 |
State |
Status/Date |
Level |
Summary |
|
 | 21st Century Skills |
| |
| Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
| |
| Accountability--Rewards |
| |
| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--No Pass No Play |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
| |
| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--College Entrance Exams |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Compulsory |
| |
| Attendance--Truancy |
| |
| Background Checks |
| |
| Bilingual/ESL |
| |
| Business Involvement |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Charter Districts |
| |
| Choice of Schools--Charter Schools--Closings |
| |
| Choice of Schools--Charter Schools--Cyber Charters |
| |
| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Charter Schools--Research |
| |
| Choice of Schools--Choice/Open Enrollment |
| |
| Choice of Schools--Innovation Schools |
| |
| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Tax Credits |
| |
| Choice of Schools--Vouchers |
| |
| Choice of Schools--Vouchers--Privately Funded |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Civic Knowledge and Literacy |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Data-Driven Improvement |
| |
| Demographics--Enrollments |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Aid to Private Schools |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| Finance--Performance Funding |
| |
| Finance--Private Giving |
| |
| Finance--Resource Efficiency |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--Mandates |
| |
| Governance--School Boards |
| |
| Governance--School Boards--Training |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--Mental Health |
| |
| Health--Nutrition |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
| |
| High School--Dropout Rates/Graduation Rates |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Early Colleges/Middle Colleges |
| |
| High School--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
| |
| Integrated Services/Full-Service Schools |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--District Superintendent--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership |
| |
| Leadership--Principal/School Leadership--Certification and Licensure |
| |
| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
| |
| 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 |
| |
| CA | Signed into law 10/2011 | P-12 | From bill summary: Deletes the schedule for submission of instructional materials for foreign languages and health for state board approval, and the exception to the requirement that criteria for the evaluation of instructional materials be approved when curriculum frameworks are approved or at least 30 months before the date that the materials are to be approved for adoption. Requires the state board to adopt revised curriculum frameworks and evaluation criteria that are aligned to the common core academic content standards developed by the consortium and adopted by the board for mathematics and English language arts no later than May 30, 2013, and May 30, 2014, respectively. Requires state board policies to ensure that the K-12 English language arts curriculum frameworks and K-8 instructional materials include the English language development standards as adopted by the state board in 1997 and revised thereafter, and English language development strategies in the core subjects of mathematics, science, and history-social science. Requires state board policies to ensure that K-12 curriculum frameworks and K-8 instructional materials include strategies to address the needs of pupils with disabilities in mathematics, science, history-social science, and English language arts. Requires the curriculum frameworks to describe the manner in which content can be delivered to intentionally build pupil creativity, innovation, critical thinking, problem solving, collaboration, and communication into and across each content area.
Renames the Curriculum Development and Supplemental Materials Commission the Instructional Quality Commission and makes conforming changes. Deletes the requirement that the commission review specified educational films or video recordings. Requires the criteria developed for evaluating instructional materials to include specified directions to publishers and requires the commission to perform additional prescribed functions. States the intent of the legislature to ensure that school districts are provided with as many standards-aligned instructional material options as possible. Requires the superintendent of public instruction to develop model professional development modules, as specified, and to report to the state board on the development of those modules. Requires the state department of education to use certain federal funds, and any other available state and federal funds, to implement the provisions of this bill. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0201-0250/ab_250_bill_20111008_chaptered.pdf
Title: A.B. 250 - Curriculum Frameworks, Standards, Instructional Materials, Model Professional Development Modules
Source:
| |
| 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
| |
| CT | Signed into law 06/2011 | P-12 | To revise the requirements for early childhood educators and direct the Commissioner of Education to use unexpended funds for providing professional development to school readiness staff. http://www.cga.ct.gov/2011/ACT/Pa/pdf/2011PA-00054-R00SB-00927-PA.pdf
Title: S.B. 927
Source: http://www.cga.ct.gov
| |
| NC | Signed into law 06/2011 | P-12 | Budget Technical Corrections Legislation:
Section 7.31 - Repeals the statutory provisions of the Teacher Academy, created to establish a statewide network of high quality, integrated, comprehensive, collaborative, and substantial professional development for teachers, provided through summer programs.
Section 7.32. Repeals the statutory provisions of the Professional Teaching Standards Commission, created to establish high standards for North Carolina teachers and the teaching profession.
Section 14. Reinstates personal education plans, and restores school improvement plans.
http://www.ncga.state.nc.us/Sessions/2011/Bills/House/PDF/H22v4.pdf
Title: H.B. 22
Source: http://www.ncga.state.nc.us
| |
| NV | Signed into law 06/2011 | P-12 | Removes the provisions creating the 10-member elected State Board of Education and provides for the election and appointment of members whose terms will commence on January 8, 2013. Bill provides for the appointment of the superintendent of public instruction by the governor from a list of candidates submitted by the state board. Further provides that the superintendent serves at the pleasure of the governor and is in the executive department of state government. Bill provides that the superintendent of public instruction is responsible for ensuring that the duties and responsibilities of the previously created Commission on Educational Excellence, Advisory Council on Parental Involvement, Commission on Educational Technology, Council to Establish Academic Standards for Public Schools, and the Commission on Professional Standards in Education are successfully carried out by the commissions, councils and programs. The bill further revises the qualifications and duties of the superintendent of public instruction to: (1) possess the knowledge and ability to carry out the duties of the position; (2) provide that the superintendent is the educational leader for the K-12 public education in the state; (3) require the superintendent to enforce the observations of statutes and regulations governing K-12 public education; and (4) request a plan of corrective action if the superintendent determines that a school district or charter school has not complied with those statutes and regulations. Provisions of the bill require the state board, in developing the plan to improve the academic achievement of pupils enrolled in public schools, to establish clearly defined goals and benchmarks for improving the achievement of pupils and prescribes those goals and benchmarks. Requires the Commission on Professional Standards in Education to submit annual reports to the State Board and the Legislative Committee on Education describing the status of the regulations adopted by the Commission and a work plan designating the proposed activities of the Commission during the next year. Provisions assign the three regional training programs for the professional development of teachers and administrators and designates the schools districts which will fall within the jurisdictions of the three programs. The bill requires the governing body of each of the regional training programs to establish an evaluation system for the teachers and other licensed educational personnel who participate in the program and prescribes the requirements of that evaluation system. The bill provides for the funding of the three regional training programs and requires the Department of Education to transfer sums to the appropriate districts for the purchase of professional development for teachers and administrators.
http://www.leg.state.nv.us/Sessions/76th2011/ Bills/SB/SB197_EN.pdf
Title: S.B. 197
Source: http://www.leg.state.nv.us
| |
| OH | Signed into law 06/2011 | P-12 | Provides that of a specified department of education appropriation, a portion in each fiscal year may be used to train district and regional specialists and district educators in the use of the value-added progress
dimension and in the use of data as it relates to improving student achievement. This training may include teacher and administrator professional development in the use of data to improve instruction and student learning, and teacher and administrator training in understanding teacher value-added reports and how they can be used as a component in measuring teacher and administrator effectiveness. A portion of this funding may be provided to a credible nonprofit organization with expertise in value-added progress dimensions. Requires that the remainder of the appropriation be used by the department to incorporate a statewide
value-added progress dimension into performance ratings for school districts and for the development of an accountability system that includes the preparation and distribution of school report cards and funding and
expenditure accountability reports. Page 982 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part3.pdf
Title: H.B. 153 - Using Data to Improve Student Achievement
Source: www.legislature.state.oh.us
| |
| PA | Signed into law 06/2011 | P-12 | Section 1205.1 establishes a moratorium onteacher professional developoment required by Act 48/45 to provide mandate relief for school districts.
http://www.legis.state.pa.us/WU01/LI/BI/FN/2011/0/HB1352P2227.pdf
Title: H.B. 1352
Source: http://www.legis.state.pa.us
| |
| OK | Signed into law 05/2011 | P-12 | Requires the Oklahoma Commission for Teacher Preparation to develop and administer mathematics professional development programs for any teacher who became licensed or certified to teach in elementary education or early childhood education prior to July 1, 2001, and is serving as a K-3 teacher in a public school. The purpose is to improve the knowledge and skills of the teachers and to ensure that the elementary grade students of the state are taught by professional educators fully prepared in the area of mathematics.Subject to availability of funding, but based on the number of teachers who would be eligible for such training, the Oklahoma Commission for Teacher Preparation would expect to train approximately 200 teachers per year at a cost of $1,800 per teacher, for a total cost of $260,000 per year.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/hB/HB1918%20ENR.DOC
Title: H.B. 1918
Source: http://webserver1.lsb.state.ok.us
| |
| GA | Adopted 04/2011 | P-12 | Directs the professional standards commission to (1) Revise its certification renewal rules so that demonstration of the impact of professional learning on educator performance and student performance is required in order for certification to be renewed, effective July 2015; and (2) Establish a task force to determine the level of evidence necessary for educators to demonstrate the impact of professional learning and how this evidence will be collected and submitted for the purposes of certificate renewal. Directs the department of education and the professional standards commission to cooperatively develop a course on educator ethics to include information on the official Georgia Code of Ethics for educators and have as one area of emphasis best practices for administering state mandated tests.
Directs the state board of education to revise its professional learning rules so that it is the responsibility of principals, district and state leaders to ensure teacher opportunities for professional learning that (1) reflect the findings of the House Study Committee on Professional Learning and (2) are consistent with major research findings and best practices regarding professional learning. Directs the state board to align its rules with the new Professional Standards Commission certification renewal rules requiring the demonstration of the impact of professional learning on educator and student performance when the commission's rules take effect. Directs the department of education to establish the Professional Learning Rules Task Force, in order to review current state board of education professional learning rules, review current research regarding professional learning, and provide suggestions for revisions to the rules and for implementation. Establishes the membership of the task force. Directs the task force to present recommendations for professional learning rules to the state board by July 1, 2013. Requires that recommendations be included in revisions to the state board professional learning rules and be adopted by June 30, 2015. Directs the department of education to provide written guidance aligned to revised state board of education professional learning rules.
Title: H.R. 489
Source:
| |
| GA | Adopted 03/2011 | P-12 | Strongly encourages the development of performance-based coaching programs that are designed for principals and district administrators to impact school-wide improvement by developing the organizational culture and the capacity of other educators to improve teaching and learning; and for other purposes.
Title: H.R. 491
Source: Westlaw/StateNet
| |
| 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 |
| |
| Technology--Equitable Access |
| |
| Technology--Funding Issues |
| |
| Technology--Teacher/Faculty Training |
| |
| Textbooks and Open Source |
| |
| Urban--Change/Improvements |
| |