 |
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 |
| |
| CA | Signed into law 10/2011 | Community College
Postsec. | From bill summary: Requires the Board of Governors of the California Community Colleges to establish a common assessment system with specified objectives, including selection of an existing commercially available and centrally delivered system of student assessment, to be used as one of multiple measures, consistent with specified law, for the purposes of community college placement and advisement.
Requires the Office of the Chancellor of the California Community Colleges to work in collaboration with the state department of education and the California State University when developing a common college-readiness standard that will be reflected in the creation of assessment instruments. Requires the Office of the Chancellor of the California Community Colleges to submit a report to the legislature and the governor on the progress of implementation of the common assessment system by December 31, 2012, and requires the above provisions to become operative upon the receipt of state, federal or philanthropic funds to cover the costs of the common assessment system. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0701-0750/ab_743_bill_20111008_chaptered.pdf
Title: A.B. 743
Source: www.leginfo.ca.gov
| |
| CO | Final Regulations 06/2011 | P-12 | Establishes Standards for Individual Career and Academic Plans ('ICAP') for students enrolled in public schools.Each ICAP shall include a career planning, guidance and tracking component and a portfolio that inlcudes, among other items:
(a) Documentation of the student's efforts in exploring careers, including: a written postsecondary and workforce goal for the student; yearly benchmarks for reaching that goal; interest surveys that the student completes; and anticipated postsecondary studies;
(b) The student's academic progress including the courses taken, any remediation or credit recovery and any concurrent enrollment credits earned;
(c) Relevant assessment scores;
(d) Student's postsecondary studies as the student progresses through high school;
(e) Data reflecting student progress toward postsecondary and workforce readiness, including the student's understanding of the financial impact of postsecondary education.
The rules also address district responsibilities and evaluation of the ICAP program.
Title: 1 CO ADC 301-81:1.00; 1 CO ADC 301-81:2.00, 01, 02, 03
Source: http://www.sos.state.co.us/ , Department of
| |
| FL | Signed into law 06/2011 | P-12
Postsec. | Allows a principal to waive the civics end-of-course (EOC) assessment requirement for a transfer student who already completed a civics course (Sec. 25). Establishes an exemption from the intensive reading course requirement for certain students (Sec. 16, 18). Provides the commissioner limited flexibility in reporting student results on statewide assessments and eliminates the 3-week EOC administration window (Sec.25). Requires high schools to evaluate the college readiness of each student who scores a certain level on statewide assessments (Sec. 26).
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1255er.docx&DocumentType=Bill&BillNumber=1255&Session=2011
Title: H.B. 1255 - Sec. 16, 18, 25, 26
Source: http://www.myfloridahouse.gov
| |
| LA | Signed into law 06/2011 | P-12 | Changes the name of the High School Redesign Commission to the College and Career Readiness Commission and changes its membership.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=760066
Title: H.B. 79
Source: http://www.legis.state.la.us
| |
| 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 | P-12 | Renames "Education: Go Get It Week" as "Generation Texas Week." Adds that the information provided to students during this week must include the college readiness standards and expectations
as determined under Section 28.008. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB02909F.pdf#navpanes=0
Title: H.B. 2909 - Generation Texas Week
Source: www.capitol.state.tx.us
| |
| TX | Signed into law 06/2011 | P-12 | Directs the Texas Education Agency, in consultation with the Texas Higher Education Coordinating Board, to conduct a study of best practices for and existing programs offering early assessments of high school students to determine college readiness, identify any deficiencies in college readiness, and provide intervention to address any deficiencies before high school graduation. In conducting the study, requires the agency to review various assessments, including (1) the state's end-of-course assessments, each assessment used as a placement exam in public postsecondary institutions, and any assessment being proposed as a statewide model by the coordinating board; (2) various early intervention models; (3) the costs associated with different assessments and early intervention models; and (4) the effectiveness of different assessments and early intervention models in preparing students for credit-bearing college coursework. Directs the agency, by December 2012, to submit a report with recommendations for promoting and implementing early assessments of college readiness that are of a diagnostic nature and early intervention models for preparing high school students for credit-bearing college coursework. Pages 1-2 of 8: http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB03468F.pdf#navpanes=0
Title: H.B. 3468 - College Readiness
Source: www.capitol.state.tx.us
| |
| AK | Adopted 05/2011 | P-12 | The Department of Education & Early Development proposes to adopt regulation changes in Title 4 of the Alaska Administrative Code, 4 AAC 06.717 (b) - (f), Work Ready/College Ready Transitional Skills Assessment, which may include issues such as the following: Requirements for the administration of the Work Keys assessment. ALASKA REG 243855
http://wwwjnu01.legis.state.ak.us/cgi-bin/folioisa.dll/aac/query=[JUMP:'4+aac+06!2E717']/doc/{@1}?firsthit
Title: 4 AAC 06.717
Source: http://wwwjnu01.legis.state.ak.us
| |
| CO | Signed into law 05/2011 | P-12
Postsec.
Community College | Creates the Task Force on Student Academic Success. The overall charge of the task force is to identify the junctures at which grade-level performance are critical to student progress and to ensuring they are college and career ready upon graduation. More specifically, the task force will examine best practices and strategies for providing intervention services in K-12 and postsecondary remedial education; review the use of individual student career and academic plans; and review social promotion practices and recommend alternative strategies to ensure students are making sufficient progress. The task force also will examine and recommend potential policy changes to ensure high school graduates can demonstrate postsecondary and workforce readiness, and to assist postsecondary institutions in providing remedial education.
http://www.leg.state.co.us/clics/clics2011a/csl.nsf/fsbillcont3/0216DB5B1A8D04D9872578250057DEF1?Open&file=111_enr.pdf
Title: S.B. 111
Source: http://www.leg.state.co.us
| |
| GA | Signed into law 05/2011 | P-12
Postsec. | Directs the state board, working with the board of regents of the University System of Georgia and the board of technical and adult education, to develop college and career readiness competency standards in reading, writing and math. Provides these standards must be aligned with the board-adopted core curriculum and at a level of performance necessary to meet college-readiness standards in the state's public two- and four-year postsecondary institutions. Requires the board of technical and adult education to require its institutions, beginning in fall 2012, to accept core curriculum coursework completed by high school students for purposes of admission.
Directs the state board, the board of regents of the University System of Georgia, and the board of technical and adult education to:
(1) Develop policies to ensure that students who complete the state board-approved core curriculum will meet admission requirements to a postsecondary institution without need for remedial coursework. Requires that such policies (a) establish college readiness benchmarks and the means students can demonstrate postsecondary readiness in reading, writing and math upon completing the core curriculum, and (b) set the conditions for ensuring college readiness.
(2) Define college-readiness standards in reading, writing and math needed for success in certificate programs and programs leading to a two- or four-year degree
(3) Identify one or more statewide postsecondary readiness assessments in reading, writing and math and inform students of their college readiness by the end of the 10th grade
(4) Develop transitional courses in reading, writing and math for 11th and 12th grade students who do not meet readiness standards
(5) Ensure dual credit courses reflect postsecondary coursework.
Page 3 and 5 of 14: http://www.legis.ga.gov/Legislation/20112012/116702.pdf
Title: H.B. 186 - College and Career Readiness
Source: www.legis.ga.gov
| |
| GA | Signed into law 05/2011 | P-12 | Amends provisions related to career academies. Defines "college and career academy" as a specialized charter school established by a partnership that demonstrates a collaboration to advance workforce development between one or more local boards of education, a private individual, a private organization, or a state or local public entity in cooperation with one or more postsecondary institutions. Establishes the Office of College and Career Transitions in the Technical College System of Georgia to coordinate efforts across agencies in the professional development, curriculum support, and development and establishment of college and career academies. Provides for start-up funds for a college and career academy. Establishes procedures for the approval of a college and career academy. Authorizes the state board to disburse supplemental funding to existing or new college and career academies that demonstrate a need for such funding. Directs the office to establish a certification process for college and career academies, for approval by the state board of education. Provides that the certification process must require the applicant to:
--Demonstrate how the academy will increase student achievement, provide for dual credit and dual enrollment opportunities, increase work based learning opportunities, and address workforce development needs; --Articulate how the collaboration between business, industry, and community stakeholders will advance workforce development
--Demonstrate local governance and autonomy
--Show other benefits that meet the needs of the students and community.
Directs the office to collect and analyze data from and about college and career academies, including on academy effectiveness, in coordination with the Office of Charter School Compliance. Directs the board to establish eligibility criteria, requirements, and procedures for the disbursement of funding to college and career academies. Directs a college and career academy receiving state funds to submit an annual report to the board regarding the performance of such academy and the expenditure of funds received. Requires that representatives from business, industry, civic and governmental agencies and educational organizations advise the board on certification and governance of college and career academies. http://www.legis.ga.gov/Legislation/20112012/116852.pdf
Title: S.B. 161
Source: www.legis.ga.gov
| |
| ND | Signed into law 05/2011 | P-12 | Eleventh graders in both public and nonpublic schools were required in the past to take the ACT, but this bill adds a requirement that students take the writing portion of the ACT or the WorkKeys assessments. Provides that the cost is to be borne by the state. Each district superintendent and each nonpublic school administrator is required to report the number of 11th graders who took the ACT, including the writing test; too the three WorkKeys assessments; and the number of students who were exempted from these requirements.
http://www.legis.nd.gov/assembly/62-2011/documents/11-0208-12000.pdf
Title: S.B. 2150 - Multiple Provisions
Source: http://www.legis.nd.gov
| |
| NV | Signed into law 05/2011 | P-12
Postsec. | Authorizes the Department of Education to work in consultation with the Nevada System of Higher Education to establish clearly defined goals and benchmarks for pupils enrolled in public high schools to ensure that those pupils are adequately prepared for the educational requirements of postsecondary education and for success in the workplace.
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB138_EN.pdf
Title: A.B. 138--Readiness
Source: http://www.leg.state.nv.us
| |
| AR | Signed into law 04/2011 | P-12 | Includes information in the department of education's school performance report about the number of districts providing remediation and college preparation for high school students who take the ACT before their senior year. http://www.arkleg.state.ar.us/assembly/2011/2011R/Bills/SB352.pdf
Title: S.B. 352
Source: http://www.arkleg.state.ar.us
| |
| AR | Signed into law 03/2011 | P-12
Postsec.
Community College | Requires each public school administering the college readiness assessment to provide the basis for the counseling concerning postsecondary preparatory programs. Requires development of postsecondary prep programs, reporting on effectiveness of postsecondary preparation programs, progress on development of such programs, and defines college-readiness assessments and benchmarks. Requires that programs provide remediation to eligible students, form remediation must take and hours/days it may take place. Requires school counselors to encourage particicipation of certain students. Defines eligibility and priority for students. Enables students to take placement test at no cost to themselves.
http://www.arkleg.state.ar.us/assembly/2011/2011R/Bills/HB1617.pdf
Title: H.B. 1617
Source: http://www.arkleg.state.ar.us/
| |
| AR | Signed into law 03/2011 | P-12
Postsec.
Community College | Establishes the Arkansas College and Career Readiness standards. Develops criteria to evaluate, support, promote and fund career and technical education programs. Directs the Department of Career Education to work in collaboration with the Department of Education and the Department of Higher Education to develop college and career readiness program standards for career and technical education program of study courses. Students may earn postsecondary credits for career and technical education program of study courses that lead to a postsecondary credential, certificate, or degree.
6-5-903. College and career readiness program standards. 34
http://www.arkleg.state.ar.us/assembly/2011/2011R/Acts/Act743.pdf
Title: H.B. 1620
Source: http://www.arkleg.state.ar.us
| |
| 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
| |
| 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 |
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| School/District Structure/Operations--Personnel (Non-Teaching) |
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| School/District Structure/Operations--School Size |
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| School/District Structure/Operations--Shared Services |
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| School/District Structure/Operations--Staffing Ratios |
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| School/District Structure/Operations--Transportation |
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| Service-Learning |
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| Special Education |
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| Special Education--Federal Law/Regulations |
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| Special Education--Finance |
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| Special Education--Placement |
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| Special Education--Transition |
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| Special Populations--Corrections Education |
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| Special Populations--Foster Care |
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| Special Populations--Gifted and Talented |
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| Special Populations--Homeless Education |
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| Special Populations--Immigrant Education |
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| Special Populations--Migrant Education |
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| Special Populations--Military |
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| Standards |
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| Standards--Common Core State Standards |
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| State Longitudinal Data Systems |
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| State Policymaking |
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| State Policymaking--Task Forces/Commissions |
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| STEM |
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| Student Achievement |
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| Student Supports |
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| Student Supports--Counseling/Guidance |
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| Student Supports--Mentoring/Tutoring |
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| Student Supports--Remediation |
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| Student Surveys |
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| Students--Athletics/Extracurricular Activities |
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| Students--Employment |
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| Students--Incentives |
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| Students--Records/Rights |
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| Teaching Quality |
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| Teaching Quality--Certification and Licensure |
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| Teaching Quality--Certification and Licensure--Alternative |
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| Teaching Quality--Certification and Licensure--Assignment |
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| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
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| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
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| Teaching Quality--Certification and Licensure--Special Education |
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| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
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| Teaching Quality--Certification and Licensure--Substitute Teachers |
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| Teaching Quality--Compensation and Diversified Pay |
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| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
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| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
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| Teaching Quality--Evaluation and Effectiveness |
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| Teaching Quality--Induction Programs and Mentoring |
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| Teaching Quality--Paraprofessionals |
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| Teaching Quality--Preparation |
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| Teaching Quality--Professional Development |
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| Teaching Quality--Recruitment and Retention |
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| Teaching Quality--Recruitment and Retention--At-Risk Schools |
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| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
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| Teaching Quality--Reduction in Force |
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| Teaching Quality--Teacher Attitudes |
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| Teaching Quality--Teacher Rights |
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| Teaching Quality--Tenure or Continuing Contract |
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| Teaching Quality--Unions/Collective Bargaining |
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| Teaching Quality--Unions/Collective Bargaining--Strikes |
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| Technology |
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| Technology--Devices/Software/Hardware |
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| Technology--Equitable Access |
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| Technology--Funding Issues |
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| Technology--Teacher/Faculty Training |
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| Textbooks and Open Source |
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| Urban--Change/Improvements |
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