 |
State |
Status/Date |
Level |
Summary |
|
 | 21st Century Skills |
| |
| Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
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| Accountability--Rewards |
| |
| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--No Pass No Drive |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
 | Accountability--School Improvement |
| |
| CA | Signed into law 07/2012 | P-12 | From bill summary: Extends until June 30, 2013 exemptions to limits on the postretirement compensation that may be earned in specified types of employment by a retired member of the Defined Benefit
Program without a reduction in the member's retirement benefits. Until June 30, 2013, also exempts from the earnings limitation compensation paid to a retired member who has returned to work after the date of retirement as a trustee, administrator, or fiscal advisor approved pursuant to specified provisions by the superintendent of public instruction, the Board of Governors of the California Community Colleges, or a county superintendent of schools to address academic or financial weaknesses in a school district. Specifies the documentation required for any of those persons exercising that compensation exemption. Additionally exempts from the earnings limitation an employee of a 3rd party that does not participate in a California public pension system if the activities performed by the person are not normally performed by employees of a public employer and it is for a limited-term assignment. Changes method of calculating limit to the amount of compensation for certain creditable service activities by a retired member in one school year.
Existing law authorizes a retired member of the State Teachers' Retirement System (STRS) to terminate his or her retirement allowance, reinstate as an active member, and later cancel the termination upon subsequently retiring, as specified. Existing law prescribes the conditions under which a STRS service retirement allowance becomes effective and requires, in this regard, that the effective date be at least one year following the date on which it is terminated pursuant to the above-described provision. New provisions (1) eliminate the one-year waiting period after the termination, and (2) prohibit a member who terminates
his/her retirement allowance pursuant to that provision and retires within one year of reinstatement from electing a different option or different set of beneficiaries than were in effect at the time of the termination. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0151-0200/ab_178_bill_20120717_chaptered.pdf
Title: A.B. 178
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 07/2012 | P-12 | From bill summary: Authorizes the governing board of a qualifying district, after one complete fiscal year has elapsed following the district's acceptance of an emergency apportionment, to conduct an annual advisory evaluation of the administrator appointed by the superintendent. Requires (A) an advisory evaluation to focus on the administrator's effectiveness in leading the district toward fiscal recovery and improved academic achievement, (B) advisory evaluation criteria to be agreed upon by the district governing board of the and the administrator before the advisory evaluation, and (C) the advisory evaluation to include, among other things, commendations in the areas of the administrator's strengths and achievements. Also requires that the advisory evaluation of the administrator be submitted to the governor, the legislature, the state superintendent, and the county office fiscal crisis and management assistance team. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_2251-2300/ab_2278_bill_20120723_chaptered.pdf
Title: A.B. 2278
Source: www.leginfo.ca.gov
| |
| LA | Signed into law 06/2012 | P-12 | Provides relative to certain requirements for educational improvement plans. Removes certain requirements related to school improvement plans. Requires the department of education to provide trend data reports to the governing authority of each public school. Repeals provision relative to implementation of a school improvement pilot program.
Bill text: http://legis.la.gov/billdata/streamdocument.asp?did=811599
More details on present law vs. proposed law in summary of engrossed version of S.B. 309: http://legis.la.gov/billdata/streamdocument.asp?did=788836
Title: S.B. 309
Source: legis.la.gov
| |
| LA | Signed into law 06/2012 | P-12 | Section 1: Requires that the department establish a program of technical assistance for local public school systems (previous language offered assistance to parish and municipal school systems). Requires that technical assistance on teacher selection provide information and assistance in developing methods of selecting highly qualified teachers.
Pages 1-2 of 9: http://legis.la.gov/billdata/streamdocument.asp?did=812415
Title: S.B. 494 - Technical Assistance to Districts
Source: legis.la.gov
| |
| OK | Signed into law 06/2012 | P-12 | Requires that school district alternative education plans be included in the school improvement plans school districts must adopt every six years. School districts with one or more school sites on the needs improvement list must submit school improvement and capital improvement plans electronically. The state board must identify schools that are consistently listed as persistently low-achieving and boards of education with schools on that list must submit an annual update of the school improvement plan to the state board.
Repeals the section of law that requires school districts to adopt a Comprehensive Local Education Plan every six years as part of receiving accreditation. This eliminates the need for school districts to submit information twice since information in the Comprehensive Local Education Plan state law already requires that information in other reports to the state board. also removes language that gives the State Board of Education the authority to review preliminary plans for new construction and major alteration of public school buildings before a school district can let bids. Requires the state department to provide training for regional accreditation officers in alternative education compliance. School districts must show on transcripts students' highest achieved scores on end-of-instruction tests rather than all scores.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/hB/HB2306%20ENR.DOC
Title: H.B. 2306
Source: http://webserver1.lsb.state.ok.us
| |
| AL | Signed into law 05/2012 | P-12 | From K-12 appropriations bill: Specifies that funds appropriated to the Governor's Local School and School System Academic and Financial Improvement Program are to be used for specified purposes, including to employ personnel under short-term contracts to provide direct assistance to placed in intervention for academic and/or financial reasons. Permits the state superintendent to use funds appropriated to the Governor's Local School and School System Academic and Financial Improvement Program to implement flexibility and innovation in rules and procedures to assist schools in need of academic and/or financial assistance as determined by the state superintendent. Provides these programs include, but are not limited to, after-school programs, character education programs, dropout prevention programs, summer programs, career technical youth programs, programs to improve reading, and/or math and/or science skills to increase grade-to-grade promotion, high school graduation and college preparedness, and other activities designed to assist at-risk students. Provides personnel employed or contracted by the department of education to assist at-risk schools must be on release status from their local boards of education and retain all benefits and tenure status unless they are given permanent employment in the state department of education. Pages 21-22 of 69: http://www.alsde.edu/general/SB0318_ENACTED.pdf
Title: S.B. 318 - Use of Specified At-Risk Funds
Source: www.alsde.edu
| |
| CT | Signed into law 05/2012 | P-12 | (Sec. 19) Establishes the education commissioner's network of schools to improve the student academic achievement in low-performing schools and establishes steps the commissioner, district turnaround committees, and local and regional boards of education must take regarding the network. On or before July 1, 2014, the commissioner must select up to 25 schools that have been classified as a category four or a category five school (lowest-performing) pursuant to section 18 of the bill to participate in the network. Schools must be in the network for between three and five years and the bill details steps that must be taken before a school can leave the network. Requires the commissioner to provide funding, technical assistance, and operational support to schools participating in the commissioner's network of schools and may provide financial support to teachers and administrators working at a participating school. Directs the SBE to pay all costs attributable to developing and implementing a turnaround plan in excess of the school's ordinary operating expenses. Each school selected for the network must begin to implement of a turnaround plan, as described in the bill, not later than the school year commencing July 1, 2014.
Provides details on (1) numerous steps to establish a turnaround committee for each district to develop turnaround plans for network schools, (2) how those plans are approved and implemented, (3) limits on the number of nonprofit private entities authorized to manage network schools, (4) the transition out of the network, and (5) reporting requirements for the commissioner regarding the network.
(Sec. 23) Requires boards of education that have jurisdiction over schools designated as low-achieving to establish a school governance council for each such school and allows boards with schools designated as "in need of improvement" to create them. Makes exceptions to the requirement for (1) schools with only one grade and (2) governance councils that were already in place when the governance council law was enacted, if they involve teachers, parents, and others. After July 1, 2012, requires all school boards that have category four and five schools to establish councils for each of those schools.
By law, the councils must consist of seven parents or guardians of students, two community leaders within the school district, five teachers in the school, and one nonvoting member who is the principal or his or her designee. Councils for high schools must also have two nonvoting student members. Included in council responsibilities is analyzing school achievement data, participating in hiring the principal and other administrators, and developing and approving a written parent involvement policy. A council may also recommend that a school be reconstituted and this recommendation sets off a series of statutorily required steps.
http://www.cga.ct.gov/2012/ACT/PA/2012PA-00116-R00SB-00458-PA.htm
Title: S.B. 458
Source: cga.ct.gov
| |
| TN | Signed into law 05/2012 | P-12 | Requires standardized testing of K-2 students in low-performing schools to determine how to best target student learning needs and assess whether any learning disparities exist.
http://www.capitol.tn.gov/Bills/107/Bill/SB3155.pdf
Title: S.B. 3155
Source: http://www.capitol.tn.gov
| |
| FL | Signed into law 04/2012 | P-12 | For the 2012-13 and 2013-14 school years, requires each district with one or more of the 100 lowest-performing elementary schools based on the state reading assessment to use specified funds to provide intensive reading instruction during an additional hour of instruction beyond the normal school day each day of the school year. Specifies this hour of instruction may only be provided by teachers or reading specialists who are effective in teaching reading. Makes participation in additional hour of reading instruction optional for students who have level 5 assessment scores. Specifies criteria that additional reading instruction must meet.
Additionally amends provisions related to broader allocation of funds for research-based reading instruction. Previous policy permitted funds to be allocated to provide reading coaches, summer reading camps, intensive interventions for middle and high school students, and other purposes. New amendment includes the aforementioned additional hour a day in 100 lowest-performing elementary schools as another permitted allocation, as well as K-5 reading intervention teachers during the school day. Specifies that reading coaches are intended to support teachers in making instructional decisions based on student data and improve teacher delivery of effective reading instruction, intervention, and reading in the content areas. Specifies that summer reading camps are to be provided to all K-2 students demonstrating a reading deficiency, and to students in grades 3-5 scoring at Level 1 on FCAT Reading. Expands "intensive interventions" to make all K-12 students identified by FCAT as having a reading deficiency or reading below grade level. Existing provision required districts receiving reading funds to adopt and implement a district plan. New amendment directs the department to monitor implementation of each district plan, including conducting site visits and collecting specified data, and to report its findings annually to the legislature.
Pages 26-33 of 41: http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h5101er.docx&DocumentType=Bill&BillNumber=5101&Session=2012
Title: H.B. 5101 - Reading Instruction
Source: myfloridahouse.gov
| |
| FL | Signed into law 04/2012 | P-12 | Requires a school improvement plan to include strategies for improving student achievement if a school has a significant student achievement gap for one or more subgroups, has not significantly decreased the percentage of students scoring below satisfactory on statewide assessments, or has significantly lower graduation rates for a subgroup compared to the state's graduation rate. Revises provisions requiring a charter school to implement a school improvement plan to raise student achievement. Revises corrective actions to be selected and implemented by a low-performing charter school. Provides requirements for implementation of corrective actions and intervention and support strategies identified in a charter school's school improvement plan. Provides for termination of a charter school not making continuous improvement unless it meets specified criteria. Revises provisions relating to the state board's authority to enforce public school improvement, to require the state board to comply with the federal flexibility waiver approved by the U.S. secretary of education. Beginning with the 2011-12 school year, directs the department of education to annually identify each public school in need of intervention and support to improve student academic performance. Defines all schools earning a grade of "D" or "F" as schools in need of intervention and support. Directs the state board to adopt by rule a differentiated matrix of intervention and support strategies for assisting traditional public schools and rules for assisting a charter school that has earned a "D" or "F." Specifies that the state board must apply the most intense intervention and support strategies to schools earning an "F" grade. Deletes department duties relating to the categorization of low-performing schools. Provides state board, district, and school requirements for implementing strategies and turnaround options to improve school performance. Revises turnaround options available to a district, and requires state board approval of the option selected for implementation. Directs the state board to adopt rules relating to plans for implementing turnaround options. Requires districts, for the 2012-13 school year, to use 15% of their Title I funds to meet supplemental educational services requirements. Requires that supplemental educational services be provided in Title I schools to students performing at Level 1 or Level 2 on the FCAT. Requires each district to contract with department-approved supplemental educational service providers. Revises the contents of the annual report of statewide assessment program results. Requires school report cards to include the percent of students performing at or above grade level and making a year's learning growth in a year's time in reading and math. Revises certain criteria on which school letter grades are based, including permitting more than 50% of a high school's grade to be based on specified factors (previous legislation made specified factors 50% of a high school's letter grade). Includes Postseconary Education Readiness Test as part of calculation of high school's letter grade. Amends methodology for calculating a school district's grade. Requires district grades to be calculated using student performance and learning gains data on statewide assessments for students enrolled in a district for a full school year. http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7127er.docx&DocumentType=Bill&BillNumber=7127&Session=2012
Title: H.B. 7127 - School Improvement and Education Accountability
Source: myfloridahouse.gov
| |
| GA | Signed into law 04/2012 | P-12 | Repeals Section Section 20-2-253, relating to achievement grants to recognize schools and school systems with high achievement, high levels of improved achievement, or to raise the performance of low-performing schools. Page 6 of 11: http://www.legis.ga.gov/Legislation/20112012/127649.pdf
Title: H.B. 706 - Achievement Grants
Source: www.legis.ga.gov
| |
| NY | Signed into law 03/2012 | P-12 | Part A, Section 2: Requires a district that submitted a contract for excellence for the 2011-12 school year, unless all schools in the district are identified as in good standing, to submit a contract for excellence for the 2012-13 school year that must provide for the expenditure of an amount not less than the amount approved by the commissioner in the contract for excellence for the 2011-12 school year.
Chapter 57: http://assembly.state.ny.us/leg/?default_fld=&bn=A09057&term=&Summary=Y&Memo=Y&Text=Y#jump_to_Text
Title: A.B. 9057 - Contract for Excellence
Source: assembly.state.ny.us
| |
| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--College Entrance Exams |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--High Stakes/Competency |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| Attendance |
| |
| Attendance--Compulsory |
| |
| Attendance--Statutory Ages (Upper and Lower) |
| |
| Attendance--Truancy |
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| Background Checks |
| |
| Bilingual/ESL |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
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| Cheating |
| |
| Choice of Schools |
| |
| Choice of Schools--Charter Schools |
| |
| 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--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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| Civic Education |
| |
| Civic Education--Character Education |
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| Civic Education--Curriculum/Standards |
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| Civic Education--Pledge of Allegiance |
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| Class Size |
| |
| Curriculum |
| |
| Curriculum--Arts Education |
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| Curriculum--Drivers Education |
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| Curriculum--Excusal |
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| Curriculum--Family Living Education |
| |
| 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--Multicultural |
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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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| Economic/Workforce Development |
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| Equity |
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| Finance |
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| Finance--Adequacy/Core Cost |
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| Finance--Bonds |
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| Finance--District |
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| Finance--Facilities |
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| Finance--Federal |
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| Finance--Funding Formulas |
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| Finance--Local Foundations/Funds |
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| Finance--Lotteries |
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| Finance--Resource Efficiency |
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| Finance--State Budgets/Expenditures |
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| Finance--Student Fees |
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| Finance--Taxes/Revenues |
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| Finance--Taxes/Revenues--Alternative Revenues |
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| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
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| Governance--Ethics/Conflict of Interest |
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| Governance--Mandates |
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| Governance--Regional Entities |
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| Governance--School Boards |
| |
| Governance--School Boards--Training |
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| Governance--Site-Based Management |
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| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
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| Health--Nutrition |
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| Health--School Based Clinics or School Nurses |
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| Health--Suicide Prevention |
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| High School |
| |
| High School--Advanced Placement |
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| High School--College Readiness |
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| High School--Credit Recovery |
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| High School--Dropout Rates/Graduation Rates |
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| High School--Dual/Concurrent Enrollment |
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| High School--Early Colleges/Middle Colleges |
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| High School--Exit Exams |
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| High School--GED (General Education Development) |
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| High School--Graduation Requirements |
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| High School--International Baccalaureate |
| |
| Instructional Approaches |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
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| Integrated Services/Full-Service Schools |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--District Superintendent--Compensation and Diversified Pay |
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| 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--Preparation |
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| Leadership--Principal/School Leadership--Professional Development |
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| Leadership--Principal/School Leadership--Tenure |
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| Middle School |
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| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
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| No Child Left Behind |
| |
| No Child Left Behind--Choice/Transfer |
| |
| No Child Left Behind--Consequences for Schools |
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| No Child Left Behind--Reauthorization Issues/Waivers |
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| No Child Left Behind--School Support |
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| No Child Left Behind--Supplemental Services |
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| Online Learning--Digital/Blended Learning |
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| Online Learning--Virtual Schools/Courses |
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| P-16 or P-20 |
| |
| P-3 |
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| P-3 Child Care |
| |
| P-3 Content Standards and Assessment |
| |
| P-3 Data Systems |
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| P-3 Early Intervention (0-3) |
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| P-3 Ensuring Quality |
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| P-3 Family Involvement |
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| P-3 Finance |
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| P-3 Governance |
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| P-3 Grades 1-3 |
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| P-3 Health and Mental Health |
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| P-3 Kindergarten |
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| P-3 Kindergarten--Full-Day Kindergarten |
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| P-3 Preschool |
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| P-3 Teaching Quality/Professional Development |
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| Parent/Family |
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| Parent/Family--Parent Rights |
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| Partnerships--University/School |
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| Postsecondary |
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| Postsecondary Accountability |
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| Postsecondary Accountability--Accreditation |
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| Postsecondary Accountability--Licensing/Program Review and Approval |
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| Postsecondary Affordability |
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| Postsecondary Affordability--Financial Aid |
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| Postsecondary Affordability--Textbooks |
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| Postsecondary Affordability--Tuition/Fees |
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| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
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| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
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| Postsecondary Faculty |
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| Postsecondary Faculty--Compensation |
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| Postsecondary Faculty--Tenure |
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| Postsecondary Finance |
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| Postsecondary Finance--Efficiency/Performance-Based Funding |
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| Postsecondary Finance--Facilities |
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| Postsecondary Finance--Revenue and Expenditures |
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| Postsecondary Governance and Structures |
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| Postsecondary Governance and Structures--Administrative/Leadership Issues |
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| Postsecondary Governance and Structures--State Executives/State Agencies |
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| Postsecondary Institutions |
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| Postsecondary Institutions--Community/Technical Colleges |
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| Postsecondary Institutions--For-Profit/Proprietary |
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| Postsecondary Institutions--Four-Year Baccalaureate |
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| Postsecondary Institutions--Private/Independent |
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| Postsecondary Online Instruction |
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| Postsecondary Participation |
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| Postsecondary Participation--Access |
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| Postsecondary Participation--Enrollments (Statistics) |
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| Postsecondary Participation--Outreach |
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| Postsecondary Students |
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| Postsecondary Students--Adults |
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| Postsecondary Students--Disabled |
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| Postsecondary Students--Foster Youth |
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| Postsecondary Students--Graduate/Professional |
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| Postsecondary Students--Military |
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| Postsecondary Success |
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| Postsecondary Success--Completion |
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| Postsecondary Success--Completion--Completion Rates (Statistics) |
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| Postsecondary Success--Developmental/Remediation |
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| Postsecondary Success--Retention/Persistence |
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| Postsecondary Success--Transfer/Articulation |
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| Private Schools |
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| Privatization--Education Management Agencies (EMOs) |
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| Proficiency-Based Approaches |
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| Promotion/Retention |
| |
| Purposes of Public Education |
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| Reading/Literacy |
| |
| Religion |
| |
| Religion--Prayer/Meditation |
| |
| Religion--Scientific Creationism (Evolution) |
| |
| Rural |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
| |
| Scheduling/School Calendar--Extended Day Programs |
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| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Year |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| 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--Facilities |
| |
| School/District Structure/Operations--Food Service |
| |
| School/District Structure/Operations--Org. (K-3/K-8 etc.) |
| |
| School/District Structure/Operations--Personnel (Non-Teaching) |
| |
| School/District Structure/Operations--Shared Services |
| |
| School/District Structure/Operations--Transportation |
| |
| Service-Learning |
| |
| Special Education |
| |
| Special Education--Federal Law/Regulations |
| |
| Special Education--Finance |
| |
| 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 |
| |
| Special Populations--Gifted and Talented |
| |
| Special Populations--Homeless Education |
| |
| Special Populations--Migrant Education |
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| Special Populations--Military |
| |
| Standards |
| |
| Standards--Common Core State Standards |
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| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
| State Policymaking--Ballot Questions |
| |
| State Policymaking--Constitutional Clauses |
| |
| State Policymaking--Task Forces/Commissions |
| |
| STEM |
| |
| Student Achievement |
| |
| Student Achievement--Closing the Achievement Gap |
| |
| Student Supports--Counseling/Guidance |
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| Student Supports--Mentoring/Tutoring |
| |
| Student Supports--Remediation |
| |
| Student Surveys |
| |
| Students--Athletics/Extracurricular Activities |
| |
| Students--K-12 Exchange Students |
| |
| Students--Records/Rights |
| |
| Teaching Quality |
| |
| 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 |
| |
| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
| |
| 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 |
| |
| 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 Contracts (Not Tenure) |
| |
| Teaching Quality--Teacher Rights |
| |
| Teaching Quality--Tenure or Continuing Contract |
| |
| Teaching Quality--Unions/Collective Bargaining |
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| Technology |
| |
| Technology--Devices/Software/Hardware |
| |
| Technology--Equitable Access |
| |
| Technology--Funding Issues |
| |
| Technology--Internet Safety |
| |
| Technology--Teacher/Faculty Training |
| |
| Textbooks and Open Source |
| |
| Urban |
| |