 |
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 |
| |
| 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 |
| |
| CA | Signed into law 09/2012 | Postsec. | From bill summary: Expresses legislative finding and declaration that the trustees of the California State University (CSU) adopted an Early Start Program at their May 2010 meeting. Requires, commencing on January 1, 2014, and every 2 years thereafter, that the Legislative Analyst's Office, in consultation with the CSU, submit a report to the legislature including specified data relating to the CSU Early Start Program. Repeals these provisions on January 1, 2018. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_2451-2500/ab_2497_bill_20120921_chaptered.pdf
Title: A.B. 2497
Source: www.leginfo.ca.gov
| |
| TX | Adopted 08/2012 | Postsec. | Partially from Texas Register: Amends provisions regarding a single standard for all higher education institutions on minimum ASSET, COMPASS, ACCUPLACER, and THEA scores in reading, writing, and math to determine a student's readiness to enroll in freshman-level academic coursework. Provides that the authority for institutions to adopt more stringent assessment standards with respect to student readiness is expired effective academic year 2013-2014. Adopted as published in May 18, 2012 Texas Register (page 2 of 81): http://www.sos.state.tx.us/texreg/pdf/backview/0518/0518prop.pdf
Title: 19 TAC 4.57
Source: www.sos.state.tx.us
| |
| CO | Signed into law 06/2012 | Postsec. | Allows the Colorado commission on higher education to take into account the rigor of a student's high school courses in establishing academic
admission standards for state institutions of higher education. Directs the commission to ensure the remedial education policy is aligned with the
academic admission standards, and therefore allows multiple measures for admissions and course placement. In setting the standards for remedial
education, the commission may differentiate the mathematics requirements based on a student's chosen area of study. While only certain institutions
may provide remedial courses, the commission may authorize other institutions to provide supplemental academic instruction for students who enroll
in credit-bearing courses but are identified as having limited skill deficiencies.
Under current law, the commission is charged with recommending a performance funding model for institutions. The bill directs the commission, in
preparing its recommendations, to analyze the effects of differentiated Colorado opportunity fund (COF) stipend amounts and of limiting the funding
for credit hours taken in excess of a certain limit. The bill lowers the existing lifetime limit on eligibility for COF stipends, and a student cannot receive
a COF stipend for any course for which the student has received an incomplete 2 or more times.
http://www.leg.state.co.us/clics/clics2012a/csl.nsf/fsbillcont3/64C3361BBB1CA6C187257981007DBE2F?Open&file=1155_enr.pdf
Title: H.B. 1155
Source: http://www.leg.state.co.us
| |
| CT | Signed into law 06/2012 | P-12
Postsec. | Requires that no later than the Fall semester of 2014, a public institution of higher education offer a student that is likely to succeed in college level work with remedial support that is embedded with a corresponding entry level course in a college level program; or offer a student that is below the skill level required for success in college level work the opportunity to participate in an intensive college readiness program before the start of the next semester. Prohibits any public institution of higher education from offering any remedial support outside of these two options, with the exception of one semester, when the support is intended to advance the student toward earning a degree and the program of remedial support is approved by the Board of Regents.
Requires the Board of Regents for Higher Education to make recommendations to the Joint Committee concerning the successful transition of adults returning to or first enrolling in a higher education program at a public institution of higher education after spending time in the workforce the application of this act for hearing impaired or deaf students offered by a public institution of higher education.
http://www.cga.ct.gov/2012/ACT/PA/2012PA-00040-R00SB-00040-PA.htm
Title: S.B. 40
Source: cga.ct.gov
| |
| CO | Signed into law 05/2012 | P-12
Postsec. | Allows districts and charter schools to administer to 9th-12th-grade students the basic skills placement or assessment tests that are used for first-time college freshmen. Districts can administer the test as often as necessary, but the state education department will offset the costs for administrating each exam only once per student. Districts that administer the tests will inlcude the results and college/workforce readiness level in students' individual career and academic plan (ICAP). Intervention plans will be developed for students with scores that indicate a lack of readiness to help prepare them for postsecondary education without the need for remediation. If appropriate, students can enroll in one or more basic skills courses at a higher education institution through the state's concurrent/dual enrollment program.
http://www.leg.state.co.us/clics/clics2012a/csl.nsf/fsbillcont3/CD3C8673214EEF8C872579CD00625FE2?Open&file=1345_enr.pdf
Title: H.B. 1345 (sections 13 to 15)
Source: http://www.leg.state.co.us
| |
| MO | Signed into law 05/2012 | Postsec. |
(1) Requires the Coordinating Board for Higher Education within the Department of Higher Education to require all two- and four-year public higher education institutions to identify and use
best practices in remediation identified by the board and other institutions and organizations and to eliminate practices that have been found to be ineffective in preparing or which delay
students from enrollment in college-level courses;
(2) Requires the board with the assistance of the Committee on Transfer and Articulation to require all two- and four-year public higher education institutions to create by July 1, 2014, a
statewide core transfer library of at least 25 lower division courses that are transferable among all public higher education institutions;
(3) Requires the board to develop a policy to foster reverse transfer so that any student who has accumulated sufficient hours in combination from more than one public institution that grants
an associate degree to be awarded a degree. The department must maintain the alignment of the statewide assessments for entry-level courses in English, mathematics, foreign languages,
sciences, and social sciences associated with an institution's general education core with previously established compentencies;
(4) Allows the board to charge and collect fees from out-of-state public institutions for the costs of reviewing and assuring the quality of programs they offer;
(5) Requires the board to include in its annual report to the Governor and General Assembly campus-level data on student persistence and progress toward implementing revised remediation,
transfer, and retention practices;
(6) Changes the laws regarding the coordinating board's responsibility for proprietary schools to:
(a) Allow a proprietary school that has been in continuous operation for at least five years to apply to the board for a two-year certificate of approval;
(b) Allow the board to increase the base fee charged by the board for an annual certificate of approval from one-tenth of a cent to thirteen one-hundredths of a cent per $1 of net tuition and fees income with a maximum fee of $5,000 and a minimum fee of $500 per school. Currently, the minimum fee is $250 with a maximum of $2,500. The fee for a certificate of approval to recruit students is raised from $250 to $500, with a maximum of $5,000. The board may increase the base annual fee and the minimum and maximum amounts by administrative rule every five years, beginning in Fiscal Year 2013, to no more than the federal
Consumer Price Index since the last fee increase;
(c) Allow the board to establish additional appropriate fees through administrative rule for generating sufficient funding to cover the costs associated with the certification program, with the advice of the Proprietary School Advisory Committee; and
(d) Allow the board to review a new program proposal within 90 days from the date that a certified school submits the proposal and within 60 days from the submission of a revised program. If the review has not occurred in that period, the program may be offered until the department completes its review and identifies a substantive issue for correction. The school will have 90 days after notification of the deficiency to correct the deficiency without having to cease offering the program;
(7) Creates the Proprietary School Certification Fund for the deposit of all fees regarding proprietary schools to fund the costs associated with the operation of the program;
(8) Increases the maximum bond amount that the board may require for a proprietary school from $25,000 to 100,000;
(9) Requires the department to collect only that data needed to administer, supervise, and enforce the provisions of the proprietary school program and, subject to appropriations, to provide a system for the electronic submission of all data;
(10) Changes the responsibility for the appointment of the members of the Proprietary School Advisory Committee from the coordinating board to the Commissioner of Higher Education within the department and requires that at least three of the seven members of the committee represent degree-granting schools and at least one of the three represents a school that confers a bachelor's degree or higher;
(11) Allows the department to take action against any violation of the proprietary school laws that is authorized in Section 407.020, RSMo, relating to unlawful merchandising practices; http://www.house.mo.gov/billtracking/bills121/billpdf/truly/HB1042T.PDF
Title: H.B. 1042
Source: www.house.mo.gov
| |
| ME | Became law without governor's signature 04/2012 | P-12
Postsec. | Requires the Maine Community College System, the University of Maine System and the Maine Maritime Academy to report annually on the number of traditional students who attended high school in the State and who are enrolled in remedial courses at each campus within their respective systems. Beginning with the 2012-2013 academic year, the President of the Maine Community College System, the Chancellor of the University of Maine System and the President of the Maine Maritime Academy shall also make recommendations for strategies that may result in fewer students enrolling in remedial courses at
postsecondary educational institutions and strategies for improving the retention and graduation rates for students who were enrolled in remedial courses. http://www.mainelegislature.org/legis/bills/bills_125th/chappdfs/PUBLIC615.pdf
Title: S.P. 544
Source: www.mainelegislature.org
| |
| NY | Signed into law 03/2012 | Postsec. | Part N: Directs the state university board of trustees and the city university board of trustees to jointly conduct a study on postsecondary remediation, which must consider a variety of factors, including strategies and programs proven effective in addressing the needs of remedial students, efforts to support student transfer from colleges offering associate's degrees to baccalaureate-awarding institutions, and methods for improving postsecondary completion rates. Requires that the study be submitted to specified legislative leadership by November 1, 2012.
Chapter 57: http://assembly.state.ny.us/leg/?default_fld=&bn=A09057&term=&Summary=Y&Memo=Y&Text=Y
Title: A.B. 9057 - Postsecondary Success Study
Source: assembly.state.ny.us
| |
| 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 |
| |