 |
State |
Status/Date |
Level |
Summary |
|
 | 21st Century Skills |
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| Accountability |
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| Accountability--Accreditation |
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| Accountability--Measures/Indicators |
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| Accountability--Reporting Results |
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| Accountability--Rewards |
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| Accountability--Sanctions/Interventions |
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| Accountability--Sanctions/Interventions--No Pass No Drive |
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| Accountability--Sanctions/Interventions--Takeovers |
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| Accountability--School Improvement |
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| Adult Basic Education |
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| Assessment |
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| Assessment--Accommodations |
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| Assessment--College Entrance Exams |
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| Assessment--Computer Based |
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| Assessment--End-of-Course |
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| Assessment--High Stakes/Competency |
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| At-Risk (incl. Dropout Prevention) |
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| At-Risk (incl. Dropout Prevention)--Alternative Education |
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| Attendance |
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| Attendance--Compulsory |
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| Attendance--Statutory Ages (Upper and Lower) |
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| Attendance--Truancy |
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| Background Checks |
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| Bilingual/ESL |
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| Career/Technical Education |
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| Career/Technical Education--Career Academies/Apprenticeship |
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| Cheating |
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| Choice of Schools |
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| Choice of Schools--Charter Schools |
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| Choice of Schools--Charter Schools--Closings |
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| Choice of Schools--Charter Schools--Cyber Charters |
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| Choice of Schools--Charter Schools--Finance |
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| Choice of Schools--Charter Schools--Research |
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| Choice of Schools--Choice/Open Enrollment |
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| Choice of Schools--Magnet or Specialized Schools |
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| Choice of Schools--Tax Credits |
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| Choice of Schools--Vouchers |
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| Civic Education |
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| Civic Education--Character Education |
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| Civic Education--Curriculum/Standards |
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| Civic Education--Pledge of Allegiance |
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| Class Size |
| |
| Curriculum |
| |
| Curriculum--Arts Education |
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| Curriculum--Drivers Education |
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| Curriculum--Excusal |
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| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
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| Curriculum--Foreign Language/Sign Language |
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| Curriculum--Health/Nutrition Education |
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| Curriculum--Language Arts |
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| Curriculum--Mathematics |
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| Curriculum--Multicultural |
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| Curriculum--Physical Education |
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| Curriculum--Science |
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| Curriculum--Sex Education |
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| Curriculum--Social Studies/History |
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| Data-Driven Improvement |
| |
| Economic/Workforce Development |
| |
| Equity |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
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| Finance--Bonds |
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| Finance--District |
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| Finance--Facilities |
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| Finance--Federal |
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| Finance--Funding Formulas |
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| Finance--Local Foundations/Funds |
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| Finance--Lotteries |
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| Finance--Resource Efficiency |
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| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
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| Finance--Taxes/Revenues |
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| Finance--Taxes/Revenues--Alternative Revenues |
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| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
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| Governance--Ethics/Conflict of Interest |
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| Governance--Mandates |
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| Governance--Regional Entities |
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| Governance--School Boards |
| |
| Governance--School Boards--Training |
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| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
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| Health |
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| Health--Child Abuse |
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| Health--Nutrition |
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| Health--School Based Clinics or School Nurses |
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| Health--Suicide Prevention |
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| High School |
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| High School--Advanced Placement |
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| High School--College Readiness |
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| High School--Credit Recovery |
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| High School--Dropout Rates/Graduation Rates |
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| High School--Dual/Concurrent Enrollment |
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| High School--Early Colleges/Middle Colleges |
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| High School--Exit Exams |
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| High School--GED (General Education Development) |
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| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
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| Integrated Services/Full-Service Schools |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--District Superintendent--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership |
| |
| Leadership--Principal/School Leadership--Certification and Licensure |
| |
| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
| |
| Leadership--Principal/School Leadership--Preparation |
| |
| Leadership--Principal/School Leadership--Professional Development |
| |
| Leadership--Principal/School Leadership--Tenure |
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| Middle School |
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| Minority/Diversity Issues |
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| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
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| No Child Left Behind |
| |
| No Child Left Behind--Choice/Transfer |
| |
| No Child Left Behind--Consequences for Schools |
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| No Child Left Behind--Reauthorization Issues/Waivers |
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| No Child Left Behind--School Support |
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| No Child Left Behind--Supplemental Services |
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| Online Learning--Digital/Blended Learning |
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| Online Learning--Virtual Schools/Courses |
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| P-16 or P-20 |
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| P-3 |
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| P-3 Child Care |
| |
| P-3 Content Standards and Assessment |
| |
| P-3 Data Systems |
| |
| P-3 Early Intervention (0-3) |
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| P-3 Ensuring Quality |
| |
| P-3 Family Involvement |
| |
| P-3 Finance |
| |
| P-3 Governance |
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| P-3 Grades 1-3 |
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| P-3 Health and Mental Health |
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| P-3 Kindergarten |
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| P-3 Kindergarten--Full-Day Kindergarten |
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| P-3 Preschool |
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| P-3 Teaching Quality/Professional Development |
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| Parent/Family |
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| Parent/Family--Parent Rights |
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| Partnerships--University/School |
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| Postsecondary |
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| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
| |
| Postsecondary Accountability--Licensing/Program Review and Approval |
| |
| Postsecondary Affordability |
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| Postsecondary Affordability--Financial Aid |
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| Postsecondary Affordability--Textbooks |
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| Postsecondary Affordability--Tuition/Fees |
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| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
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| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
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| Postsecondary Faculty |
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| Postsecondary Faculty--Compensation |
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| Postsecondary Faculty--Tenure |
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| Postsecondary Finance |
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| Postsecondary Finance--Efficiency/Performance-Based Funding |
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| Postsecondary Finance--Facilities |
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| Postsecondary Finance--Revenue and Expenditures |
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| Postsecondary Governance and Structures |
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| Postsecondary Governance and Structures--Administrative/Leadership Issues |
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| Postsecondary Governance and Structures--State Executives/State Agencies |
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| Postsecondary Institutions |
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| Postsecondary Institutions--Community/Technical Colleges |
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| Postsecondary Institutions--For-Profit/Proprietary |
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| Postsecondary Institutions--Four-Year Baccalaureate |
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| Postsecondary Institutions--Private/Independent |
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| Postsecondary Online Instruction |
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| Postsecondary Participation |
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| Postsecondary Participation--Access |
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| Postsecondary Participation--Enrollments (Statistics) |
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| Postsecondary Participation--Outreach |
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| Postsecondary Students |
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| Postsecondary Students--Adults |
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| Postsecondary Students--Disabled |
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| Postsecondary Students--Foster Youth |
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| Postsecondary Students--Graduate/Professional |
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| Postsecondary Students--Military |
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| Postsecondary Success |
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| Postsecondary Success--Completion |
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| Postsecondary Success--Completion--Completion Rates (Statistics) |
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| Postsecondary Success--Developmental/Remediation |
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| Postsecondary Success--Retention/Persistence |
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| Postsecondary Success--Transfer/Articulation |
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| Private Schools |
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| Privatization--Education Management Agencies (EMOs) |
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| Proficiency-Based Approaches |
| |
 | Promotion/Retention |
| |
| OH | Signed into law 06/2012 | P-12 | Directs the state board to determine a level of achievement on the 3rd grade English language arts assessment for a student to be promoted to the 4th grade, and to review and adjust upward the level of achievement until the level is set at the "proficient" level. Effective with entering 3rd graders in the 2013-14 school year, prohibits a district from promoting to the 4th grade any student who does not achieve a benchmark on the 3rd grade English language arts assessment; excludes certain English language learners and students with disabilities, students demonstrating ability on alternate assessment, and certain students receiving remediation who were previously retained from this requirement. Replaces requirement that districts assess reading skills at the end of 1st and 2nd grade with requirement that each K-3 student's reading skills be assessed by September 30. Permits districts to use a state diagnostic tool or comparable tool approved by the department of education for this purpose. Requires, upon identifying a student reading below grade level, (1) written parental notification and description of current services and proposed services to remediate areas of reading deficiency, and (2) intensive reading instruction to the student immediately following identification of a reading deficiency. Specifies such reading instruction must include research-based strategies shown to be successful in improving reading among low-performing readers; removes requirement that instruction be in intensive, systematic phonetics. Requires any intervention or remediation services required by these provisions to include intensive, explicit, and systematic instruction. Requires a reading improvement and monitoring plan to be developed within 60 days after receiving the student's results on the diagnostic assessment. Identifies required components of each reading improvement and monitoring plan. Requires each student with a reading improvement and monitoring plan entering 3rd grade in 2013-14 school year or thereafter to be assigned to a teacher who has either received a passing score on a rigorous test of principles of scientifically-based reading instruction approved by the state board of education or has a reading endorsement on the teacher's license.
Requires districts to include (1) documents related to administration of diagnostic assessments and (2) information in any student improvement plan in the information provided to student's parent. Requires every district to submit diagnostic assessment results to the department of education, regardless of the type of assessment used, and authorizes the department to issue reports with the data collected.
Specifies services that must be offered a student retained in grade 3 pursuant to these provisions, including at least 90 minutes of daily reading. Requires a district to adopt a policy for mid-year promotion of a student subsequently reading on grade level. Requires a district to assign a retained student to a high-performing teacher, as determined by the teacher's student performance data, when available, and performance reviews. Requires the district to offer the option for students to receive applicable services from one or more approved providers other than the district. Requires a retained student who shows grade-level proficiency in math, science, writing, or social studies to be provided instruction commensurate with student achievement levels in that subject.
Requires each district to annually report to the department on implementation and compliance with these provisons. Directs the superintendent of public instruction to annually report to the governor and general assembly the number and percentage of students in grades K-4 reading below grade level based on the diagnostic assessments and the 3rd grade achievement assessments in English language arts, aggregated
by school district and building; the types of intervention services provided to students; and, if available, an evaluation of the efficacy of the intervention services provided.
Pages 13, 34-36, 86-93 of 592: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_Y.pdf
Title: S.B. 316 - Third-Grade Reading Proficiency
Source: www.legislature.state.oh.us
| |
| CO | Signed into law 05/2012 | P-12 | Requires each local education provider (LEP, i.e., school districts, Boards of Cooperative Educational Services or BOCES, charter schools) to provide to students in kindergarten through 3rd grade the instruction and evidence based interventions necessary to ensure to the greatest extent possible that early-grade students develop the reading skills necessary to enable them to succeed in later grades.
Beginning in 2012-13, requires LEPs to report to the department the number of early-grade students with significant reading deficiencies, based on the state board's definition. Beginning in the 2013-14 academic year, requires each LEP to measure reading competency for early-grade students using a combination of assessments approved by the department, which is required to create a list of approved instructional programs and professional development tools. The department will provide training, technical assistance, and coaching as necessary.
Creates a process for teachers, parents, and other personnel to create a Reading to Ensure Academic Development (READ) plan for when a student with significant reading deficiencies is identified. Provides the READ plan is part of the student's academic record until the student achieves reading competency.
Creates a process for parents and educators to determine if the student should advance to the next grade level in the next academic year. If the student is completing 3rd grade, the joint decision is subject to approval of the local superintendent, or his/her designee. If the student does not advance, the LEP must provide more rigorous instructional services to the student.
Creates the Early Literacy Grant Program in the department to provide funding to LEPs for literacy assessment, instructional support, and appropriate interventions for early-grade learners. Creates the Early Literacy Fund to support the implementation of the act and to provide a source of funds for the grant program. Also describes how funding will be calculated for the program and for per student support.
http://www.leg.state.co.us/clics/clics2012a/csl.nsf/fsbillcont3/BE80872E0CC93D2987257981007DC105?Open&file=1238_enr.pdf
Title: H.B. 1238
Source: http://www.leg.state.co.us
| |
| LA | Signed into law 05/2012 | P-12 | Relates to the Louisiana Competency-Based Education Program and the Louisiana Educational Assessment Program. Provides greater clarity to the definition of state content standards. Indicates that criterion-referenced tests will be replaced by standards-based assessments and that the exams will be used for language arts and math, and adds that the exams will be for science and social studies, and extends the grades they will be administered from 4-8 (pilot program) to 3-11. Beginning with the 2014-2015 school year, standards-based assessments implemented by the state board in English/language arts and math will be based on the Common Core Standards. The department will establish the level of achievement on certain tests in 4-8th grades that indicate proficiency. Students must demonstrate proficiency to advance to grades 5 and 9.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=802824
Title: H.B. 707
Source: http://www.legis.state.la.us
| |
| OK | Signed into law 05/2012 | P-12 | Adds kindergarten students to assessment requirement (K-3 students are to be assessed at the beginning of each year using an approved screening instrument). Establishes that a statewide criterion-referenced test is the initial determinant, but not the sole determinant, of promotion. Specifies that students with disabilities, where appropriate, are to be assessment with alternate achievement standards through the Oklahoma Alternate Assessment Program (OAAP). Requires requests to exempt students from the mandatory retention requirements based on one of the good-cause exemptions to include documentation that the student meets the good-cause exemptions through alternative assessment results or student portfolio work and the individual education plan (IEP) as applicable. A teacher recommending promotion to 4th grade may make that recommendation contingent upon participation in remediation or successful completion of competencies. The principal is to review and discuss the documentation with the teacher, then determines whether the student should be promoted and makes a written recommendation to the district superintendent. The Superintendent is to accept or reject the recommendation in writing. Contingent on funding for the Act, funding for interventions is to be distributed to districts only upon approval of the reading sufficiency plan and submittal of a child-count report to the Department that details the number of students needing remediation or intervention in reading. The total amount of funds available for allocation is to be divided by the total number of students identified as in need of remediation or intervention.
http://webserver1.lsb.state.ok.us/2011-12bills/HB/HB2516_ENR.RTF
Title: H.B. 2516
Source: http://webserver1.lsb.state.ok.us
| |
| TN | Signed into law 05/2012 | P-12 | Prohibits promotion of students in the third and eighth grades who do not demonstrate understanding of the curriculum and the ability to perform required grade level skills either through the student's grades or standardized test scores.
http://www.capitol.tn.gov/Bills/107/Bill/SB2156.pdf
Title: S.B. 2156
Source: http://www.capitol.tn.gov
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| Purposes of Public Education |
| |
| Reading/Literacy |
| |
| Religion |
| |
| Religion--Prayer/Meditation |
| |
| 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 |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
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| School Safety--Corporal Punishment |
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| School Safety--Disaster/Emergency Preparedness |
| |
| 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 |
| |
| School/District Structure/Operations--District Consolidation/Deconsolidation |
| |
| School/District Structure/Operations--Facilities |
| |
| School/District Structure/Operations--Food Service |
| |
| School/District Structure/Operations--Org. (K-3/K-8 etc.) |
| |
| School/District Structure/Operations--Personnel (Non-Teaching) |
| |
| School/District Structure/Operations--Shared Services |
| |
| School/District Structure/Operations--Transportation |
| |
| Service-Learning |
| |
| Special Education |
| |
| Special Education--Federal Law/Regulations |
| |
| Special Education--Finance |
| |
| Special Education--Placement |
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| Special Education--Transition |
| |
| Special Populations--Corrections Education |
| |
| Special Populations--Foster Care |
| |
| Special Populations--Gifted and Talented |
| |
| Special Populations--Homeless Education |
| |
| Special Populations--Migrant Education |
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| Special Populations--Military |
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| Standards |
| |
| Standards--Common Core State Standards |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
| State Policymaking--Ballot Questions |
| |
| State Policymaking--Constitutional Clauses |
| |
| 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 |
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| Students--Records/Rights |
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| 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 |
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| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
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| Teaching Quality--Certification and Licensure--Substitute Teachers |
| |
| Teaching Quality--Compensation and Diversified Pay |
| |
| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
| |
| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
| |
| Teaching Quality--Evaluation and Effectiveness |
| |
| Teaching Quality--Induction Programs and Mentoring |
| |
| Teaching Quality--Paraprofessionals |
| |
| Teaching Quality--Preparation |
| |
| Teaching Quality--Professional Development |
| |
| Teaching Quality--Recruitment and Retention |
| |
| Teaching Quality--Recruitment and Retention--At-Risk Schools |
| |
| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
| |
| Teaching Quality--Reduction in Force |
| |
| Teaching Quality--Teacher Contracts (Not Tenure) |
| |
| Teaching Quality--Teacher Rights |
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| Teaching Quality--Tenure or Continuing Contract |
| |
| Teaching Quality--Unions/Collective Bargaining |
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| Technology |
| |
| Technology--Devices/Software/Hardware |
| |
| Technology--Equitable Access |
| |
| Technology--Funding Issues |
| |
| Technology--Internet Safety |
| |
| Technology--Teacher/Faculty Training |
| |
| Textbooks and Open Source |
| |
| Urban |
| |