 |
State |
Status/Date |
Level |
Summary |
|
 | 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 Drive |
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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 |
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| Assessment--High Stakes/Competency |
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| At-Risk (incl. Dropout Prevention) |
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| At-Risk (incl. Dropout Prevention)--Alternative Education |
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| Attendance |
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| Attendance--Compulsory |
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| Attendance--Statutory Ages (Upper and Lower) |
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| Attendance--Truancy |
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| Background Checks |
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| Bilingual/ESL |
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| Career/Technical Education |
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| Career/Technical Education--Career Academies/Apprenticeship |
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| Cheating |
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| Choice of Schools |
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| Choice of Schools--Charter Schools |
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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--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 |
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| 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 |
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| 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. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| 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 |
| |
| Data-Driven Improvement |
| |
| Economic/Workforce Development |
| |
| Equity |
| |
| Finance |
| |
| 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 |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--Mandates |
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| Governance--Regional Entities |
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| Governance--School Boards |
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| Governance--School Boards--Training |
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| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
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| Health |
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| 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 |
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| 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) |
| |
| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches |
| |
| 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--Preparation |
| |
| Leadership--Principal/School Leadership--Professional Development |
| |
| Leadership--Principal/School Leadership--Tenure |
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| Middle School |
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| Minority/Diversity Issues |
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| 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 |
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| 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 |
| |
| P-3 Kindergarten |
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| P-3 Kindergarten--Full-Day Kindergarten |
| |
| P-3 Preschool |
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 | P-3 Teaching Quality/Professional Development |
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| CA | Vetoed 09/2012 | P-12 | From bill summary: Authorizes the Commission on Teacher Credentialing to convene a workgroup of specified members to develop program standards for the issuance of a recognition of study in transitional kindergarten (defined as the 1st year of a two-year kindergarten program that uses a modified kindergarten curriculum) for holders of a multiple subject teaching credential who will be teaching transitional kindergarten. Authorizes the commission to work with the superintendent of public instruction to gather and post, on an appropriate website, best practices from districts and schools on curriculum development and
professional development relating to implementing and sustaining transitional kindergarten programs. Provides that the holder of a multiple subject teaching credential who has received a recognition of study in transitional kindergarten is not authorized to teach English learners, except as specified, and that a recognition of study in transitional kindergarten is not considered a type of authorization, cannot be used as a condition of employment, does not replace subject matter competence requirements, and cannot be used in making employment decisions relating to reductions in employee positions.
Require the commission to use private funds to support the development of the recognition of study in transitional kindergarten; prohibits the use of general fund moneys for this purpose. Requires the workgroup to be convened only after the department of finance determines, and files a written statement with specified persons, that private funds have been deposited with the state.
Bill text: http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1851-1900/ab_1853_bill_20120823_enrolled.pdf
Governor's veto message: http://gov.ca.gov/docs/AB_1853_Veto_Message.pdf
Title: A.B. 1853
Source: www.leginfo.ca.gov
| |
| CT | Signed into law 06/2012 | P-12 | Clarifies the staff qualification requirements for early childhood education programs serving infants, toddlers or preschool age children and accepting state funds for such programs' child day care or school readiness programs. http://www.cga.ct.gov/2012/ACT/PA/2012PA-00050-R00SB-00039-PA.htm
Title: S.B. 39
Source: cga.ct.gov
| |
| NH | Adopted 06/2012 | P-12 | State the requirements for teacher certification and teacher preparation programs in the area of Early Childhood Education, Classical Language, Music and Theatre. They are being readopted because they are due to expire. The early childhood rules were amended for candidates to have skills, competencies and knowledge of children from birth instead of pre-kindergarten. They are being aligned with the Health and Human Services rules for this age group. The music and theatre rules were readopted with amendments to be consistent with national standards. The changes annotated in the text were reviewed by the Council for Teacher Education and approved by the Professional Standards Board.
http://www.gencourt.state.nh.us/rules/register/2011/November-3-11.pdf
Title: NH ADC Ed 507.18, 34, 36, 38; NH ADC Ed 612.03, 15, 20, 30
Source: http://www.gencourt.state.nh.us/rules/
| |
| OH | Signed into law 06/2012 | P-12 | Requires that the "career pathways" alternative pathway for meeting child-care staff member or administrator requirements include both a framework to document formal education, and allow the child-care staff member or administrator to achieve a designation as an early childhood professional level 1 through 6. Requires framework to be approved by the director of job and family services. Defines "licensed child-care program." Repeals and rewrites requirements for child day-care center administrators and staff members. Amends annual inservice training requirements for each child-care staff member; provides exceptions. Replaces reference to "voluntary child day-care center quality-rating program" with reference to "tiered quality rating and improvement system" to be used for various purposes. Provides that effective July 1, 2020, publicly funded child care may be provided only by a provider rated through the tiered quality rating and improvement system. Directs the director of job and family services to adopt rules (1) establishing minimum requirements for child day-care centers, (2) governing the operation of type A family day-care homes, including parent cooperative type A homes, part-time type A homes, drop-in type A homes, and school-age child type A homes, (3) type B family day-care homes, and (4) in-home aides (for children receiving publicly funded child care in their own home). Requires that rules adhere to specified parameters. Directs the director of job and family services to provide notification of proposed rules to specified stakeholders. Authorizes the director to contract with a government entity or a private nonprofit entity for the inspection and licensure of type B family day-care homes; requires search of abuse and neglect reports upon receipt of an application for licensure as a type B family day-care home to provide publicly funded child care. Requires a child day-care center to have at least 35 square feet per child of usable indoor floor space regularly available for the child care operation, and an enclosed safe outdoor play space with at least 60 square feet per child using such space; provides exceptions. Requires a child day-care center to have at least two responsible adults available on the premises at all times when 7 or more children are in the center; establishes other child:adult ratios for child care centers. Establishes requirements for records to be maintained by the administrator of a child day-care center. Requires that parents/legal custodians of children enrolled in a child day-care center have unlimited access to the center during its hours of operation for the purposes for specified purposes.
Pages 196, 200, 207-210, 221-223, 226-229, 357-368, 371-372 of 401: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_N.pdf
Title: S.B. 316 - Child Care Quality
Source: www.legislature.state.oh.us
| |
| IL | Adopted 05/2012 | P-12 | From Illinois Register: This rulemaking resulted from the state board's application for funding under the American Recovery and Reinvestment Act of 2009 (ARRA) to design and implement early learning and development systems that are comprehensive in scope and coordinated among the various state agencies charged with administering the programs. The state board served as the lead agency for the application. Agency staff worked with outside consultants, early childhood education advocates and staff from the Department of Human Services (DHS), Department of Children and Family Services (DCFS) and the Illinois Early Learning Council to prepare the application. Unfortunately, Illinois was not successful in this effort and did not receive the grant.
The lack of funding now available for the initiatives set forth in Part 235, coupled with the public comment received, have resulted in certain initiatives being removed from the rulemaking or their implementation dates being delayed.
Briefly, the amendments address several significant changes that relate to the core focus areas of the federal grant. In particular, efforts were made to coordinate the state board's Preschool for All Children (PFA) and Prevention Initiative grant programs with those offered through or licensed by DHS or DCFS. In particular, the proposed amendments required any recipient of these grants to use the DHS' Tiered Quality Rating and Improvement System (a requirement that has since been removed from the rulemaking) and continue to require that grantees register certain staff in DHS' Gateways to Opportunity staff registry and credentialing system.
Additionally, a portion of the federal grant was to be used to continue the agency's efforts to develop and implement a kindergarten readiness tool to gauge a student's progress during the school year. Under the rules as proposed any school district that offers kindergarten (whether full or half day) would be required to administer the Kindergarten Individual Development Survey, or KIDS. While this requirement was placed in 23 Ill. Adm. Code 1 (to be adopted later this spring), Section 235.70(o) of early childhood rules had required that all school districts with PFA grants participate in the limited statewide implementation of KIDS in the 2013-14 school year.
Part 235 amendments include expansion of program standards to address initiatives serving children ages 3 to 5 (see Section 235.Appendix B). While developmental guidelines for infants and toddlers have been removed from the rules due to public comment, the existing learning and developmental standards for children ages 3-5 have been updated and now align to the recently adopted Illinois Learning Standards for
English language arts and mathematics, commonly referred to as the common core standards.
Other changes in Part 235 include the following:
• Requesting in Section 235.20(c)(4) that applicants provide information about other similar programs operating in the same service area, including the number of children estimated to be served, if that figure is known
• Setting in Section 235.30(a)(1)(C) minimum criteria for procedures used to assess the progress of children enrolled in a PFA program
• Clarifying in Section 235.50(a)(1)(A) that consideration in the proposal review process will be given to applicants serving areas where the need for services exceeds the available resources, when that information is available to an applicant. Pages 48- of 95: http://www.cyberdriveillinois.com/departments/index/register/register_volume36_issue18.pdf
Title: 23 IL ADC 235.20, 30, 40, 45, 50, 60, 70; 23 IL ADC 235.APP. A, B, C
Source: www.cyberdriveillinois.com
| |
| NY | Signed into law 03/2012 | P-12 | Part I, Section 10-c: Amends provision on regulations that the board of regents and commissioner must adopt regarding universal prekindergarten programs. Previous prevision called for adoption of guidelines to allow staff employed by an eligible agency collaborating with a district to provide prekindergarten services and licensed by an agency other than the department, to meet the staff qualifications prescribed by the licensing or registering agency, provided that a written plan is established for prekindergarten teachers to obtain valid early childhood teaching certification either within five years after commencing employment, or by January 3, 2013, whichever is later. New provision amends the either/or proposition to five years after commencing employment or June 30, 2017, whichever is later. Similar deadline change for staff not licensed or registered by the department or other agency. 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 - Early Learning Teacher Certification
Source: assembly.state.ny.us
| |
| WA | Signed into law 03/2012 | P-12 | Requires the department of early learning to: (1) Adopt core competencies for early care and education professionals and child and youth development professionals and develop an implementation plan; and
(2) Incorporate the core competencies into all appropriate professional development opportunities. http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/Senate%20Passed%20Legislature/5715-S.PL.pdf
Title: S.B. 5715
Source: apps.leg.wa.gov
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| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Partnerships--University/School |
| |
| Postsecondary |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
| |
| Postsecondary Accountability--Licensing/Program Review and Approval |
| |
| 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 |
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| Postsecondary Faculty |
| |
| Postsecondary Faculty--Compensation |
| |
| 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--Private/Independent |
| |
| Postsecondary Online Instruction |
| |
| Postsecondary Participation |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Enrollments (Statistics) |
| |
| 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 |
| |
| Postsecondary Success--Completion--Completion Rates (Statistics) |
| |
| Postsecondary Success--Developmental/Remediation |
| |
| Postsecondary Success--Retention/Persistence |
| |
| Postsecondary Success--Transfer/Articulation |
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| Private Schools |
| |
| Privatization--Education Management Agencies (EMOs) |
| |
| Proficiency-Based Approaches |
| |
| Promotion/Retention |
| |
| Purposes of Public Education |
| |
| 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 |
| |
| 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 |
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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--Migrant Education |
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| Special Populations--Military |
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| Standards |
| |
| Standards--Common Core State Standards |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
| State Policymaking--Ballot Questions |
| |
| State Policymaking--Constitutional Clauses |
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| State Policymaking--Task Forces/Commissions |
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| STEM |
| |
| Student Achievement |
| |
| Student Achievement--Closing the Achievement Gap |
| |
| 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--K-12 Exchange Students |
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| Students--Records/Rights |
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| Teaching Quality |
| |
| Teaching Quality--Certification and Licensure |
| |
| 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 |
| |
| Teaching Quality--Preparation |
| |
| Teaching Quality--Professional Development |
| |
| 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 |
| |
| Teaching Quality--Teacher Contracts (Not Tenure) |
| |
| 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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| Technology |
| |
| Technology--Devices/Software/Hardware |
| |
| Technology--Equitable Access |
| |
| Technology--Funding Issues |
| |
| Technology--Internet Safety |
| |
| Technology--Teacher/Faculty Training |
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| Textbooks and Open Source |
| |
| Urban |
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