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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 |
| |
| Assessment--Formative/Interim |
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| At-Risk (incl. Dropout Prevention) |
| |
| 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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| 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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| CA | Vetoed 10/2011 | P-12
Postsec. | Partially from bill summary: Requires the Secretary of Labor and Workforce Development, in conjunction with the California Workforce Investment Board, the Office of the Chancellor of the California Community Colleges, the state department of education, and the California Postsecondary Education Commission, to develop a strategic plan for connecting the delivery of education and workforce development. Require that the plan include the following provisions: (1) How the state determines appropriate measures for evaluating and collecting data on future workforce needs; (2) The alignment of workforce needs with future postsecondary education programs and capacity at both the state and regional levels; (3) Strategies for fostering long-term improvements in workers' skills and knowledge; (4) Methods for closing the skills gap and strengthening the nexus between education and the workforce; and (5) Appropriate measures for improving data collection on future workforce needs. Establishes legislative intent that the secretary solicit input from K–12 and postsecondary education institutions, local workforce investment boards, regional occupational centers and programs, adult school programs, and other appropriate governmental entities in developing recommendations for the strategic plan. Authorizes the Secretary of Labor and Workforce Development to commence the strategic plan only upon a determination by the Director of Finance that sufficient federal
funds or private donations are available to the state to fully support the activities required for development of the strategic plan.
Bill text: http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1301-1350/ab_1310_bill_20110912_enrolled.pdf
Governor's veto message: http://gov.ca.gov/docs/AB_1310_Veto_Message.pdf
Title: A.B. 1310
Source: www.leginfo.ca.gov
| |
| NY | Vetoed 09/2011 | P-12 | Creates the Green Jobs Workforce Subcommittee ("subcommittee") under the State Workforce Investment Board. Directs the subcommittee to work with specified public and private stakeholders in developing and carrying out its tasks, including, among others, the department of education and representatives from K-12 educational institutions, secondary educational institutions, trade schools, and the New York state and regional boards of cooperative education services (BOCES). Makes the subcommittee responsible for collecting, developing and analyzing statewide and regional labor market and industry data, and identifying existing and emerging businesses in the green economy and workforce skills needed to match existing and/or growing demand. Identifies specific sectors the subcommittee should focus on for the purpose of collecting industry data. Requires the subcommittee's analysis to identify job opportunities in the green economy and determine the potential for each industry sector to create new jobs in the state, taking into account the availability of existing housing and public transportation near these job sites.
Directs the subcommittee to conduct an inventory of specified existing job training and educational programs related to clean technology, renewable energy and energy efficiency technologies at the K-12 level and at public and private postsecondary institutions, and referral, career counseling and case management services linking job seekers to openings and training programs related to clean technology, renewable energy and energy efficiency. Identifies areas for the subcommittee to conduct analysis, including current barriers and opportunities for specified targeted populations to participate, and recommended actions to promote job training and education programs. Directs the subcommittee, based on the results of the labor market/industry data analysis, to develop strategies for job training programs that match the needs of the state's growing green economy. Directs the subcommittee to expand on existing job training programs and develop new programs to fill skills gaps. Identifies criteria that new programs must meet. Directs the subcommittee to build on the successes of existing education programs at colleges and universities. Directs the subcommittee to work wtih local and regional governments to facilitate the creation of local green jobs corps in municipalities throughout the state. Directs the subcommittee to explore all public and private funding mechanisms to implement these provisions. Directs the subcommittee to prepare an annual report on green labor market outcomes and workforce trends, to be submitted to the governor and the legislature. Requires the report to include specified information, and to make narrowly tailored recommendations based on its data and findings, including specific and targeted requirements for actions to be completed within pre-determined timeframes.
http://assembly.state.ny.us/leg/?default_fld=&bn=A00241&term=&Summary=Y&Actions=Y&Text=Y
Title: A.B. 241
Source: assembly.state.ny.us
| |
| IL | Signed into law 08/2011 | Postsec. | Creates the Higher Education Green Jobs and Technology Act. Permits representatives from each state university and community college, in conjunction with research centers on these campuses focused on clean or sustainable energy, to meet annually to develop collaborative efforts with regard to the green technology industry. Directs the board of higher education and the Illinois community college board to publish on their Web sites information on efforts by these institutions to promote the green technology industry, including the development of new academic degree and certificate programs, courses of instruction, and
initiatives made to align green jobs programs with employer needs. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0241.pdf
Title: H.B. 166
Source: www.ilga.gov
| |
| IL | Signed into law 08/2011 | P-12
Postsec. | Creates the Comprehensive Healthcare Workforce Planning Act. Establishes the State Healthcare Workforce Council to provide an ongoing assessment of health care workforce trends, training issues, and financing policies and to recommend appropriate state government and private sector efforts to address identified needs. Provides that the Council's work must focus on health care workforce supply and distribution; cultural competence and minority participation in health professions education; primary care training and practice; and data evaluation and analysis. Establishes the membership of the State Healthcare Workforce Council, including the state superintendent of education, the executive director of the Illinois Board of Higher Education, and the president of the Illinois Community College Board. Directs the department of public health to prepare a comprehensive healthcare workforce plan. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0424.pdf
Title: S.B. 1945
Source: www.ilga.gov
| |
| CT | Signed into law 07/2011 | Postsec. | Requires the Office of Workforce Competitiveness, every two years, to identify and report on the sectors or subsectors in which workforce shortages exist, the workforce skills needed in those sectors or subsectors, and which career pathways should be established. Requires the Department of Education to electronically distribute information on teacher shortage areas for at least the previous five-year period. Provides that this information must be distributed annually, by March 1, to the president of every higher education institution in Connecticut that offers teacher preparation programs. http://www.cga.ct.gov/2011/ACT/Pa/pdf/2011PA-00133-R00HB-06485-PA.pdf
Title: H.B. 6485
Source: http://www.cga.ct.gov
| |
| 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
| |
| IL | Signed into law 07/2011 | Postsec. | Creates the Higher Education Technology Entrepreneur Center Act. Authorizes the board of trustees of each public university and community college district to to create a technology entrepreneur center for each campus of the university or each community college. Requires a center to provide material and personal infrastructure to selected innovators who possess an inventive concept that has not yet been offered for sale in the private-sector market, with the goal being to develop a concept to the point where it can become a business venture. Provides that a center may offer mentors, workshops, contacts with potential private-sector investors, and a structured course or courses of work-study to bring an innovation from conception to market. Provides that the work-study program, if offered, may offer business instruction, engineering instruction, or a structured combination of both forms of knowledge. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0196.pdf
Title: H.B. 1876
Source: www.ilga.gov
| |
| CT | Signed into law 06/2011 | Postsec. | Requires the state Department of Education to annually, by March first, electronically distribute to the president of every institution of higher education in this state offering a teacher preparatory program
information concerning teacher shortage areas, for at least the prior five years. Requires the Office of Workforce Competitiveness, in consultation with the Connecticut Employment and Training Commission, the Departments of Education, Higher Education and Economic and Community Development and the Labor Department, to biennially submit to the Board of Governors of Higher Education a report identifying the sectors or subsectors in which workforce shortages exist, the types of workforce skills needed in such sectors or subsectors to address workforce shortages and which career pathways should be established. http://www.cga.ct.gov/2011/ACT/Pa/pdf/2011PA-00133-R00HB-06485-PA.pdf
Title: H.B. 6485
Source: http://www.cga.ct.gov
| |
| FL | Signed into law 06/2011 | P-12 | Creates the Department of Economic Opportunity. Transfers the functions and trust funds of the Agency for Workforce Innovation to other agencies. Transfers the Ready to Work program from the Department of Education (DOE) to the Department of Economic Opportunity. Transfers the Office of Early Learning Services to the DOE and provides that the DOE may not impose requirements or standards on early learning programs beyond those authorized in law for voluntary prekindergarten (Sec. 12). Consolidates public-private economic development partnerships. http://laws.flrules.org/files/Ch_2011-142.pdf
Title: S.B. 2156
Source: http://laws.flrules.org
| |
| FL | Signed into law 06/2011 | Postsec. | Establishes the Higher Education Coordinating Council and directs the council to make recommendations on: (1) The primary core mission of public and nonpublic postsecondary education institutions in the context of state access demands and economic development goals; (2) Performance outputs and outcomes designed to meet annual and long-term state goals, including, but not limited to, increased student access, preparedness, retention, transfer, and completion; (3) The state's articulation policies and practices to ensure that cost benefits to the state are maximized without jeopardizing quality; and (4) A plan for workforce development education.
Directs the Commissioner of Education, in consultation with the Chancellor of the State University System, to establish the Articulation Coordinating Committee which will make recommendations related to statewide articulation policies to the Higher Education Coordination Council, the State Board of Education, and the Board of Governors. Details the duties of the committee.
Requires Department of Education to utilize student performance data in subsequent coursework to determine appropriate Advanced Placement, Advanced International Certificate of Education examination, and International Baccalaureate examination scores for the receipt of college credit. Repeals the exemption from the state university system summer term enrollment requirement for students who have earned 9 or more credits through acceleration mechanisms. Requires the State Board of Education to specify by rule provisions for alternative remediation opportunities and retesting policies. Provides access to postsecondary education for individuals with intellectual disabilities, by allowing for reasonable substitution for admission and graduation requirements. Repeals the Florida Business and Education Collaborative and the University Concurrency Trust Fund.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7151er.docx&DocumentType=Bill&BillNumber=7151&Session=2011
Title: H.B. 7151
Source: http://www.myfloridahouse.gov
| |
| LA | Adopted 06/2011 | Postsec. | Urges and requests the Board of Regents to work with the Board of Supervisors of Community and Technical Colleges to study the two-year college services offered to the greater northeast Louisiana area, and to determine how the state can best meet the educational needs of students and the economic and workforce development needs of this region of the state.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=753429
Title: S.C.R. 61
Source: http://www.legis.state.la.us
| |
| LA | Adopted 06/2011 | Postsec. | Urges and requests the Board of Regents, the Department of Revenue, and the Louisiana Workforce Commission to report and share information and data, including the success of Louisiana's postsecondary graduates in the workforce, and to submit a report of further progress and recommendations for related legislation to the education committees not later than sixty days prior to the beginning of the 2012 session.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=753817
Title: H.C.R. 66
Source: http://www.legis.state.la.us
| |
| LA | Adopted 06/2011 | Postsec. | Urges the Louisiana Board of Regents to aggressively and fully implement its previously established admission standards, those standards the board set for implementation in 2012 and 2014, and additional admission standards as warranted; that the board continue to ensure that developmental education and associate degree programs be delivered by the two-year
institutions unless there is a lack of capacity in a region to do so. Requests that the board include in its Master Plan the concepts outlined in the Resolution, and that the board track the data requested by the legislature. The Master Plan will outline the long-term goals for institutions through 2025 and focus more on student succes than access, including increasing completion rates. The resolution also mentions the need for postsecondary education to play a role in advancing the workforce and economic development needs of Louisiana. The Board of Regents is required to submit a written report of its progress to the legislature not later than March 1, 2012.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=758634
Title: H.C.R. 121
Source: http://www.legis.state.la.us
| |
| NC | Signed into law 06/2011 | Postsec. | Requires the Commission on Workforce Development, acting as the lead agency, with the cooperation of other participating agencies, including but not limited to, the North Carolina Community College System, The University of North Carolina, and the North Carolina Independent Colleges and Universities to initiate the "No Adult Left Behind" Initiative (Initiative) geared toward achievement of major statewide workforce development goals. Provides that the Initiative may also include community-based nonprofit organizations that provide services or assistance in the areas of worker training, workforce development, and transitioning North Carolinians between industries in the current global labor market. Provides that the first goal of the Initiative is to increase dramatically to forty percent (40%) the percentage of North Carolinians who earn associate degrees, other two-year educational credentials, and baccalaureate degrees. Permits specific fields of study may be selected for the most intense efforts. Directs the Commission on Workforce Development to, as the lead agency along with the North Carolina Community College System and The University of North Carolina as key cooperating institutions: (1) Collaborate to provide model evening-weekend certificate and degree programs designed specifically for working adults and other nontraditional students; (2) Work together to promote systemic changes designed to increase access and foster success among adult workers and other nontraditional students; and (3) Make it a priority to provide model evening-weekend certificate and degree programs in high-demand disciplines, occupations, and fields closely linked to economic development or that are the focus of public initiatives. http://www.ncga.state.nc.us/Sessions/2011/Bills/Senate/HTML/S166v5.html
Title: S.B. 166
Source: http://www.ncga.state.nc.us
| |
| NV | Signed into law 06/2011 | Postsec.
Community College | Creates an Advisory Council on Economic Development and prescribes its duties. Creates the Board of Economic Development, consisting of the governor or his or her designee, the lieutenant governor or his or her designee, the secretary of state or his or her designee, the chancellor of the Nevada System of Higher Education or his or her designee and seven persons appointed by the governor, the speaker of the assembly, the majority leader of the senate, the minority leaders of the assembly and senate and the department of employment, training and rehabilitation. Creates the Office of Economic Development with the office of the governor and the position of executive director of that office, who must be appointed by the governor from a list of three persons recommended by the Board. Establishes a fund to provide grants and loans to regional development authorities for the purpose of economic development. Establishes a fund to provide financial assistant to certain institutions within the Nevada System of Higher Education for the development and comercialization of new technologies. Amends provisions relation to the Commission on Economic Develop[ment, the Govrenor's Workforce Investment Board and the Secretary of State's business portal. Transfers the duties and powers of the Commission on Economic Development to the Office of Economic Development.
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB449_EN.pdf
Title: A.B. 449
Source: http://www.leg.state.nv.us
| |
| OR | Signed into law 06/2011 | P-12
Community College | Creates Oregon Employer Workforce Training Program and Oregon Youth Employment Program in Department of Community Colleges and Workforce Development (CCWD) subject to availability of funds. Charges local workforce investment boards with local management of programs created. Requires private sector funding equal to state funding for the Oregon Employer Workforce Training Fund. Establishes the Oregon Employer Workforce Training Fund and the Oregon Youth Employment Fund in the State Treasury.
http://www.leg.state.or.us/11reg/measpdf/sb0100.dir/sb0175.en.pdf
Title: S.B. 175
Source: http://www.leg.state.or.us
| |
| SC | Signed into law 06/2011 | P-12
Postsec. | Extends the date by which the Education and Economic Development Act, now called Personal Pathways to Success, must be implemented fully (the primary goals of Personal Pathways to Success are to increase high school completion rates, better prepare students for work and college, increase parental involvement, and increase options for students at risk of dropping out of school). Provides that Personal Pathways to Success must be implemented fully by July 1, 2012 (was July 1, 2011). http://www.scstatehouse.gov/sess119_2011-2012/bills/3748.htm
Title: H.B. 3748
Source: http://www.scstatehouse.gov
| |
| TX | Signed into law 06/2011 | Postsec. | Renames the advanced research program the Norman Hackerman advanced research program. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB02631F.pdf#navpanes=0
Title: H.B. 2631
Source: www.capitol.state.tx.us
| |
| TX | Signed into law 06/2011 | Postsec. | Creates a 9-member cybersecurity, education and economic development council, including two representatives from institutions of higher education with cybersecurity-related programs and one representative from a public junior college with a cybersecurity-related program. Directs the council to conduct an interim study and make recommendations to the executive director of the department of information resources on (1) improving the infrastructure of the state's cybersecurity operations with existing resources and through partnerships between government, business and institutions of higher education; and (2) examining specific actions to accelerate the growth of cybersecurity as an industry in the state. Directs the council to submit a report of its findings to specified stakeholders. Provides these provisions expire and the council is abolished September 1, 2013. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB00988F.pdf#navpanes=0
Title: S.B. 988
Source: www.legis.state.tx.us
| |
| WA | Partial Veto http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/Vetoes/5764.VTO.pdf 06/2011 | Postsec. | Creates innovate Washington as a state agency. Abolishes the Spokane intercollegiate research and technology institute and the Washington technology center and transfers the powers, duties, and functions to innovate Washington. Creates the investing in innovation account. http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/Senate%20Passed%20Legislature/5764.PL.pdf
Title: S.B. 5764
Source: apps.leg.wa.gov
| |
| CO | Signed into law 05/2011 | Postsec. | Directs the commission on higher education to design a master plan that achieves the following goals: increasing the overall number of degrees and certificates awarded in a year by 30% in a decade to provide support for economic development; renegotiating performance contracts with individual postsecondary institutions; and creating a performance-based funding plan that will make 25% of institutional funding based on student success metrics.
http://www.leg.state.co.us/clics/clics2011a/csl.nsf/fsbillcont3/63B087D7A1DC83D687257801006051AC?Open&file=052_enr.pdf
Title: S.B. 52
Source: http://www.leg.state.co.us
| |
| MD | Signed into law 05/2011 | Postsec.
Community College | Clarifies and amends the requirements for obtaining an exemption from the payment of tuition at community colleges for specified disabled individuals. Allows an individual who is out of work due to a disability to obtain a tuition waiver at a community college (previous law provided this excemption only for someone who is retired). Provides that the tuition waiver is limited to 6 credits per semester or to 12 credits per semester if the individual is enrolled in classes as part of a degree or a certificate program designed to lead to employment. http://mlis.state.md.us/2011rs/bills/hb/hb0104t.pdf
Title: H.B. 104
Source: http://mlis.state.md.us
| |
| NC | Signed into law 05/2011 | P-12 | Directs local boards of education to adopt and implement policies that encourage high school to work partnerships. http://www.ncga.state.nc.us/Sessions/2011/Bills/House/HTML/H769v4.html
Title: H.B. 769
Source: http://www.ncga.state.nc.us
| |
| ND | Signed into law 05/2011 | Postsec.
Community College | Clarify that one of the four institutions of higher education that is assigned primary responsibility for workforce training qualifies as a "community" under the program and to provide that the institutions of higher education assigned primary responsibility for workforce training are required to use state funds the institutions receive under the program for business and customized training
activities.
http://www.legis.nd.gov/assembly/62-2011/bill-actions/ba2056.html
Title: S.B. 2056 (H.B. 1016)
Source: http://www.legis.nd.gov/assembly
| |
| WV | Signed into law 05/2011 | P-12
Postsec.
Community College | Establishes the Learn and Earn Cooperative Education Program to provide opportunities for students in technical and community colleges to work with West Virginia companies while in college, thus increasing the likelihood that they will complete the program, find gainful employment and choose to remain in West Virginia upon graduation. http://www.legis.state.wv.us/Bill_Status/bills_text.cfm?billdoc=sb538%20ENR.htm&yr=2011&sesstype=RS&i=538
Title: S.B. 538
Source: http://www.legis.state.wv.us
| |
| AZ | Signed into law 04/2011 | Community College
Postsec. | Outlines an alternative process to convert a provisional community college district to an independent community college district. Allows a county to organize an independent community college district if the following requirements are met: (1) The county has operated a provisional community college for at least five years; (2) the provisional community college has an enrollment of at least 900 full-time equivalent student enrollment (FTSE) according to the latest audited student count; (3) the provisional community college holds a public meeting to discuss and hear testimony on the conversion to an independent community college district; (4) the board adopta s resultion to form a community college district; (5) the proposed community college district is seeking accreditation; and (5) the provisional community college district has maintained a regional accreditation and oversight relationship with another community college district until it is converted from a provisional district to an independent district. After the resolution to convert to an independent district is adopted, the board is permitted to call an election on a general election date to seek voter approval to increase the property tax levy. Once the voters approve the proposed tax levy, the board cannot submit another proposal in subsequent years. Requires the new alternatively-formed community college district to maintain a regional accreditation and oversight relationship with another community college district until it has reached the initial candidacy state of the accreditation process. Prohibits the community college districts formed by this resolution from receiving state equalization aid and specifies these districts should not be considered when calculating the base used to determine equalization aid to the other community college districts.
Outlines the distribution of Proposition 301 Workforce Development monies for alternatively formed community college districts as follows:
(1) For a new alternatively-formed district required to contract with another district for the purpose of accreditation, the FTSE of the new district is included in the FTSE of the contracting district. Monies generated from the additional FTSE must be used to provide services to students in the new district as approved by the district's governing board through its annual budget process; (2) foran alternatively-formed district that obtains initial candidacy status in its accreditation process, monies distributed based on FTSE will go directly to the alternatively-formed district. Contains a delayed effective date of October 1, 2011 related to Proposition 301 Workforce Development monies. Chapter 248
http://www.azleg.gov/legtext/50leg/1r/bills/sb1213s.pdf
Title: S.B. 1213
Source: http://www.azleg.gov/
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| VA | Signed into law 04/2011 | Postsec. | Expands the Commonwealth Research Commercialization Fund to allow for awards from the fund to be used to encourage commercialization and to attract research talent at state institutions of higher education.
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+SB1485ER+pdf
Title: S.B. 1485/H.B. 2324
Source: http://lis.virginia.gov
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| ME | Signed into law 03/2011 | P-12 | Establishes the Governor's Business Advisory Council tasked with advising on ways to improve the state's business climate.
http://www.maine.gov/tools/whatsnew/attach.php?id=205612&an=1
Title: 12 FY 11/12
Source: http://www.maine.gov
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| MS | Signed into law 03/2011 | P-12 | Provides for the development of a state longitudinal data system (SLDS) to establish a multi-agency database to track educational and student outcomes in the workforce. Provides for interagency cooperation with the SLDS. Provides for an SLDS governing board.
http://billstatus.ls.state.ms.us/documents/2011/pdf/SB/2300-2399/SB2371SG.pdf
Title: S.B. 2371
Source: Westlaw/StateNet
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| UT | Vetoed 03/2011 | P-12
Postsec. | Statutorily creates "Utah Futures" https://utahfutures.org/, a web-based education and career counseling program. Provides that Utah Futures should include proven technologies in enterprise portal, social media and collaboration, video streaming, education and career planning applications to:
--Act as a one-stop exploration and planning system for career, high school courses, college major, financial aid and other related transitions
--Provide a streamlined process for completing a college admission application
--Provide national and local information to allow a user to make informed decisions on the user's education plans and ultimate career goals
--Provide multiple assessments to determine a user's best education and career options.
Requires Utah Futures to develop a plan--within existing revenues and future appropriations--to include analytics measuring the site's effectiveness and include dashboard analytics to measure specified key indicators of economic development and education achievement.
Creates the 9-member Utah Futures Steering Committee, including the state superintendent of schools and the commissioner of higher education (or their designees). Directs the steering committee to:
--More dynamically present and push the Utah Futures database and information to users
--Strategically engage industry and business entities more fully within the Utah Futures system
--Create a more enticing interface for the Utah Futures user.
Directs the steering committee to report specified data on program users three times a year to either the Education Interim Committee or the Public Education Appropriations Committee.
http://le.utah.gov/~2011/bills/sbillenr/sb0305.pdf
Governor's veto message (from http://www.utah.gov/governor/news_media/article.html?article=4567):
S.B. 305:
UtahFutures.org is a web-based advisement tool launched by a number of State agencies, including the State Office of Education, the State Board of Regents, the Utah State Library, and the Division of Workforce Services. I applaud the efforts of S.B. 305 to better align education with the business community. Indeed, my Education Excellence Commission has recommended Utah align education with economic development and workforce needs.
S.B. 305, however, raises the possibility of legislators performing executive branch functions in violation of Article V, Section 1 of the Utah Constitution. While this prevents me from signing S.B. 305, I will work with our state agencies to implement the intent of the bill by strengthening the education career alignment in UtahFutures.org.
Title: S.B. 305
Source: le.utah.gov
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| VA | Signed into law 03/2011 | Postsec.
Community College | Establishes the Virginia Higher Education Opportunity Act of 2011 for the purpose of fueling strong economic growth in the Commonwealth and preparing Virginians for the top job opportunities in the knowledge-driven economy of the 21st century. The bill provides for (i) a new higher education funding policy; (ii) the calculation of the state general fund share of an institution's basic operations and instruction funding need; (iii) per student enrollment-based funding; (iv) targeted economic and innovation incentives; (v) the creation of a STEM Public-Private Partnership; and (vi) the creation of a Higher Education Advisory Committee. The bill also makes technical amendments. This bill is a recommendation of the Governor's Commission on Higher Education Reform, Innovation and Investment.
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+HB2510ER+pdf
Title: H.B. 2510/S.B. 1459
Source: http://lis.virginia.gov/
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