 |
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) |
| |
| CA | Signed into law 09/2012 | P-12 | From bill summary: Changes the definition of a dropout recovery high school to mean a school offering instruction in any of grades 9-12 in which 50% or more of pupils are either designated as dropouts or left a school and were not otherwise enrolled in a school for a period of at least 180 days and the school provides specified instruction. Requires a dropout recovery high school to submit to the state superintendent a certification that the high school meets the definition of a dropout recovery high school, and provide specified data in support of that designation. Clarifies definition of dropout recovery high school in provision prohibiting graduation rates for pupils in dropout recovery high schools from being included in the Academic Performance Index (API). http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1651-1700/ab_1668_bill_20120921_chaptered.pdf
Title: A.B. 1668
Source: www.leginfo.ca.gov
| |
| IL | Signed into law 08/2012 | P-12 | Creates the Commission for High School Graduation Achievement and Success to study the issue of high school graduation in the state. Directs the commission to study:
(1) Illinois graduation rates
(2) the mandatory attendance age
(3) alternative educational programs currently being used in the state, including which are the most successful, why they are successful, and whether they can be used by other districts
(4) the funding structures and options for these alternative programs
(5) alternative educational programs in other states and whether they would be successful in Illinois districts; and
(6) the effect that high school graduation has on individuals' job outlook.
Identifies at a minimum the alternative educational programs in the state the commission must study. Directs the commission to submit a final report of its findings and recommendations to the governor and general assembly by November 1, 2012. Provides that on November 2, 2012, the commission is abolished and this section is repealed.
http://www.ilga.gov/legislation/publicacts/97/PDF/097-0911.pdf
Title: S.B. 3259
Source: www.ilga.gov
| |
| MA | Signed into law 08/2012 | P-12 | Requires districts to continue to provide educational services to students who have been suspended or expelled. Requires principals to ensure that students who are suspended from school for 10 or fewer consecutive days, whether in or out of school, shall have an opportunity to make academic progress during the period of their suspension, to make up assignments and earn credits missed. A principal must develop a school-wide education service plan for all students who are expelled or suspended from school for more than 10 consecutive school days, whether in or out of school. Provides that instructional costs associated with providing alternative educational services for suspended or expelled students are eligible for reimbursement.
Requires districts to report to the state department of education the specific reasons for all suspensions and expulsions. The department is required to annually make available to the public district-level de-identified data and analysis.
Requires the commissioner to investigate any school that expels a significant number of students for more than ten days cumulatively in a school year.
Requires school administrators to notify a student's parent or guardian of the charges and the reason for the suspension or expulsion in English and in the primary language of the home.The student will also receive written notification, and have the opportunity to meet with school leadership to discuss the infraction. If a student has been suspended or expelled for more than 10 school days for a single infraction or for more than 10 school days cumulatively for multiple infractions, the parent or guardian will receive written notice of the right to appeal and the process for appealing. The superintendent or his or her designee shall hold a hearing with the student and his or her parent or guardian within 3 school days of the student's request for an appeal. At the hearing, the student shall have the right to present oral and written testimony, cross-examine witnesses, and shall have the right to counsel.
School administrators must notify the superintendent of any out-of-school suspension imposed on a student enrolled in kindergarten through grade 3 prior to such suspension taking effect.
Provides that no student may be suspended or expelled from a school or district for a time period that exceeds 90 school days.
Requires the school committee for each city, town or district to establish a pupil absence notification program in each of its schools that notifies a parent or guardian of his child's absence if the school has not received notification. A parent or guardian must be notified if his student has at least 5 days in which he or she has missed 2 or more periods unexcused in a school year or has missed 5 or more school days unexcused in a school year.
Provides that no student who has not graduated from high school can be considered to have permanently left public school unless an administrator of the school which such student last attended has sent notice within a period of 5 days from the student's tenth consecutive absence to the student and his or her parent or guardian. The district must offer at least two dates and times for an exit interview between the superintendent or his designee and the student and his parent or guardian to occur prior to the student permanently leaving school. The purpose for the exit interview is discussing the reasons for the student permanently leaving school and considering alternative education or other placements. The department is required to publish a model protocol for conducting exit interviews with students; and maintaining a list of research and information relative to the consequences of dropping out, the benefits of earning a high school diploma and a list of alternative education resources and programs available to the student.
http://www.mass.gov/legis/journal/desktop/Current%20Agenda%202011/H4332.pdf
Title: H.B. 4332
Source: http://www.malegislature.gov/
| |
| AL | Signed into law 05/2012 | P-12 | From K-12 appropriations bill: Permits at-risk funds to be used for student programs to improve the efficiency and utilization of technology-based resources in the classroom. Provides that appropriation to the at-risk student program includes $750,000 appropriation for the Alabama Student Information Management System (ASIMS). Page 12 of 69: http://www.alsde.edu/general/SB0318_ENACTED.pdf
Title: S.B. 318 - At-Risk Students
Source:
| |
| CO | Signed into law 05/2012 | P-12
Community College | The bill authorizes a community college to agree with a local education provider to create a dropout recovery program through which a student who has dropped out of high school or who is at risk of dropping out of high school can concurrently enroll in the community college and the local education provider to complete his or her high school graduation requirements. The student attends classes exclusively at the community college, and all earned credits count toward high school graduation. The dropout recovery program differs from the usual concurrent enrollment program with regard to the student's age, the number and type of course credits authorized, and funding. The community college and the local education provider enter into an agreement that specifies many aspects of the dropout recovery program, including the tuition rate the local education provider will pay on the student's behalf, which rate cannot exceed the student's share of tuition at a community college. The local education provider will include the student in its pupil enrollment, and the community college will receive college opportunity fund (COF) stipend payments on the student's behalf.
http://www.leg.state.co.us/clics/clics2012a/csl.nsf/fsbillcont3/C36A199A8DBC555487257981007F33B2?Open&file=1146_enr.pdf
Title: H.B. 1146
Source: http://www.leg.state.co.us
| |
| IA | Signed into law 05/2012 | P-12 | Established that appropriate uses of funding include, but are not limited to: a. Salary and benefits for instructional staff, instructional support staff, and school-based youth services staff who are working with students who are participating in dropout prevention programs, alternative programs, and alternative schools, in a traditional or alternative setting, if the staff person's time is dedicated to working with returning dropouts or students who are deemed, at any time during the school year, to be at risk of dropping out, in order to provide services beyond those which are provided by the school district to students who are not identified as at risk of dropping out. However, if the staff person works part-time with students who are participating in returning dropout and dropout prevention programs, alternative programs, and alternative schools and has another unrelated staff assignment, only the portion of the staff person's time that is related to the returning dropout and dropout prevention program, alternative program, or alternative school may be charged to the program. b. Professional development for all teachers and staff working with at-risk students and programs involving dropout prevention strategies. c. Research-based resources, materials, software, supplies, and purchased services that meet listed criteria.d. Up to five percent of the total budgeted amount may be used for purposes of providing district-wide or building-wide returning dropout and dropout prevention programming targeted to students who are not deemed at risk of dropping out. For the fiscal year beginning July 1, 2013 and thereafter, establishes the ratio of the amount of modified allowable growth.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&ga=84&hbill=SF451
Title: S.F. 451
Source: http://coolice.legis.state.ia.us
| |
| DC | To mayor 04/2012 | P-12 | Establishes a pilot early warning and support system to track how individual students in grades 4 through 9 in 4 feeder school groups
are performing on certain indicators of high school and college readiness. The system is supposed to identify students who are at risk of leaving
school prior to graduation and develop initiatives to support high school and college readiness and increase high school graduation rates.
The initiatives may include:(A) College and career awareness; (B) Parent outreach and engagement; (C) Tutoring and mentoring for struggling
learners, including the use of technology-based programs;(D) Transition programs for middle and high school; (E) Individualized learning plans;
and (F) Data coaches. Schools within each feeder school group are required to collaborate with each other and with the Mayor's office to
ensure alignment of data collection.
Requires the Mayor to survey a sample of schools to identify existing initiatives used to support high school
and college readiness and increase graduation rates.
Requires the Mayor to create a report that includes: (1) School-level data collected through the early warning and support system ;
(2) Recommendations highlighting best practices to improve high school and college readiness and increase graduation rates; and
(3) A plan to expand the early warning and support system to all schools.
http://dcclims1.dccouncil.us/images/00001/20120405113239.pdf
Title: Bill 19-648
Source: http://dcclims1.dccouncil.us
| |
| FL | Signed into law 04/2012 | P-12
Postsec. | From final bill analysis: Provides that a full-time student, co-enrolled in a K-12 education program and an adult general education program, may be reported for funding for two courses per year in an adult education program in Fiscal Year 2012-2013. Limits enrollment to core coursework, and only for credit recovery and dropout prevention purposes. Only applies for students who do not have a pattern of excessive absenteeism or habitual truancy or a history of disruptive behavior in school. Bill text (pages 66-67 of 72): http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h5201er.docx&DocumentType=Bill&BillNumber=5201&Session=2012
Final bill analysis (page 16 of 22): http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=h5201z.HEAS.DOCX&DocumentType=Analysis&BillNumber=5201&Session=2012
Title: H.B. 5201 - Funding for ABE and K-12 Education Student
Source: myfloridahouse.gov
| |
| KY | Signed into law 04/2012 | P-12 | Sections 1-2: Establishes legislative intent to provide rigorous academic and career and technical education programs that are relevant for all students and that encourage at-risk students to graduate from high school prepared to enter postsecondary education institutions or the workforce with needed skills. Amends purposes of K-12 career and technical education programs. Defines "at-risk," "advanced manufacturing," "career academy,"career guidance coach," "career pathway" and "career pathway program of study," "evidence-based instructional model," and "industry certification."
Section 4: Provides that if funds are appropriated or internal funds are available, the department of education, in collaboration with the Office of Career and Technical Education (CTE) in the Education and Workforce Development Cabinet, the Kentucky Community and Technical College System, the Education Professional Standards Board, and other appropriate educational entities, must recommend evidence-based models for addressing the needs of at-risk students. Requires that the evidence-based models (1) include a variety of programs and curricula proven to be effective for at-risk students, (2) focus on achieving specified goals, including providing assistance to adult students in earning a high school diploma or a recognized postsecondary education credential that has value in the workplace, and (3) include specified components to facilitate a more successful 9th grade year, including career courses, including career exploration, in grade 9 to incorporate project-based instruction that requires the application of 9th grade-level reading, math, and science skills and that uses a wide variety of technology. Contingent upon availability of state or federal funds, requires all high school-level CTE teachers to receive training in how to embed reading, mathematics, and science knowledge and skills in specific CTE courses. Requires CTE teachers to provide evidence that students' academic achievement is increased, as defined by administrative regulations. Requires the evidence-based models to be incorporated into CTE programs, career academies, and career pathway programs of study.
Section 5: Establishes definitions. Creates the "career and technical education accessibility fund," to be administered by the department of education. Requires that the fund be used to provide grants for (1) The development of career pathways and programs of study in high-demand occupational fields for students in middle and high schools, and (2) The establishment of career academies in secondary schools. Establishes requirements for career academies. Permits career academies to serve adult learners. Directs the state board to adopt rules to specify certain program components. Requires schools receiving grants to have an active local advisory council of industry leaders, employers, and postsecondary education faculty to provide input on long-range goals for CTE.
Section 6: Directs the department of education and the office of career and technical education to conduct a needs assessment process to determine the statewide unmet needs for CTE capital projects, including renovations and expansions of existing facilities and the construction of new technology centers.
Section 7: Requires annual statewide analysis of success of CTE students to include (1) the number of students who took state or national assessments of skill standards and qualified for skills certificates, (2) the number of senior concentrators who earned a high school diploma or equivalent, (3) the number of students who made successful transitions to work, military, or postsecondary education, (4) the number of students employed in nontraditional careers, and (5) other factors deemed appropriate by state education agencies or required under federal law. Beginning in the 2013-14 school year, requires the education professional standards board, as a condition of program approval, to require career and technical educator preparation programs to include instructional techniques to embed reading, math, and science knowledge and skills into all secondary-level CTE instruction.
Section 8 (from fiscal analysis): Excludes teachers, career guidance coaches, counselors, and school administrators in state-operated area technology centers from the cap on the total number of personnel in the executive branch. http://www.lrc.ky.gov/record/12RS/SB38/bill.doc
Title: S.B. 38 - Career Pathways
Source: www.lrc.ky.gov
| |
| MS | Signed into law 04/2012 | P-12 | Provides that each school district is responsible for student dropout prevention programs and that the office of dropout prevention in the state department of education shall provide technical assistance to the local school districts upon request.
http://billstatus.ls.state.ms.us/documents/2012/pdf/SB/2400-2499/SB2454SG.pdf
Title: S.B. 2454
Source: http://billstatus.ls.state.ms.us/
| |
| AZ | Signed into law 03/2012 | P-12 | Provides that a provider of online instruction may not also operate a dropout recovery program pursuant of this section. Requires that monthly participation of dropout recovery programs must be reported to the Department of Education at the same time as other data required pursuant to section 15-1042. Defines 'satisfactory monthly progress.' Determines the computation of the average daily membership and average daily attendance for students enrolled in a school district and a dropout program. Designates dropout recovery programs to be classified as alternative schools and be subject to the accountability provision of section 15-241. Encourages entities that provide such programs to conduct outreach to pupils not enrolled in school, but prohibits advertising or marketing campaigns directed at pupils currently enrolled in a school.
http://www.azleg.gov/legtext/50leg/2r/bills/sb1168s.pdf
Title: S.B. 1168
Source: azleg.gov
| |
| CO | Signed into law 03/2012 | P-12 | The bill directs districts to consider adopting procedures by which the schools use available data to identify and provide intervention services to students in grades 6 through 9 who are exhibiting behaviors that indicate the students are at increased risk of dropping out of school. Institute charter schools are also directed to consider adopting procedures to identify and provide intervention services to this population of students.
http://www.leg.state.co.us/clics/clics2012a/csl.nsf/fsbillcont3/35EE79D285DB890B87257981007E03BB?Open&file=1013_enr.pdf
Title: H.B. 1013
Source: http://www.leg.state.co.us
| |
| KS | Signed into law 03/2012 | P-12 | Defines "Educational Alternatives," including an alternative learning plan, that are available to students aged 16 or 17 who have withdrawn from school. The alternative learning plan would identify educational programs located in the area where the student resides and are designed to aid the student in obtaining a high school diploma, general educational development (GED) credential, or other completion certificate. http://www.kslegislature.org/li/b2011_12/measures/documents/hb2477_01_0000.pdf
Title: H.B. 2477
Source: kslegislature.org
| |
| OR | Signed into law 03/2012 | P-12 | Revises the purpose of the Early Learning Council to ensuring that children enter school ready to learn, determines responsibilities, membership and term limits and establishes the Early Learning Council Fund. Requires that the Early Learning Council implement and oversee a system that coordinates the delivery of early learning services to the communities of this state through the use of
community-based coordinators of early learning services. Requires that the Child Care Division provide to the Early Learning Council a report that summarizes the development and administration of child care resource and referral policies and practices under this section and the report must be provided at least twice a year and as otherwise required by the Early Learning Council. Funds appropriated pending passage of HB 4082.
Establishes the Youth Development Council for the purpose of assisting the board in overseeing a unified system that provides services to school-age children through youth 20 years of age in a manner that supports academic success, reduces criminal involvement and is integrated, measurable and accountable and determines responsibilities and membership. Funds Appropriated pending passage of HB 4082.
Abolishes the State Commission on Children and Families and its Account and transfers of duties, functions and powers to the Early Learning Council and the Youth Development Council. Abolishes the Juvenile Crime Prevention Advisory Committee and transfers duties, functions and powers to the Youth Development Council. Abolishes the Commission for Child Care and Account and trasfers duties, functions and powers to the Early Learning Council. Directs the Child Care Division of the Employment Department to initiate development of a tiered quality rating and improvement system for child care facilities. Establishes the Keep Kids Safe Registration Plate Account.
http://www.leg.state.or.us/12reg/measpdf/hb4100.dir/hb4165.en.pdf
Title: H.B. 4165
Source: leg.state.or.us
| |
| UT | Signed into law 03/2012 | P-12 | Directs the education interim committee to conduct a study of programs and initiatives to assist students at risk of academic failure, including a study of:
(1) The Carson Smith Scholarships for Students with Special Needs program to determine whether program funding is adequate to meet program demand
(2) Programs and funding to assist students in the state's public schools who score below proficient on assessments of academic achievement or are economically disadvantaged
(3) Programs in other states to assist students who score below proficient on assessments of academic achievement or are economically disadvantaged
(4) Other initiatives to assist students at risk of academic failure. http://le.utah.gov/~2012/bills/sbillenr/sb0151.pdf
Title: S.B. 151
Source: le.utah.gov
| |
| UT | Signed into law 03/2012 | P-12 | Creates an early intervention program to provide funds for applicant school districts and charter schools to offer an enhanced kindergarten program targeted to at-risk students, focused on building age-appropriate literacy and numeracy skills using an evidence-based early intervention model, and that includes an interactive computer software program. Prohibits a district or charter school from requiring a student to attend an enhanced kindergarten program. Requires funds to be appropriated to districts and charter schools based on the number of kindergarten students eligible for free and reduced lunch. Directs the state board, beginning November 1, 2013 and every year thereafter, to report to the governor and education interim committee final testing data regarding an interactive computer software program, including student learning gains as a result of the program. Makes appropriations. http://le.utah.gov/~2012/bills/hbillenr/hb0513.pdf
Title: H.B. 513
Source: le.utah.gov
| |
| WI | Signed into law 03/2012 | P-12 | An Act to renumber and amend 115.28. Allows school boards to contract with the Second Chance Partners for Education or any other nonprofit that operates a program in which disengaged pupils participate in work-based learning programs while earning high school diplomas. Defines "disengaged pupils" as pupils who are children at risk and others identified by the school board; and defines "work-based learning program" as a program that provides occupational training and work-based learning experiences. Requires local boards to pay for such contracts.
https://docs.legis.wisconsin.gov/2011/related/acts/157
Title: S.B. 361
Source: https://docs.legis.wisconsin.gov
| |
| 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 |
| |
| 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 |
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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 |
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| Purposes of Public Education |
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| Reading/Literacy |
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| Religion |
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| Religion--Prayer/Meditation |
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| Religion--Scientific Creationism (Evolution) |
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| Rural |
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| Scheduling/School Calendar |
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| Scheduling/School Calendar--Day/Class Length |
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| Scheduling/School Calendar--Extended Day Programs |
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| Scheduling/School Calendar--Summer School |
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| Scheduling/School Calendar--Year |
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| School Safety |
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| School Safety--Bullying Prevention/Conflict Resolution |
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| School Safety--Corporal Punishment |
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| School Safety--Disaster/Emergency Preparedness |
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| School Safety--Expulsion/Suspension |
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| School Safety--Sexual Harassment and Assault |
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| School Safety--Special Education |
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| School Safety--Uniforms/Dress Codes |
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| School/District Structure/Operations |
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| School/District Structure/Operations--District Consolidation/Deconsolidation |
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| School/District Structure/Operations--Facilities |
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| School/District Structure/Operations--Food Service |
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| School/District Structure/Operations--Org. (K-3/K-8 etc.) |
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| School/District Structure/Operations--Personnel (Non-Teaching) |
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| School/District Structure/Operations--Shared Services |
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| School/District Structure/Operations--Transportation |
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| Service-Learning |
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| Special Education |
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| Special Education--Federal Law/Regulations |
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| Special Education--Finance |
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| Special Education--Placement |
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| Special Education--Transition |
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| Special Populations--Corrections Education |
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| Special Populations--Foster Care |
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| Special Populations--Gifted and Talented |
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| Special Populations--Homeless Education |
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| Special Populations--Migrant Education |
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| Special Populations--Military |
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| Standards |
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| Standards--Common Core State Standards |
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| State Longitudinal Data Systems |
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| State Policymaking |
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| State Policymaking--Ballot Questions |
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| State Policymaking--Constitutional Clauses |
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| State Policymaking--Task Forces/Commissions |
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| STEM |
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| Student Achievement |
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| Student Achievement--Closing the Achievement Gap |
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| Student Supports--Counseling/Guidance |
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| Student Supports--Mentoring/Tutoring |
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| Student Supports--Remediation |
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| Student Surveys |
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| Students--Athletics/Extracurricular Activities |
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| Students--K-12 Exchange Students |
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| Students--Records/Rights |
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| Teaching Quality |
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| Teaching Quality--Certification and Licensure |
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| Teaching Quality--Certification and Licensure--Alternative |
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| Teaching Quality--Certification and Licensure--Assignment |
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| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
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| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
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| Teaching Quality--Certification and Licensure--Special Education |
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| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
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| Teaching Quality--Certification and Licensure--Substitute Teachers |
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| Teaching Quality--Compensation and Diversified Pay |
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| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
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| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
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| Teaching Quality--Evaluation and Effectiveness |
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| Teaching Quality--Induction Programs and Mentoring |
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| Teaching Quality--Paraprofessionals |
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| Teaching Quality--Preparation |
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| Teaching Quality--Professional Development |
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| Teaching Quality--Recruitment and Retention |
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| Teaching Quality--Recruitment and Retention--At-Risk Schools |
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| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
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| Teaching Quality--Reduction in Force |
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| Teaching Quality--Teacher Contracts (Not Tenure) |
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| Teaching Quality--Teacher Rights |
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| Teaching Quality--Tenure or Continuing Contract |
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| Teaching Quality--Unions/Collective Bargaining |
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| Technology |
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| Technology--Devices/Software/Hardware |
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| Technology--Equitable Access |
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| Technology--Funding Issues |
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| Technology--Internet Safety |
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| Technology--Teacher/Faculty Training |
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| Textbooks and Open Source |
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| Urban |
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