in which temporal and instructional barriers have been minimized or eliminated. 8. To review how individualized and customized service strategies for participants will be developed and provided.
Requires each community college receiving funding for the pathways for academic career and employment program to develop a career pathways and bridge curriculum development program with the following goals: 1. The articulation of courses and modules, the mapping of programs within career pathways, and establishment of bridges between credit and noncredit programs. 2. The integration and contextualization of basic skills education and skills training. Requires that the process provide for seamless progressions between adult basic education and general education development programs and continuing education and credit certificate, diploma, and degree programs. 3. The development of career pathways that support the attainment of industry-recognized credentials, diplomas, and degrees through stackable, modularized program delivery.
Establishes the "Gap Tuition Assistance Act" to provide funding to community colleges for need-based tuition assistance to applicants to enable completion of continuing education certificate training programs for in-demand occupations. Sets eligibility criteria for tuition assistance: 1. The program is not offered for credit, but is aligned with a certificate, diploma, or degree for credit, and does any of the following: a. Offers a state, national, or locally recognized certificate. b. Offers preparation for a professional examination or licensure. c. Provides endorsement for an existing credential or license. d. Represents recognized skill standards defined by an industrial sector. e. Offers a similar credential or training. 2. The program offers training or a credential in an in-demand occupation. For the purposes of this chapter, "in-demand occupation" includes occupations in the following industries: a. Information technology. b. Health care. c. Advanced manufacturing. d. Transportation and logistics. e. Any other industry designated as in-demand by a regional advisory board.
http://coolice.legis.state.ia.us/linc/84/external/govbills/HF645.pdf
Title: H.F. 645 - Multiple Provisions
Source: http://coolice.legis.state.ia.us
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| OR | Signed into law 07/2011 | P-12 | Allows sponsor and public charter school to enter into cooperative agreement with other school districts for purpose of forming partnership to provide educational services. Allows public charter school to give admission priority to students who reside in school district that is sponsor or school district that is party to cooperative agreement. Specifies that public charter school that provides educational services under cooperative agreement to at least 25 students, regardless of school district in which students are residents, meets enrollment requirement for public charter schools. Section 6 of the bill directs Department of Education, Department of Community Colleges and Workforce Development and Bureau of Labor and Industries to collaborate on issues related to career and technical education. Establishes Career and Technical Education Revitalization Grant Program for purpose of awarding grants to enhance collaboration between education providers and employers. Appropriates moneys from General Fund to Department of Education for purpose of grant program. Declares emergency, effective July 1, 2011.
Title: H.B. 3362
Source: Westlaw/StateNet
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| RI | SIGNED BY GOVERNOR. 07/2011 | P-12 | Requires the department of elementary and secondary education to promulgate regulations pertaining to career and technical education and to report annually to the House and Senate on the following:
(1) The total number of students attending career and technical schools/programs, where determinable;
(2) The total number of those students in subsection (1) who have received diplomas;
(3) The total number of those students in subsection (1) who have received industry recognized certificates, if the information is available;
(4) The total number of students who transfer to another school and/or continue their secondary education;
(5) The total number of students who obtain employment before or immediately after graduation;
(6) The total number of students who attend post-secondary institutions;.
(7) The retention rate within each program from year to year;
(8) Progress on developing a plan to study the number of students who find employment in the field studied at three (3) and five (5) years intervals post-graduation;
(9) The cost per pupil per program per year; and
(10) The number of special education students per program.
http://www.rilin.state.ri.us/PublicLaws/law11/law11188.htm
Title: H.B. 6219
Source: http://www.rilin.state.ri.us
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| HI | Signed into law 06/2011 | P-12 | Allows teacher and educational officer Hawaii Teacher Standards Board (HTSB) members to continue to serve out up to three consecutive three-year terms even if they retire during a term. Adds certain powers and duties to HTSB, including (1) developing criteria for a full career and technical education license, limited to career and technical education teaching assignments, allowing qualified individuals with at least an associate's degree, pedagogy coursework, industry experience, and content expertise to teach and (2) establishing policies and procedures for approving alternative pathways to teaching. Adds timely payment of fees to the requirements for license renewal. Extends the term of the renewable advanced license from five to ten years. Allows for forfeiture of a teacher's license for failure to timely renew, pay all fees, or comply with any other requirements provided by law or administrative rule. http://www.capitol.hawaii.gov/session2011/Bills/SB806_CD1_.HTM
Title: S.B. 806
Source: www.capitol.hawaii.gov
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| LA | Signed into law 06/2011 | P-12 | Changes the name of the High School Redesign Commission to the College and Career Readiness Commission and changes its membership.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=760066
Title: H.B. 79
Source: http://www.legis.state.la.us
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| ME | Signed into law 06/2011 | P-12
Postsec. | Establishes the Science, Technology, Engineering and Mathematics Council to develop strategies for enhancing science, technology, engineering and mathematics (STEM) education from prekindergarten through postsecondary education. Specifically, the council must: (1) Review research that has been conducted on STEM education in the state and recommend strategic directions for consideration by policymakers as they identify future investments in STEM; (2) Plan for coordinated state leadership with respect to STEM education and initiatives; (3) Develop initiatives to promote STEM education; (4) Devise strategies for promoting career and technical education alignment and supporting early career planning and transition supports from high school to college and to the workforce; and (5) Propose methods for integrating out-of-school programs focused on STEM with school-based programs, with the goal of inspiring more students to concentrate in the STEM. Provides that by January 15th annually, the council must submit a report of its findings and recommendations to the Legislature. http://www.mainelegislature.org/legis/bills/bills_125th/chapters/PUBLIC346.asp
Title: S.P. 490
Source: http://www.mainelegislature.org
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| NC | Signed into law 06/2011 | Postsec.
Community College | Directs the State Board of Education (SBE) to continue to participate in the development of the Common Core State Standards in conjunction with the consortium of other states, review all national assessments developed by both multistate consortia, and implement the assessments that the SBE deems most appropriate to assess student achievement on the Common Core State Standards. Requires, to the extent funds are made available, the SBE to plan for and require the administration of the ACT test for all students in the eleventh grade unless the student has already taken a comparable test and scored at or above a level set by the SBE.
Requires, to the extent funds are made available for this purpose, the SBE to plan for and require the administration of diagnostic tests in the eighth and tenth grades that align to the ACT test in order to help diagnose student learning and provide for students an indication of whether they are on track to be remediation-free at a community college or university. Requires, to the extent funds are made available for this purpose, the SBE to plan for and require local school districts to make available the appropriate WorkKeys tests for all students who complete the second level of vocational/career courses. http://www.ncga.state.nc.us/Sessions/2011/Bills/Senate/HTML/S479v5.html
Title: S.B. 479
Source: http://www.ncga.state.nc.us
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| NC | Veto overridden: legislature has overridden governor's veto 06/2011 | P-12
Postsec. | Directs the state board of education and North Carolina Community College System to establish the Career and College Promise program to offer opportunities for high school students to dually enroll in community college courses that provide pathways (CTE pathway, college transfer pathway, cooperative innovative high schools program) leading to a certificate, diploma, or degree and providing entry-level jobs skills. Requires that credits earned through Promise allow students to complete a postsecondary credential in less time than would normally be required. Directs all existing dual enrollment programs (i.e., Huskins, Concurrent Enrollment, Cooperative and Innovative High Schools, Learn and Earn, and Learn and Earn Online) to be consolidated and replaced by Career and College Promise. Permits University of North Carolina (UNC) System institutions, subject to approval by the UNC Board of Governors, to offer as a Career and College pathway a cooperative innovative high schools program; requires that the pathway align with the K-12 curriculum and career and college ready standards adopted by the state board. Requires the North Carolina Community College System and department of public instruction to jointly develop and implement a program accountability plan to evaluate short- and long-term outcomes for Career and College Promise. Identifies minimum outcomes to be measured. Directs community colleges to generate budget FTE for instruction provided through the Promise. Establishes reporting requirement regarding the number and cost of high school FTE served as a result of the Career and College Promise program. Repeals § 115D-1.1 (permitting enrollment of a student under 16 in a community college) and § 115D-1.2 (providing for the Learn and Earn Online program).
Repeals language (1) prohibiting generation of community college budget FTE if a community college contracts with a local school administrative unit for a high school teacher to teach a college course, and (2) permitting local community college administrative boards and local school boards to establish cooperative programs permitting high school students to complete college courses for credit. Replaces with language permitting community colleges to offer (in collaboration with local school administrative units), cooperative innovative high school programs, academic transition pathways leading to a career technical education certificate or diploma, and college transfer certificates requiring completion of 30 semester credit hours transfer courses, including English and math, for high school juniors and seniors.
Pages 37-38 of 342: http://www.ncleg.net/Sessions/2011/Bills/House/PDF/H200v9.pdf
Title: H.B. 200 - Career and College Promise
Source: www.ncleg.net
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| NC | Veto overridden: legislature has overridden governor's veto 06/2011 | P-12 | Directs the Agricultural Education Program in the Department of Agricultural and Extension Education at North Carolina State University (NCSU) to (1) develop the secondary agricultural education curricula, and (2) recommend the curricula and corresponding assessment instruments to the state board, which must adopt the curricula for inclusion in the Standard Course of Study. Requires that this curricula include as part of its core content the Future Farmers of America (FFA) student youth organization and the Supervised Agricultural Experience learning program. Effective with the 2011 federal grant, directs the state board to transfer a prorated share of funds from all federal Career and Technical Education (CTE) funds available for state-level use to the Agricultural Education and FFA Program in the Department of Agricultural and Extension Education at NCSU. Requires that the transfer of funds be a percentage of the total based on the grades 9-12 duplicated agricultural education enrollment as compared to the total CTE grades 9-12 duplicated enrollment. Requires that these funds be used to support the secondary Agricultural Education Program state-level administration, leadership, curriculum and professional development, operations, innovations and expansions, and the FFA and the Supervised Agricultural Education learning program. Page 53 of 342: http://www.ncleg.net/Sessions/2011/Bills/House/PDF/H200v9.pdf
Title: H.B. 200 - Agricultural Education
Source: www.ncleg.net
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| OH | Signed into law 06/2011 | P-12 | Permits districts to charge fees (including to low-income students) for any tools, equipment, and materials that are necessary for workforce-readiness training within a career-technical education program that, to the extent the tools, equipment, and materials are not consumed, may be retained by the student upon course completion.
Page 157 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Student Fees for CTE Courses
Source: www.legislature.state.oh.us
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| OH | Signed into law 06/2011 | P-12 | Requires that the rules adopted by the board of education regarding standards and requirements for educator licenses include requirements for the issuance and renewal of professional career-technical teaching licenses, including requirements relating to life experience, professional certification, and practical ability. Provides nothing in statute requires, and prohibits the state board of education from requiring, an applicant for the issuance or renewal of a professional career-technical teaching license who meets the requirements relating to life experience, professional certification, and practical ability to complete a degree applicable to the career field, classroom teaching or an area of licensure. Page 388 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Licensure Requirements for CTE Teachers
Source: www.legislature.state.oh.us
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| OR | Signed into law 06/2011 | P-12
Postsec. | Defines "accelerated college credit programs" to include dual credit, two-plus-two, advanced placement and International Baccalaureate programs. Directs the department of education to administer a grant program to provide grants to districts, community college districts, or state institutions of higher education for teacher training, books, materials and other costs other than exam fees, and classroom supplies related to offering accelerated college credit programs. Establishes parameters on grant amounts. Directs each district to provide students in grades 9-12 with accelerated college credit programs including accelerated college credit programs related to English, math and science, or ensure that students in grades 9-12 have online access to such accelerated college credit programs. Directs every community college district to implement a dual credit, two-plus-two or another accelerated college credit program. Amends provisions districts must meet to obtain certain waivers. Establishes the Accelerated College Credit Account in the state treasury. Makes an appropriation into this account.
Directs the joint boards of education to develop statewide standards for dual credit programs, and requires that these standards be implemented by all high schools, community colleges and institutions in the Oregon University System providing a dual credit program. Requires each district, community college and state institution of higher education within the Oregon University System providing a dual credit program to submit an annual report to the joint boards of education on the academic performance of dual credit students.
http://www.leg.state.or.us/11reg/measpdf/sb0200.dir/sb0254.en.pdf
Title: S.B. 254
Source: http://www.leg.state.or.us
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| TX | Signed into law 06/2011 | Postsec. | Notifying the U.S. Department of Education that certain career schools or colleges are legally authorized by the state of Texas to operate educational programs beyond secondary education. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HC00129F.pdf#navpanes=0
Title: H.C.R. 129
Source: www.capitol.state.tx.us
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| TX | Signed into law 06/2011 | Postsec. | Clarifies that the state meets U.S. Department of Education requirements concerning federal student aid by naming private institutions of higher education in the state that are authorized to operate educational programs beyond secondary education, including programs leading to a degree or certificate. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HJ00130F.pdf#navpanes=0
Title: H.J.R. 130
Source: www.capitol.state.tx.us
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| TX | Signed into law 06/2011 | P-12
Postsec. | Authorizes the commissioner of education to adopt rules as necessary concerning the duties of a school district under the college credit program (under which students may earn the equivalent of at least 12 semester credit hours of college credit through International Baccalaureate, Advanced Placement, dual credit, or articulated postsecondary technical credit courses). Authorizes the Texas Higher Education Coordinating Board to adopt rules as necessary concerning the duties of a public institution of higher education under the college credit program. Simplifies program participation reporting requirements for districts. Authorizes the commissioner and the Texas Higher Education Coordinating Board to share data as necessary to enable school districts to comply with reporting requirements under the college credit program. Directs the Texas Higher Education Coordinating Board to collect student course credit data from public institutions of higher education as necessary for purposes of district reporting requirements under the college credit program. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB00149F.pdf#navpanes=0
Title: S.B. 149
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2011 | P-12 | Directs the education agency to establish procedures for each school district and open-enrollment charter school to accurately identify students who are enrolled in a tech-prep program, and report the accurate number of tech-prep program students to the agency and the Texas Higher Education Coordinating Board. Amends procedures for board evaluations of each tech prep consortium. Specifies that each evaluation must include an assessment of the consortium's performance during the past year compared to the goals and objectives stated in the five-year plan in the consortium's grant application to the board, as well as an identification of any concerns the board has regarding the consortium's performance, and recommendations for improvement by the consortium in the next year. Requires each tech-prep consortium to be evaluated annually (previously, evaluations required every other year). Requires that at least once every four years, or more frequently as provided by board rule, the annual evaluation must be conducted on-site. Specifies that evaluations be provided in writing; changes date by which evaluations must be annually provided from October to November. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB01410F.pdf#navpanes=0
Title: S.B. 1410
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2011 | P-12 | Extends to 2013 a provision that a district is not required to pay a student's tuition or other associated costs for taking a course through the college credit program (under which districts must make available the opportunity for students to earn the equivalent of at least 12 semester hours through Advanced Placement, International Baccalaurate, dual credit, and/or articulated postsecondary courses). Clarifies that the time during which students are participating in the college credit program must be counted as part of the minimum number of instructional hours required for a student to be considered a full-time student in average daily attendance. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB01619F.pdf#navpanes=0
Title: S.B. 1619
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2011 | P-12 | Defines an "applied STEM course" as a STEM course offered as part of a school district's career and technology education curriculum. Directs the state board to establish a process for the review and approval of applied STEM courses to satisfy the math and science requirements for the recommended high school program, to be substituted for a specific math or science course otherwise required under the recommended high school program and completed during the student's 4th year of math or science coursework. Authorizes the state board to approve only those substitution math courses taken after successful completion of Algebra I and geometry and to be taken after or concurrently with Algebra II. Authorizes the state board to approve only thsoe substitution science courses taken after successful completion of biology and chemistry and to be taken after or concurrently with physics. Identifies additional criteria an applied STEM course must meet, including that: the course is created by a recognized national or international business and
industry group to prepare a student for a national or international business and industry certification or license; the course qualifies as a dual credit course or an articulated postsecondary course; the standards are equivalent to those covered in the course for which the applied STEM course will substitute; and the course incorporates college and career readiness skills. Adds new provision directing the higher education coordinating board to ensure that credit for an applied STEM course may be applied to relevant degree programs offered by institutions of higher education.
Directs the state board for educator certification to specify that to obtain a certificate to teach an "applied STEM course" at a secondary school, the candidate must pass the certification test administered by the recognized national or international business and industry group that created the curriculum the applied STEM course is based on, and have at least an associate's degree and 3 years work experience in an occupation the applied STEM course is intended to prepare students for. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB01620F.pdf#navpanes=0
Title: S.B. 1620
Source: www.legis.state.tx.us
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| GA | Signed into law 05/2011 | P-12 | By July 2012, directs the state board to approve department-developed models and curriculum frameworks for 16 areas of career/technical education study.
Requires that the competencies and curricula for career, technical and agricultural courses include state standards in academic core subject areas, as appropriate. Requires that in establishing such competencies and curricula, the state board work to ensure such courses meet postsecondary requirements for acceptance of credit for such coursework. Requires that career, technical and agricultural courses be taught by either (1) a highly qualified teacher in the academic content and trained or experienced in contextualized learning using project based methods; (2) by a highly qualified career, technical and agricultural education teacher who has completed a state-approved training program to strengthen academic content and has passed a state-approved exam for demonstrating mastery of academic content; or (3) by a team made up of a highly qualified teacher in the academic content and a highly qualified career, technical and agricultural education teacher working together to teach the course.
Permits local districts or charter schools to develop career, technical and agricultural courses with embedded academic standards in areas such as English, language arts, science, social studies and math. Provides that for an academic core subject for which an end-of-course exam is given, students must be provided the opportunity to take such end-of-course assessment upon completion of the career, technical or agricultural course that includes embedded standards in such academic core subject area, unless the student has already passed such end-of-course assessment. Provides that a student who completes a career, technical or agricultural course that includes embedded academic core subject area standards must receive credit for both the CTE course and the academic course, for up to three academic courses. Provides such courses must be accepted for purposes of admission into a postsecondary institution.
Pages 4-6 of 14: http://www.legis.ga.gov/Legislation/20112012/116702.pdf
Title: H.B. 186 - Career, Technical and Agricultural Courses
Source: www.legis.ga.gov
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| GA | Signed into law 05/2011 | P-12 | Establishes the State Education Finance Study Commission to evaluate the Quality Basic Education (QBE) Formula and education funding for public schools in Georgia. Provides for composition, compensation, duties and powers, and support staff of the commission. Directs the commission to review specified issues related to the QBE formula, state and local funding partnership, equalization, student transportation, state schools funding, capital outlay. Encourages the commission to study and evaluate issues related to charter schools; Career, Technical, and Agriculture Education, dual enrollment, virtual schools; teacher pay; non-QBE grants, and other changes to the education code. Provides a timeline for the commission's work, including that the proposed legislation for final recommendations be completed by end of 2012. Abolishes commission and supporting statutory language on March 31, 2013. http://www.legis.ga.gov/Legislation/20112012/116810.pdf
Title: H.B. 192 - State Education Finance Study Commission
Source: www.legis.ga.gov
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| IN | Signed into law 05/2011 | P-12 | Requires the state board of education to receive, distribute, and account for funds received for career and technical education under federal law. Assigns to the state board responsibility for the planning and implementation of secondary career and technical education. Requires the state board to develop and coordinate career and technical education on a regional and statewide basis and to prepare budget requests for state and federal funds for career and technical education. Creates the advisory committee on career and technical education. Allows the state workforce innovation council (council) to make recommendations concerning the budget requests for the state board's review. Adds an individual recognized by an adult education organization to the membership of the council. Assigns to the council responsibility for the general educational development (GED) diploma program and the planning and implementation of postsecondary career and technical education. Assigns responsibility for adult education to the council and the department of workforce development (DWD). Allows an adult education program to include a pathway to obtain a high school diploma. Repeals statutes: (1) establishing the commission for career and technical education; (2) assigning responsibility for the GED diploma program and adult education to the state board; (3) assigning responsibility for postsecondary career and technical education to the commission for higher education; and (4) assigning secondary career and technical education to the council and DWD. Makes conforming changes.
http://www.in.gov/legislative/bills/2011/HE/HE1340.1.html
Title: H.B. 1340
Source: http://www.in.gov
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| KS | Signed into law 05/2011 | Postsec.
Community College | Creating the postsecondary tiered technical education state aid act, replacing the current funding structure. Beginning in fiscal year 2012 and each fiscal year thereafter, each community college and technical college and the Washburn Institute of Teachnology would be eligible for postsecondary tiered technical education state aid from the state general fund for credit hours approved by the state board of regents, using a credit hour cost calculation model, that would include all of the following concepts: (1) Arrange into categories or tiers, technical education programs, recognizing cost differentials; (2) Consider target industries critical to the Kansas economy; (3) Respond to program growth; (4) Consider local taxing authority for credit hours generated by in-district students; and (5) Include other factors and considerations determined necessary by the state board of regents. The state board of regents would establish the rates to be used as the state's share in a given year, as well as in the actual distribution. The bill prohibits receipt of both tiered technical education state aid and non-tiered course state aid for any one credit hour. The bill provides for fund accounting and management requirements related to state aid received under the Act. The bill authorizes the state board of regents to adopt policies necessary or desirable to implement and administer the Act. Bill provides that each community college and technical college is eligible for a grant from the state general fund, in an amount determined by the state board of regents for non-tiered course credit hours approved by the board of regents after dialogue with community college and technical college presidents.
http://kslegislature.org/li/b2011_12/year1/measures/documents/sb143_enrolled.pdf
Title: S.B. 143
Source: http://kslegislature.org
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| ND | Signed into law 05/2011 | Postsec.
Community College | Provides that the State Board for Career and Technical Education may authorize the operation of an academic or professional postsecondary educational institution that offers educational credentials only upon approval by the director of the Department of Career and Technical Education and the commissioner of the State Board of Higher Education.
http://www.legis.nd.gov/assembly/62-2011/title-summaries/2011titlesummaries.pdf
Title: H.B. 1092
Source: http://www.legis.nd.gov/assembly
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| ND | Signed into law 05/2011 | P-12 | Requires each district to provide students in grade 7 or 8 with an individual consultative process or a nine-week course for the purpose of discussing the results of their career interest inventory, selecting high school courses appropriate to their educational pursuits and career interests, and developing individual high school education plans. Requires each district to notify students that they are entitled to a consultative review at least once during each high school grade and to provide the consultative review when requested to do so.
http://www.legis.nd.gov/assembly/62-2011/documents/11-0208-12000.pdf
Title: S.B. 2150 - Multiple Provisions
Source: http://www.legis.nd.gov
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| NV | Signed into law 05/2011 | P-12 | Revises the provisions governing the policy for the 4-year academic plan for ninth grade pupils to provide that the policy may ensure that each ninth grade pupil and his or her parent or legal guardian are provided, to the extent practicable, with information concerning certain courses and programs available to the pupil, as well as the requirements for graduation, for admission to the Nevada System of Higher Education and for receipt of the Governor Guinn Millennium Scholarship.
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB138_EN.pdf
Title: A.B. 138--Counseling/Guidance
Source: http://www.leg.state.nv.us
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| OR | Signed into law 05/2011 | P-12 | Aligns current statutes related to apprenticeship programs to revised regulations of the U.S. Department of Labor that include: defining "journey worker" and deleting references to "journeyman"; reducing the timeline for registering new apprenticeship programs from 90 to 45 days; establishing a specific probationary period for all apprentices to the shorter timeframe of either up to one year or 25 percent of the program's length; allowing transfer of apprentices between programs for reasons such as relocating to another geographic location; redefining the roles and responsibilities of the apprenticeship agency BOLI Apprenticeship and Training Division and the State Apprenticeship Council; increasing coordination and links between state apprenticeship programs and the State Workforce Investment Board; clarifying reciprocal programs of apprentices and apprenticeship programs and standards; implementing program performance standards that emphasize quality performance.
http://www.leg.state.or.us/11reg/measures/hb2000.dir/hb2034.en.html
Title: H.B. 2034
Source: http://www.leg.state.or.us
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| OR | Signed into law 05/2011 | P-12 | Clarifies requirements for obtaining services from Oregon Career Readiness Certification program. Changes name of program from Oregon Career Readiness Certification Program to National Career Readiness Certification. Requires program to inform school districts, community colleges and community college service districts about Career Readiness Certification Program. Requires community colleges and districts to report on student use of the program to the Department of Community Colleges and Workforce Development.
http://www.leg.state.or.us/11reg/measpdf/hb2300.dir/hb2353.en.pdf
Title: H.B. 2353
Source: http://www.leg.state.or.us
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| TN | Passed 05/2011 | P-12 | A resolution to urge the United States Congress to oppose funding reductions in career and technical education programs.
Title: S.J.R. 111
Source: Westlaw/StateNet
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| VT | Signed into law 05/2011 | P-12 | Requires the inclusion of "value added food processing sectors, including meat cutting and processing" into the programs of study offered at the state's regional career and technical education centers.
http://www.leg.state.vt.us/docs/2012/Acts/ACT058.pdf
Title: S.B. 100 - Career and Technical Education
Source: http://www.leg.state.vt.us
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| WA | Signed into law 05/2011 | P-12 | Requires the office of the superintendent of public instruction to convene a working group to develop a statewide
strategic plan for secondary career and technical education. Effective 07/22/2011
Title: H.B. 1710
Source: Westlaw/StateNet
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| AZ | Signed into law 04/2011 | P-12 | Conforms state funding Joint Technical Education Districts (JTEDs) with average daily membership (ADM) used in place of average daily attendance (ADA). Chapter 258
http://www.azleg.gov/legtext/50leg/1r/bills/hb2237s.pdf
Title: H.B. 2237
Source: http://www.azleg.gov
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| AZ | Signed into law 04/2011 | Community College | Allows adult students to attend vocational programs on a central campus that is owned and operated by a joint technical education district (JTED) during regular school hours if the program has additional student capacity after the enrollment of traditional students. Requires adult students who enroll in a JTED program offered during regular school hours to have a valid fingerprint clearance card. Directs the JTED to send written notification to parents of each student enrolled in a vocational program during regular school hours when an adult enrolls in the same vocational program. Stipulates that adult students can only participate in vocational education programs offered by a school district if the purpose of the program is skill retraining or skill upgrading. Adult students are prohibited from receiving college-level credit for those programs.
Adult students are prohibited from enrolling in a massage therapy program. Chapter 203
http://www.azleg.gov/legtext/50leg/1r/bills/hb2646h.pdf
Title: H.B. 2646
Source: http://www.azleg.gov/
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| CA | Signed into law 04/2011 | P-12 | From bill summary: Requires the superintendent of public instruction to award grants to districts that propose to implement or maintain a partnership academy focused on employment in clean technology businesses and renewable energy businesses, and that provides skilled workforces for products/services related to energy and/or water conservation, renewable energy, pollution reduction, or other technologies. Requires the controller annually to allocate $8,000,000 from the Renewable Resource Trust Fund or other related fund, upon appropriation by the legislature, to the superintendent of public instruction for expenditure in the form of grants to districts for creating and maintaining partnership academies. Provides that if funds from the Renewable Resource Trust Fund are insufficient to fully meet that funding requirement in specified fiscal years, the controller is required to allocate the balance of funds required to meet the funding requirement from the Alternative and Renewable Fuel and Vehicle Technology Fund for these purposes.
Requires the energy commission, no later than 60 days after the effective date of these provisions, in consultation with the superintendent, to adopt guidelines to ensure that programs receiving grants reflect current state energy policies and priorities as well as provide skills and education linked to the needs of relevant industries.
Authorizes a district to apply for a planning grant to implement a partnership academy, and allows the superintendent to use up to 5% of the funds transferred to the superintendent for the program's administrative costs. Requires the superintendent, in consultation with the energy commission, to provide a report to the legislature that includes a description of the curriculum and substance of the programs funded by grants awarded pursuant to these provisions, and specified data. Provides that the bill's provisions become inoperative on June 30, 2017, and are repealed as of January 1, 2018.
http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0001-0050/sbx1_1_bill_20110405_enrolled.pdf
Title: S.B. 1
Source: www.leginfo.ca.gov
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| AR | Signed into law 03/2011 | P-12
Postsec.
Community College | Establishes the Arkansas College and Career Readiness standards. Develops criteria to evaluate, support, promote and fund career and technical education programs. Directs the Department of Career Education to work in collaboration with the Department of Education and the Department of Higher Education to develop college and career readiness program standards for career and technical education program of study courses. Students may earn postsecondary credits for career and technical education program of study courses that lead to a postsecondary credential, certificate, or degree.
6-5-903. College and career readiness program standards. 34
http://www.arkleg.state.ar.us/assembly/2011/2011R/Acts/Act743.pdf
Title: H.B. 1620
Source: http://www.arkleg.state.ar.us
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| VA | Signed into law 03/2011 | Postsec.
Community College | Provides that where there is a national industry certification for career and technical education instructional personnel or programs for automotive technology, the Board of Education must make such certification a mandatory part of the career and technical education program. The bill has a delayed effective date of July 1, 2012.
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+CHAP0388+pdf
Title: H.B. 1493
Source: http://lis.virginia.gov
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| Career/Technical Education--Career Academies/Apprenticeship |
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| Choice of Schools--Charter Schools |
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| Choice of Schools--Charter Schools--Charter Districts |
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| Choice of Schools--Charter Schools--Closings |
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| Choice of Schools--Charter Schools--Cyber Charters |
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| Choice of Schools--Charter Schools--Finance |
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| Choice of Schools--Charter Schools--Research |
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| Choice of Schools--Choice/Open Enrollment |
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| Choice of Schools--Innovation Schools |
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| Choice of Schools--Magnet or Specialized Schools |
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| Choice of Schools--Tax Credits |
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| Choice of Schools--Vouchers |
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| Choice of Schools--Vouchers--Privately Funded |
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| Civic Education |
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| Civic Education--Character Education |
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| Civic Education--Civic Knowledge and Literacy |
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| Civic Education--Pledge of Allegiance |
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| Class Size |
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| Curriculum |
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| Curriculum--Arts Education |
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| Curriculum--Drivers Education |
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| Curriculum--Financial Literacy/Economics Ed. |
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| Curriculum--Foreign Language/Sign Language |
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| Curriculum--Health/Nutrition Education |
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| Curriculum--Language Arts |
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| Curriculum--Mathematics |
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| Curriculum--Physical Education |
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| Curriculum--Science |
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| Curriculum--Sex Education |
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| Curriculum--Social Studies/History |
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| Data-Driven Improvement |
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| Demographics--Enrollments |
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| Desegregation |
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| Economic/Workforce Development |
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| Equity |
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| Federal |
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| Finance |
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| Finance--Adequacy/Core Cost |
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| Finance--Aid to Private Schools |
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| Finance--Bonds |
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| Finance--District |
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| Finance--Facilities |
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| Finance--Federal |
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| Finance--Funding Formulas |
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| Finance--Local Foundations/Funds |
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| Finance--Lotteries |
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| Finance--Performance Funding |
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| Finance--Private Giving |
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| Finance--Resource Efficiency |
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| Finance--State Budgets/Expenditures |
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| Finance--Student Fees |
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| Finance--Taxes/Revenues |
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| Finance--Taxes/Revenues--Alternative Revenues |
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| Governance |
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| Governance--Deregulation/Waivers/Home Rule |
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| Governance--Ethics/Conflict of Interest |
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| Governance--Mandates |
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| Governance--School Boards |
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| Governance--School Boards--Training |
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| Governance--Site-Based Management |
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| Governance--State Boards/Chiefs/Agencies |
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| Health |
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| Health--Child Abuse |
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| Health--Mental Health |
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| Health--Nutrition |
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| Health--School Based Clinics or School Nurses |
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| Health--Suicide Prevention |
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| High School |
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| High School--Advanced Placement |
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| High School--College Readiness |
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| High School--Dropout Rates/Graduation Rates |
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| High School--Dual/Concurrent Enrollment |
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| High School--Early Colleges/Middle Colleges |
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| High School--Exit Exams |
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| High School--GED (General Education Development) |
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| High School--Graduation Requirements |
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| High School--International Baccalaureate |
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| Instructional Approaches--Grading Practices |
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| Instructional Approaches--Homeschooling |
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| Integrated Services/Full-Service Schools |
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| Leadership |
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| Leadership--District Superintendent |
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| Leadership--District Superintendent--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership |
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| Leadership--Principal/School Leadership--Certification and Licensure |
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| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
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| Leadership--Principal/School Leadership--Induction Programs and Mentoring |
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| Leadership--Principal/School Leadership--Preparation |
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| Leadership--Principal/School Leadership--Preparation--Alternative |
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| Leadership--Principal/School Leadership--Professional Development |
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| Leadership--Principal/School Leadership--Tenure |
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| Middle School |
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| Minority/Diversity Issues |
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| Minority/Diversity Issues--African American |
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| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
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| No Child Left Behind--Adequate Yearly Progress |
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| No Child Left Behind--Assessment |
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| No Child Left Behind--Consequences for Schools |
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| No Child Left Behind--Report Cards |
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| No Child Left Behind--School Support |
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| No Child Left Behind--Supplemental Services |
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| Online Learning--Digital/Blended Learning |
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| Online Learning--Virtual Schools/Courses |
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| P-16 or P-20 |
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| P-3 |
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| P-3 Child Care |
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| P-3 Content Standards and Assessment |
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| P-3 Ensuring Quality |
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| P-3 Finance |
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| P-3 Governance |
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| P-3 Grades 1-3 |
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| P-3 Health and Mental Health |
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| P-3 Kindergarten |
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| P-3 Kindergarten--Full-Day Kindergarten |
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| P-3 Preschool |
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| P-3 Special Ed./Inclusion |
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| P-3 Teaching Quality/Professional Development |
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| Parent/Family |
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| Postsecondary |
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| Postsecondary Accountability |
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| Postsecondary Accountability--Accreditation |
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| Postsecondary Accountability--Student Learning |
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| Postsecondary Affordability |
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| Postsecondary Affordability--Financial Aid |
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| Postsecondary Affordability--Textbooks |
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| Postsecondary Affordability--Tuition/Fees |
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| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
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| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
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| Postsecondary Faculty |
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| Postsecondary Faculty--Compensation |
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| Postsecondary Faculty--Intellectual Property |
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| Postsecondary Faculty--Tenure |
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| Postsecondary Finance |
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| Postsecondary Finance--Efficiency/Performance-Based Funding |
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| Postsecondary Finance--Facilities |
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| Postsecondary Finance--Revenue and Expenditures |
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| Postsecondary Governance and Structures |
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| Postsecondary Governance and Structures--Administrative/Leadership Issues |
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| Postsecondary Governance and Structures--State Executives/State Agencies |
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| Postsecondary Institutions |
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| 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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