 |
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 Drive |
| |
| 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--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 |
| |
| Background Checks |
| |
| Bilingual/ESL |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Cheating |
| |
| Choice of Schools |
| |
| Choice of Schools--Charter Schools |
| |
| 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--Magnet or Specialized Schools |
| |
| Choice of Schools--Tax Credits |
| |
| Choice of Schools--Vouchers |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Curriculum/Standards |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Excusal |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Multicultural |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Data-Driven Improvement |
| |
| Economic/Workforce Development |
| |
| Equity |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| 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--Regional Entities |
| |
| Governance--School Boards |
| |
| Governance--School Boards--Training |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--Nutrition |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
| |
| High School--Credit Recovery |
| |
| 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 |
| |
| 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 |
| |
| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| No Child Left Behind |
| |
| No Child Left Behind--Choice/Transfer |
| |
| No Child Left Behind--Consequences for Schools |
| |
| No Child Left Behind--Reauthorization Issues/Waivers |
| |
| 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 Data Systems |
| |
| P-3 Early Intervention (0-3) |
| |
| P-3 Ensuring Quality |
| |
| P-3 Family Involvement |
| |
| 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 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Partnerships--University/School |
| |
| Postsecondary |
| |
 | Postsecondary Accountability |
| |
| CA | Signed into law 09/2012 | Postsec. | Ror each Cal Grant participating institution, requires the Student Aid Commission to provide in a searchable database on its website (1) enrollment, persistence, and graduation data for all undergraduate students, including aggregate information on Cal Grant recipients, and (2) the job placement rate and salary and wage information for each undergraduate program that is either designed or advertised to lead to a
particular type of job or advertised or promoted with a claim regarding job placement. Requires Student Aid Commission to also provide on its website other information and links that are useful to students and parents who are in the process of selecting a college or university, including, but not limited to, local occupational profiles available through the Employment Development Department's Labor Market Information Data Library. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_1101-1150/sb_1103_bill_20120907_chaptered.pdf
Title: S.B. 1103
Source: www.leginfo.ca.gov
| |
| CA | Vetoed 09/2012 | Postsec. | Primarily from bill summary: States legislative intent that budget and policy decisions regarding postsecondary education generally adhere to 3 specified goals:
(1) Improve student access and success, in terms of greater participation by demographic groups that have historically participated at lower rates, greater completion rates by all students, and improved outcomes for graduates
(2) Better align degrees and credentials with the state's economic, workforce, and civic needs
(3) Ensure the effective and efficient use of resources in order to increase high-quality postsecondary educational outcomes and maintain affordability
States legislative intent to (1) identify and define appropriate metrics in order to monitor progress toward the achievement of those 3 goals and (2) establish interim targets for those metrics to be achieved by 2025.
Requires the Legislative Analyst's Office to convene a working group to develop those metrics, and any recommended interim targets for those metrics. Requires the Legislative Analyst's Office, in consultation with the Department of Finance, to submit recommended metrics to specified persons and entities on or before January 31, 2013. States legislative intent to formally adopt statewide metrics following a review of those recommended metrics. Commencing September 30, 2013, requires the Legislative Analyst's Office to annually release a statewide performance report, using each of the statewide metrics adopted by the legislature. Commencing January 1, 2014, requires the Legislative Analyst's Office to annually provide its own assessment of progress toward the achievement of those 3 goals, with recommendations for legislative action, as appropriate. Requires the segments of postsecondary education to have the opportunity to annually provide their own assessments. States additional legislative intent and makes specified findings and declarations regarding state goals for postsecondary education. Bill text: http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0701-0750/sb_721_bill_20120831_enrolled.pdf
Governor's veto message: http://gov.ca.gov/docs/SB_721_Veto_Message.pdf
Title: S.B. 721
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 09/2012 | Postsec. | From bill summary: Requires that an otherwise qualifying institution that becomes ineligible for initial and renewal Cal Grant awards due either to (1) a 3-year cohort default rate at or above 15.5% or (2) a graduation
rate of 30% or less for students taking 150% or less of the expected time to complete degree requirements, must regain its eligibility for the academic year for which it satisfies these requirements. Page 16 of 48: http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_1001-1050/sb_1028_bill_20120926_chaptered.pdf
Title: S.B. 1028 - Regaining Institutional Eligibility for Cal Grant Awards
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 06/2012 | Postsec. | From section 46 of bill summary: Existing provisions provide that, effective with the 2012-13 academic year, for students at the institution to be eligible for initial and renewal Cal Grant awards, the institution's 3-year cohort default rate must be below 30%.New provisions decrease that 3-year cohort default rate threshold to 15.5%. Effective the 2012–13 academic year, makes an otherwise qualifying institution ineligible
for an initial or renewal Cal Grant award at the institution if the institution has a graduation rate of 30% or less for students taking 150% or less of the expected time to complete degree requirements, with certain
exceptions. Also requires the student aid commission to annually certify by October 1 the institution's latest graduation rate as reported by the U.S. Department of Education. Requires the commission to provide specified notifications and information to initial and renewal Cal Grant recipients seeking to attend, or attending, an institution that is ineligible for initial and renewal Cal Grant awards under these provisions.
http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_1001-1050/sb_1016_bill_20120627_chaptered.pdf
Title: S.B. 1016 - Cal Grant Institutional Eligibility + Cohort Default Rates and On-Time Completion Rates
Source: www.leginfo.ca.gov
| |
| CT | Signed into law 06/2012 | Postsec. | Directs each institution of higher education to submit specified information to the Office of Financial and Academic Affairs for Higher Education on or before October 1, 2012, and annually thereafter, on each student enrolled at the institution who received financial assistance for the previous academic year from the Connecticut independent student grant program, the Connecticut aid to public college students grant program, or the capitol scholarship grant program. Prohibits any institution from participating in those programs if it fails to report the specified information. Directs The Office of Financial and Academic Affairs for Higher Education to report on the information collected. http://www.cga.ct.gov/2012/ACT/PA/2012PA-00094-R00SB-00043-PA.htm
Title: S.B. 43
Source: cga.ct.gov
| |
| FL | Vetoed 04/2012 | Postsec. | Provides these provisions may be cited as the "State Universities of Academic and Research Excellence and National Preeminence Act." Establishes a collaborative partnership between the Board of Governors of the State University System and the Legislature to elevate the academic and research excellence and national preeminence of the highest-performing state research universities. Beginning with the 2012-2013 academic year, authorizes a state research university that has substantially met at least 11 of 14 academic and research excellence standards to establish student tuition and fees at differentiated and market rates. Provides certain conditions for implementing tuition and fee increases. Provides that a qualified beneficiary with a prepaid advance payment contract in effect prior to the first year a state university receives tuition and fee authority is exempt from the payment of any increase to tuition and fees assessed through these provisions. Provides a qualified beneficiary with a prepaid advance payment contract that is entered into the first year a state university receives tuition and fee authority through these provisions, or thereafter, is liable for the difference between the highest rate of tuition and fees covered by the advance payment contract and the tuition and fees assessed through these provisions. Specifies requirements relating to debt service obligations. Establishes procedures to obtain certain budget authorization for the 2012-2013 fiscal year. Establishes procedures for institutional legislative budget requests for certain tuition and fee increases. Authorizes state universities of national preeminence to require its incoming first-time-in college students to take a 9-to-12-credit set of courses determined by the university. Encourages the Board of Governors to identify and grant additional authority and flexibilities to achieve state university and State University System goals, and recommend to the legislature flexibilities to improve the national rankings of programs of excellence. Requires the Board of Governors to oversee implementation of these provisions.
Bill text: http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7129er.docx&DocumentType=Bill&BillNumber=7129&Session=2012
Final bill analysis: http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=h7129z1.EDC.DOCX&DocumentType=Analysis&BillNumber=7129&Session=2012
Governor's veto message: http://www.flgov.com/wp-content/uploads/2012/04/4.27.12-HB-7129-Veto-Letter.pdf
Title: H.B. 7129
Source: myfloridahouse.gov
| |
| FL | Signed into law 04/2012 | Postsec. | Directs the state board to identify enrollment and graduation expectations by baccalaureate degree program, and requires this and other tasks to be annually submitted to the legislature as part of the board's legislative budget request. Directs the board of governors to require universities to provide students with electronic access to the top 25% and bottom 10% of degrees reported by the university in terms of full-time job placement and highest average annualized earnings in the year after degree completion. Requires the state board's strategic plan for the Florida College System to clarify the mission statements for each Florida College System institution and the system as a whole. Requires degree programs specified in the plan to be in accordance with the coordinated 5-year plan. Requires strategic plans to consider reports and recommendations of the higher education coordinating council and the articulation coordinating committee. Requires state board procedures for trustees' evaluation of Florida College System presidents to include the extent to which presidents serve both institutional and system goals. Requires state board criteria for modifying district boundary lines for Florida College System institutions to include criteria for service delivery areas of Florida College System institutions authorized to grant baccalaureate degrees.
Directs the state board, by July 1, 2013, to identify performance metrics for the Florida College System and develop a plan that specifies goals and objectives for each system institution. Requires the plan to include performance metrics and standards, both for the system and for each institution depending on institutional core mission, and student enrollment and performance data delineated by method of instruction, including traditional, online, and distance learning. Permits the commissioner of education or designee to review or investigate any Florida College System institution's practices, procedures, or actions that appear to be inconsistent with sound financial, management, or academic practice.
Provides additional requirements for the board of governors' strategic plan specifying goals and objectives for the state university system and each university and its accountability plan. Permits the board of governors to consider waiving its regulations and waive or modify the tuition differential use requirements. Permits the board of governors to request authority from the legislature to waive or modify specific statutory requirements in order to reduce barriers and support the attainment of goals identified in institutional plans, as necessary for advancing system priorities and unique institutional priorities. Requires such flexibilities authorized or requested by the board of governors to be included in its accountability plan. Requires the board of governors to implement a plan for working on a regular basis with the higher education coordinating council and the articulation coordinating committee. Authorizes the board of governors to revoke or modify the scope of any power or duty it has delegated.
Amends reporting requirement for the higher education coordinating council. Directs the commission for independent education to collect, and all institutions licensed by the commission to report, student-level data for each student who receives state funds. At a minimum, requires data to be reported annually and include retention rates, transfer rates, completion rates, graduation rates, employment and placement rates, and earnings of graduates.
http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7135er.docx&DocumentType=Bill&BillNumber=7135&Session=2012
Title: H.B. 7135 - Postsecondary Planning and Performance
Source: myfloridahouse.gov
| |
| IL | Adopted 04/2012 | Postsec. | Guides the reviews of private colleges' and universities' (a) applications to establish new colleges and universities in the state and (b) applications for new degree programs, including out-of-state public, out-of-state private, and in-state private institutions. Private colleges and universities that were established in some cases prior to 1945 or 1961 are exempt from submitting proposals unless they want to offer a previously authorized degree program in a region other than the region where their home campus is located.
From Illinois Register: The adopted amendments are based around 4 themes: (1) tightening requirements prior to approval through use of more specific definitions; (2) increasing transparency and accountability through new specific requirements related to consumer information disclosure and essential data elements; (3) tightening and publicizing the post-approval review process by using automatic triggers for review driven by data, complaints, and public disclosures such as adverse actions by accrediting bodies and federal and state authorities; and (4) administrative procedural changes. Pages 455-495 of 716: http://www.cyberdriveillinois.com/departments/index/register/register_volume36_issue17.pdf
Title: 23 IL ADC 1030.10, 20, 30, 60, 70, 90
Source: www.cyberdriveillinois.com
| |
| IL | Adopted 04/2012 | Postsec. | This rule guides the reviews of (a) applications for new degree programs at public universities and community colleges and (b) proposals from public universities to establish new research and public service centers. This rule also requires the institutional review of all degree programs within a cycle of eight years and submission to the Board of Higher Education of a summary of each review. The reviews should lead to continuation of strong programs, corrective measures to address problem areas, and suspension or elimination of less effective programs.
From Illinois Register: The proposed amendments are based around 4 themes: (1) tightening requirements prior to approval through use of more specific definitions; (2) increasing transparency and accountability through new specific requirements related to consumer information disclosure and essential data elements; (3) tightening and publicizing the post-approval review process by using automatic triggers for review driven by data, complaints, and public disclosures such as adverse actions of accrediting bodies and federal and state authorities; and (4) administrative procedural changes. Pages 496-514 of 716: http://www.cyberdriveillinois.com/departments/index/register/register_volume36_issue17.pdf
Title: 23 IL ADC 1050.10, 20, 30
Source: www.cyberdriveillinois.com
| |
| VA | Signed into law 04/2012 | Postsec. | Requires public and private nonprofit institutions of higher education to publish data on the proportion of graduates with employment at 18 months and five years after the date of graduation. The data shall include the major and degree program, percentage of employment in the Commonwealth, average salary, and average higher education-related debt of graduates. The provisions of this bill will expire on June 30, 2017.
http://lis.virginia.gov/cgi-bin/legp604.exe?121+ful+HB639ER+pdf
Title: H.B. 639
Source: http://lis.virginia.gov/
| |
| OR | Signed into law 03/2012 | P-12
Postsec. | Defines "education entity" as a school district, an education service district, a community college district or community college service district, the Oregon University System or public university thereof, and the health professions and graduate science programs of the Oregon Health and Science University. Prior to the beginning of each fiscal year, directs the governing body of each education entity to enter into an achievement compact with Oregon Education Investment Board for the fiscal year. Directs the board to establish the terms for achievement compacts, but specifies terms that achievement compacts may include. Requires the governing body of each education entity to identify a target number and percentage of students for achievement of the outcomes (both aggregate and by student subgroup), measures of progress and goals specified in the achievement compact for the fiscal year. Permits the board to adopt a timeline and method for governing boards of education entities at the end of the fiscal year to report achievements made. Provides certain waivers for purposes of entering into achievement compacts.
Requires each school district and education service district to form an achievement compact advisory committee to develop an achievement compact and ensure the achievement compact is implemented. Establishes membership and duties of achievement compact advisory committees. Permits state associations representing educators, administrators and school districts and education service district board members to develop and recommend
to the Oregon Education Investment Board (1) collaborative models and resources, including professional development opportunities, that may be used by districts and achievement compact advisory committees for the achievement of student success, and (2) processes for collaboration in the development of achievement compacts for their institutions, including professional development opportunities, for the achievement of student success.
Repeals these provisions effective July 1, 2015.
Directs the Oregon Education Investment Board to work with the Quality Education Commission to identify best practices for school districts and the costs and benefits of the adoption of those best practices by school districts.
http://www.leg.state.or.us/12reg/measpdf/sb1500.dir/sb1581.en.pdf
Title: S.B. 1581
Source: leg.state.or.us
| |
| 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 |
| |
| 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 |
| |
| Postsecondary Students |
| |
| Postsecondary Students--Adults |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Students--Foster Youth |
| |
| Postsecondary Students--Graduate/Professional |
| |
| Postsecondary Students--Military |
| |
| 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--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 |
| |
| Special Education--Placement |
| |
| Special Education--Transition |
| |
| Special Populations--Corrections Education |
| |
| Special Populations--Foster Care |
| |
| Special Populations--Gifted and Talented |
| |
| Special Populations--Homeless Education |
| |
| Special Populations--Migrant Education |
| |
| Special Populations--Military |
| |
| Standards |
| |
| Standards--Common Core State Standards |
| |
| 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 |
| |
| 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 |
| |
| Teaching Quality--Certification and Licensure--Alternative |
| |
| Teaching Quality--Certification and Licensure--Assignment |
| |
| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
| |
| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
| |
| Teaching Quality--Certification and Licensure--Special Education |
| |
| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
| |
| Teaching Quality--Certification and Licensure--Substitute Teachers |
| |
| Teaching Quality--Compensation and Diversified Pay |
| |
| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
| |
| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
| |
| Teaching Quality--Evaluation and Effectiveness |
| |
| Teaching Quality--Induction Programs and Mentoring |
| |
| Teaching Quality--Paraprofessionals |
| |
| Teaching Quality--Preparation |
| |
| Teaching Quality--Professional Development |
| |
| Teaching Quality--Recruitment and Retention |
| |
| Teaching Quality--Recruitment and Retention--At-Risk Schools |
| |
| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
| |
| Teaching Quality--Reduction in Force |
| |
| Teaching Quality--Teacher Contracts (Not Tenure) |
| |
| Teaching Quality--Teacher Rights |
| |
| Teaching Quality--Tenure or Continuing Contract |
| |
| Teaching Quality--Unions/Collective Bargaining |
| |
| Technology |
| |
| Technology--Devices/Software/Hardware |
| |
| Technology--Equitable Access |
| |
| Technology--Funding Issues |
| |
| Technology--Internet Safety |
| |
| Technology--Teacher/Faculty Training |
| |
| Textbooks and Open Source |
| |
| Urban |
| |