 |
State |
Status/Date |
Level |
Summary |
|
 | 21st Century Skills |
| |
| Accountability |
| |
| Accountability--Accreditation |
| |
 | Accountability--Measures/Indicators |
| |
| CA | Vetoed 10/2011 | P-12 | From bill summary: Requires that reporting for purposes of the Academic Performance Index (API) include performance data for pupil subgroups of 10 or more pupils with valid test scores (previous provision required either at least 50 students with a valid test score, or at least 15% of the total population of pupils at a school who have valid test scores, with exceptions). Requires that reporting conducted pursuant to these provisions for any pupil subgroup that is not numerically significant be marked with an asterisk that indicates less statistical certainty than data based on a numerically significant subgroup. Requires that this reporting be conducted in accordance with specified federal privacy laws, and states the legislature's intent that this data not be used for federal or state accountability purposes.
Bill text: http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0501-0550/sb_512_bill_20110901_enrolled.pdf
Governor's veto message: http://gov.ca.gov/docs/SB_512_Veto_Message.pdf
Title: S.B. 512
Source: www.leginfo.ca.gov
| |
| CA | Vetoed 10/2011 | P-12 | From bill summary: Makes provisions relating to the Academic Performance Index (API) inoperative on July 1, 2014, and repeals them as of January 1, 2015. Requires the superintendent of public instruction, in consultation with a specified advisory committee, to develop an Education Quality Index (EQI), which would replace the API and consist of a State Assessment Index, a Graduation Rate Index, a College Preparedness Index, and a Career Readiness Index. Requires that these indices consist of specified criteria. In developing the EQI, requires the superintendent of public instruction and this advisory committee to consult with the University of California, the California State University, the California Community Colleges, the Employment Development Department, and other appropriate entities. Requires the state board to provide opportunities for public input, make changes as necessary, and adopt the EQI no later than August 1, 2014. Commencing with the 2014–15 school year, requires that all schools and school districts be evaluated using an EQI value. Requires the superintendent of public instruction to report to the governor and the appropriate policy and fiscal committees of the legislature by July 1, 2013, and annually thereafter, specified information relating to the creation of additional indices. Requires the superintendent of public instruction, in consultation with a specified advisory committee, and subject to an appropriation in the annual Budget Act or another statute for this purpose, to contract for an independent evaluation of the effectiveness and reliability of the EQI and any statutory changes recommended for improvement, and to submit the evaluation and recommendations in a report to the governor and the appropriate policy and fiscal committees of the legislature by July 1, 2018.
Also makes conforming and clarifying changes relating to the duties of a specified advisory committee. Requires this advisory committee, for purposes of work relating to the EQI, to seek input through the establishment of subcommittees or other methods from persons with expertise in various areas, and, commencing January 1, 2012, through July 1, 2016, to hold a public meeting at least once each quarter per year. Bill text: http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0501-0550/sb_547_bill_20110914_enrolled.pdf
Governor's veto message: http://gov.ca.gov/docs/SB_547_Veto_Message.pdf
Title: S.B. 547
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 10/2011 | P-12 | From bill summary: Existing law requires the superintendent of public instruction, with approval of the state board, to develop an alternative accountability system for specified types of schools, including, among others, community day schools and continuation schools. Existing law allows these schools to receive an Academic Performance Index (API) score, but prohibits them from being included in the API rankings of schools. New provisions, until January 1, 2017, require the superintendent of public instruction and the state board, as part of the alternative accountability system for schools, or any successor system, to allow no more than 10 dropout recovery high schools to report the results of an individual pupil growth model that is proposed by the school and certified by the superintendent of public instruction pursuant to specified criteria
instead of reporting other indicators. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0151-0200/ab_180_bill_20111009_chaptered.pdf
Title: A.B. 180
Source: www.leginfo.ca.gov
| |
| TX | Adopted 07/2011 | P-12 | Adopts excerpted sections of the Performance-Based Monitoring Analysis System (PBMAS) 2011 Manual. From Texas Register: The 2011 PBMAS includes several key changes from the 2010 system. The phase-in of TAKS-Modified and TAKS-Alternate performance results is reflected in the 2011 PBMAS TAKS passing rate indicators as appropriate. Cut-point adjustments have been made for the first time to all annual dropout rate indicators. Required Improvement has been added to all graduation rate indicators. New standards and cut-points are being proposed for several PBMAS indicators, including the 3-5 Year Olds
Less Restrictive Environments (LRE) Placement Rate, the 6-11 Year Olds LRE Placement Rate, the 12-21 Year Olds LRE Placement Rate, the Special Education Discretionary Discipline Alternative Education Program (DAEP) Placements, the Special Education Discretionary Placements to In-School Suspension (ISS), and the Special Education Discretionary Placements to Out-of-School Suspension (OSS). The No Child Left Behind, Title I, Part A Recommended High School Program (RHSP)/Distinguished Achievement Program (DAP) Diploma Rate indicator is moving from a "Report Only" indicator to an indicator with performance level assignments.
The "hold harmless" provision that was added in the 2010 PBMAS to two subject-area indicators in both the Career and Technical Education and the Special Education program areas has been removed. The Special Education African American Representation and Hispanic Representation indicators have been modified based on consideration of the new federal race/ethnicity categories in relation to the intent of those indicators. Changes to the PBMAS indicators for 2011 are marked in the manual as "New!" for easy reference. Also modifies subsection (d) to specify that the PBMAS Manual adopted for the school years prior to 2011-12 will remain in effect with respect to those school years. Establishes in rule the PBMAS procedures for assigning the 2011 PBMAS performance levels. Applicable procedures will be adopted each year as annual versions of the PBMAS Manual are published. Adopted as published in the May 27, 2011 Texas Register (pages 11-12 of 93): http://www.sos.state.tx.us/texreg/pdf/backview/0527/0527prop.pdf
Title: 19 TAC 97.1005
Source: www.sos.state.tx.us
| |
| TX | Adopted 07/2011 | P-12 | Adopts the 2011 Accountability Manual. Provides earlier versions of the manual will remain in effect with respect to the school years for which they were developed. According to the July 22, 2011 Texas Register, "In 2011, campuses and districts will be evaluated using five base indicators: Texas Assessment of Knowledge and Skills (TAKS) results, commended performance, the English Language Learners (ELL) progress indicator, completion rates, and annual dropout rates. In 2011, the GPA [Gold Performance Acknowledgment] system will award acknowledgment on up to 15 separate indicators to districts and campuses rated Academically Acceptable, AEA Academically Acceptable, or higher: Attendance Rate for Grades 1-12; Advanced Course/Dual Enrollment Completion; Advanced Placement/International Baccalaureate Results; College Admissions Test Results; Commended Performance on Reading/English Language Arts (ELA), Mathematics, Writing, Science and/or Social Studies; Recommended High School Program/Distinguished Achievement Program Participation; Comparable Improvement on Reading/ELA and Mathematics; Texas Success Initiative -Higher Education Readiness Component on ELA and/or Mathematics; and College-Ready Graduates. Adopted as published in July 22, 2011 Texas Register (pages 7-8 of 31): http://www.sos.state.tx.us/texreg/pdf/backview/0722/0722adop.pdf
Title: 19 TAC 97.1001
Source: www.sos.state.tx.us
| |
| OK | Signed into law 05/2011 | P-12 | Adds a new section of that that requires the assignment and reporting of school grades. Requires that grades of schools be based 33 percent upon test scores, 17 percent learning gains in reading and mathematics, 17 percent on improvement of the lowest 25th percentile of students in the school in reading and mathematics on criterion-referenced tests and end-of-instruction tests and 33 percent on whole school improvement. For middle school grades and elementary school grades, total school improvement will be based upon the drop-out rate, the percentage of students taking higher level coursework at a satisfactory or higher level and any other factors selected by the superintendent of public instruction.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/hB/HB1456%20ENR.DOC
Title: H.B. 1456
Source: http://webserver1.lsb.state.ok.us
| |
| OK | Signed into law 05/2011 | P-12 | Instructs the state board to adopt a four-year adjusted cohort graduation rate and extended-year adjusted cohort graduation rate to establish a uniform definition of high school graduation rate. Requires the state board to adopt percentage growth targets for high school graduation rates with the eventual goal being 100 percent. Districts must use the four-year adjusted cohort graduation rate for establishing these growth targets.Districts and schools meeting growth targets at the end of the initial two years or in the alternate years will be recognized as notable schools and school districts. Districts not meeting growth targets must submit high school graduation improvement plans to local boards of education and contingent upon the availability of funding participate in training provided by the State Department of Education for reducing dropout rates and improving graduation rates.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/SB/SB2%20ENR.DOC
Title: S.B. 2
Source: http://webserver1.lsb.state.ok.us
| |
| NM | Signed into law 03/2011 | P-12 | Creates the A-B-C-D-E-F rating system to grade public schools in a way that is easily understandable to parents, school personnel and the community. Establishes the criteria for rating schools; provides funding for failing schools to implement programs linked to student achievement; allows for students to transfer to schools not rated with an F. School will be rated on student performance and growth and other indicators
http://www.nmlegis.gov/Sessions/11%20Regular/final/SB0427.pdf
Title: S.B. 427
Source: http://www.nmlegis.gov/
| |
| UT | Signed into law 03/2011 | P-12 | Requires the state board of education to establish a school grading system in which a school receives a grade of A, B, C, D, or F based on the performance of the school's students on statewide assessments, and, for a high school, the graduation rate and measures that indicate college and career readiness. Directs the state board to model the school grading system using school performance data for the 2010-11 school year. Outlines method of calculating points for students' proficiency in language arts, math, science and writing, and for student learning gains in language arts, math and science. Requires that the school grading system take effect in the 2011-12 school year and replace the U-PASS accountability system. Imposes requirements for the reporting of a school's grade. Directs the state board of education to make rules to implement the school grading system, and make reports and recommendations for proposed legislation to the education interim committee. http://le.utah.gov/~2011/bills/sbillenr/sb0059.pdf
Title: S.B. 59
Source: le.utah.gov
| |
| WY | Signed into law 03/2011 | P-12 | Wyoming Accountability in Education Act--Established through legislation and implemented by Department of Education.
PHASE 1
--Establishes "core indicators of student performance" at the school level:
Reading measured by proficiency assessment of Wyoming students (PAWS )in grades 3-8 and 11; 8th grade standardized, curriculum based college readiness test (ACT Explore) measured by percentage of students meeting or exceeding college benchmark readiness score for each subject area (English, reading, math and science); 11th grade standardized, curriculum based readiness test (ACT) measured by percentage of students meeting or exceeding college benchmark readiness score for each subject area (English, reading, math, science).
-- Uses school year 2010-11 statewide summative assessment data as baseline--PAWS--to be compared to 2011-2012 results
--Department of Education to compute combined school score for each core indicator and measure improvement from year to year, beginning with school year 2011-2012
--Improvement target for each core indicator is "positive progress" at the school-level
(1) "Positive progress" equals a better score than year before (positive score)
(2) "Performance level unchanged" equals no change occurred (zero score)
(3) "Negative progress" equals score is worse than year before (negative score)
--Department of Eduction to adopt rules and regulations establishing a matrix for reporting
--Commencing school year 2013-2014
(1) Schools must show "positive progress", failure to do so, a school is subject to the following
--For first year of failure to meet target improvement level, districts required to report to Department of Education a performance
acceleration plan, no later than August 1 of applicable school year
--For second and subsequent years of failure to meet target improvement level, Department of Education technical assistance
team assists district develo turn-around strategy and may impose criteria on district allocation of resources
PHASE 2--Creation of Select Committee on Accountability and advisory committee during the 2011 interim
--Select Committee review of Phase 1 of statewide education accountability system
(1) Appropriateness and rigor of core indicators
(2) Review of necessary modifications to the statewide assessment and the statewide growth assessment and use of assessments
administered locally, including consideration of end-of-course student assessments
(3) Review and improve reporting scale for measured achievement for core indicators
(4) Prescribe procedures for computing scores for students for which an achievement gap may occur
(5) Review of methodology for measuring student growth
--Select Committee will
(1) Establish components of effective teaching and administration
(2) Structure a statewide system for measuring teacher and administrator effectiveness, measured in part by student achievement
(3) Apply measured performance to evaluation consequences and incentives
(4) Provide recommendations on student and parental accountability
(5) Develop procedures for: (a) Identifying and assisting underperforming schools; (b) Time schedules within which underperforming
schools should reasonably be expected to achieve improvement targets; (c) consequences to districts which fail to meet school
improvement targets
(6) Review merit pay methodologies related to teacher performance measures, including merit-based salary schedules, bonuses,
incentive pay and differential staffing practices
(7) Review school district board of trustees training needs
(8) Review current laws impacting student performance
--Report recommendations back to legislature for 2012 budget session.
http://legisweb.state.wy.us/2011/Engross/SF0070.pdf
Title: S.F. 70--Indicators
Source: http://legisweb.state.wy.us
| |
| AK | Adopted 01/2011 | P-12 | Revises various provisions regarding the other academic indicator, including graduation rate, for school, district and state accountability. Repeals provision allowing target to be met by "any" improvement with provisions requiring differential improvement on the 4-year or 5-year extended graduation rate. Previously, 55.58% served as the minimum graduation rate target for public accountability; new rulemaking increases the minimum graduation rate target to 85%. Amends provisions relating to graduation rate for schools serving fewer than 25 students. Creates definition for "five year extended graduation rate." Creates definition of "émigré" for purposes of school, district and state accountability.
Title: 4 AAC 06.825, 895, 899
Source: AS 14.03.123 AS 13.07.060 AS 14.50.080
| |
| 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 |
| |
| 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 |
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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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