 |
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 |
| |
| 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 |
| |
| CA | Signed into law 09/2012 | P-12 | From bill summary: Authorizes the superintendent of public instruction to convene the State Council required by the Interstate Compact on Educational Opportunity for Military Children to complete the work of a specified task force if the superintendent finds it infeasible or impractical to reconvene the task force with its original membership. Requires the task force's final report to be submitted no later than December 1, 2013, and extends the effective date of provisions regarding the task force and the State Council and their duties to January 1, 2014. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_2201-2250/ab_2202_bill_20120920_chaptered.pdf
Title: A.B. 2202
Source: www.leginfo.ca.gov
| |
| CA | Vetoed 09/2012 | P-12 | From bill summary: Establishes a 21-member California Task Force on School Finance as of January 1, 2013, to review and analyze alternative funding formulas, in order to identify and recommend a formula or formulas that best meet the needs of the state's public school system and pupils. Specifies criteria to be used by the task force to evaluate funding formulas. Provides that 10 of the members of the task force would be appointed by the Governor, 5 appointed by the Speaker of the Assembly, 5 appointed by the Senate Committee on Rules, and that the superintendent of public instruction or his/her designee would be a member of, and serve as chair of, the task force.
Specifies the qualifications of the appointees, and provides for reimbursement for their expenses in attending meetings. Requires that task force meetings be subject to specified open meeting requirements. Requires the task force to report its findings and recommendations to the legislature by April 1, 2013. Provides these provisions become operative only if the superintendent of public instruction certifies, on or before January 31, 2013, that sufficient nonstate funds are available for its implementation. Make these provisions inoperative on July 1, 2013, and repeals them as of January 1, 2014.
Bill text: http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0001-0050/ab_18_bill_20120831_enrolled.pdf
Governor's veto message: http://gov.ca.gov/docs/AB_18_Veto_Message.pdf
Title: A.B. 18
Source: www.leginfo.ca.gov
| |
| CA | Vetoed 08/2012 | P-12 | From bill summary: Requires the Commission on Teaching Credentialing to convene an advisory panel to explore the recognition of leadership roles within the teaching career pathway. Requires the commission to consider the findings of the advisory panel and report to the governor and the legislature on recommendations for the recognition of teacher leaders within one year of the advisory panel being convened. Requires the commission to use private funds to support the advisory panel, and prohibits the use of general fund moneys for this purpose. Requires the advisory panel to be convened only after the Department of Finance determines that private funds, in an amount sufficient to fully support the activities of the advisory panel, have been deposited with the state. Requires the department to file a written statement with specified persons that the determination has been made. Bill text: http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1751-1800/ab_1765_bill_20120813_enrolled.pdf
Governor's veto message: http://gov.ca.gov/docs/AB1765-veto.pdf
Title: A.B. 1765
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
| |
| IL | Signed into law 08/2012 | P-12 | Establishes the Enhance Physical Education Task Force. Establishes various purposes of the task force. Directs the task force to (1) make recommendations to the governor and the general assembly on certain goals of the Illinois Learning Standards for Physical Development and Health, and (2) focus on updating the standards based on brain research that impacts the relationship between physical activity and learning. By August 31, 2013, directs the task force to make recommendations and file a report with the governor and the general assembly. Repeals these provisions on September 1, 2013. http://www.ilga.gov/legislation/publicacts/97/PDF/097-1102.pdf
Title: S.B. 3374
Source: www.ilga.gov
| |
| IL | Signed into law 08/2012 | P-12 | Creates the Eradicate Domestic Violence Task Force to develop a statewide prevention course for high school students designed to prevent interpersonal, adolescent violence based on the Step Back Program for boys and girls. Establishes specific duties of the task force under this charge, including proposing an evaluation structure and method of evaluation for modifying the curriculum content over time. http://www.ilga.gov/legislation/publicacts/97/PDF/097-1037.pdf
Title: H.B. 5689
Source: www.ilga.gov
| |
| CT | To governor 06/2012 | P-12
Postsec. | Directs The State Board of Education, in consultation with the Board of Regents for Higher Education and The University of Connecticut, to study issues concerning teacher preparation in the state and report on such study and deliver a comprehensive set of recommendations by April 1, 2013. Issues that must be addressed include, student teaching requirements, candidate profile requirements, and specified duties of the institution of higher education.http://www.cga.ct.gov/2012/ACT/SA/2012SA-00003-R00SB-00384-SA.htm
Title: S.B. 384
Source: cga.ct.gov
| |
| IL | Adopted 06/2012 | P-12 | Creates the Area Career and Technical Education and Vocational Centers Task Force. Directs the task force to study the issue of funding of area career/vocational centers and career and technical education programs, including transportation for such programs, and to consider the possibility of enacting legislation to make changes to such funding;. Directs the task force to hold a minimum of 7 public hearings in the state, and to submit its findings and recommendations to the governor by February 2013, at which time the task force will disband. http://www.ilga.gov/legislation/97/HJR/PDF/09700HJ0079lv.pdf
Title: H.J.R. 79
Source: www.ilga.gov
| |
| LA | Signed into law 06/2012 | Postsec. | Creates the Science and Education Advisory Council to provide advice and information as requested by the executive board of the Louisiana Universities Marine Consortium for Research and Education. Establishes membership from specified postsecondary entities. Directs the advisory council to meet as necessary to respond to requests from the executive board and provide the board with the benefit of perspectives represented on the council. Directs the executive board, in consultation with the Science and Education Advisory Council, to formulate a five-year master plan for the consortium's marine science and education programs and initiatives and to make revisions to such plan as necessary. Directs the chair of the executive board, the executive director of the board, and the chair of the Science and Education Advisory Council to jointly report annually on master plan implementation. http://legis.la.gov/billdata/streamdocument.asp?did=810081
Title: S.B. 290
Source: legis.la.gov
| |
| OH | Signed into law 06/2012 | Postsec. | Creates the Cybersecurity, Education, and Economic Development Council. Includes among council membership two representatives from institutions of higher education and one representative from a community or technical college that have cybersecurity-related programs. Directs the council to conduct a study and make recommendations regarding (1) Improving the infrastructure of the state's cybersecurity operations
with existing resources and through partnerships between government, business, and institutions of higher education; and (2) Specific actions that would accelerate growth of the cybersecurity industry in the state. Directs the council, by December 31, 2012, to submit a report to the governor, lieutenant governor, and specified legislative leaders. http://www.legislature.state.oh.us/BillText129/129_HB_331_EN_N.pdf
Title: H.B. 331
Source: www.legislature.state.oh.us
| |
| AK | Signed into law 05/2012 | P-12 | Establishes the Alaska Native Language Preservation and Advisory Council to advise both the governor and legislature on programs, policies, and projects to provide for the cost-effective preservation, restoration, and revitalization of Alaska Native languages in the state. http://www.legis.state.ak.us/PDF/27/Bills/SB0130Z.PDF
Title: S.B.130
Source: legis.state.ak.us
| |
| CT | Signed into law 05/2012 | P-12 | (Sec. 19) Establishes the education commissioner's network of schools to improve the student academic achievement in low-performing schools and establishes steps the commissioner, district turnaround committees, and local and regional boards of education must take regarding the network. On or before July 1, 2014, the commissioner must select up to 25 schools that have been classified as a category four or a category five school (lowest-performing) pursuant to section 18 of the bill to participate in the network. Schools must be in the network for between three and five years and the bill details steps that must be taken before a school can leave the network. Requires the commissioner to provide funding, technical assistance, and operational support to schools participating in the commissioner's network of schools and may provide financial support to teachers and administrators working at a participating school. Directs the SBE to pay all costs attributable to developing and implementing a turnaround plan in excess of the school's ordinary operating expenses. Each school selected for the network must begin to implement of a turnaround plan, as described in the bill, not later than the school year commencing July 1, 2014.
Provides details on (1) numerous steps to establish a turnaround committee for each district to develop turnaround plans for network schools, (2) how those plans are approved and implemented, (3) limits on the number of nonprofit private entities authorized to manage network schools, (4) the transition out of the network, and (5) reporting requirements for the commissioner regarding the network.
(Sec. 23) Requires boards of education that have jurisdiction over schools designated as low-achieving to establish a school governance council for each such school and allows boards with schools designated as "in need of improvement" to create them. Makes exceptions to the requirement for (1) schools with only one grade and (2) governance councils that were already in place when the governance council law was enacted, if they involve teachers, parents, and others. After July 1, 2012, requires all school boards that have category four and five schools to establish councils for each of those schools.
By law, the councils must consist of seven parents or guardians of students, two community leaders within the school district, five teachers in the school, and one nonvoting member who is the principal or his or her designee. Councils for high schools must also have two nonvoting student members. Included in council responsibilities is analyzing school achievement data, participating in hiring the principal and other administrators, and developing and approving a written parent involvement policy. A council may also recommend that a school be reconstituted and this recommendation sets off a series of statutorily required steps.
http://www.cga.ct.gov/2012/ACT/PA/2012PA-00116-R00SB-00458-PA.htm
Title: S.B. 458
Source: cga.ct.gov
| |
| FL | Issued 05/2012 | Postsec. | Establishes the Blue Ribbon Task Force on State Higher Education Reform. Provides the responsibilities of the task force include, but are not limited to:
(1) Cataloging and consolidating the recommendations of the various efforts related to Florida's state university system
(2) Assessing strengths and weaknesses of the state university system's governance model related to its constitutional charge
(3) Analyzing the ability of state universities to contribute to the state university system's 2012-2025 strategic plan
(4) Recommending strategies, such as incentive systems and governance improvements, to encourage cooperation between institutions leading to reduced duplication and improved efficiencies
(5) Recommending amendments to statutes and regulations necessary to improve state universities' accountability and transparency to the board of governors, and the board of governors' accountability and transparency to the legislature and governor
(6) Conducting a review and analysis of efforts to achieve national preeminence and academic and research excellence by Florida universities, including elements that may be considered for future legislation to advance higher education.
Directs the task force, no later than November 15, 2012, to provide a written report to the governor, senate president, and speaker of the house detailing assessments and recommendations related to the above. Provides task force continues in existence until May 4, 2013. http://www.flgov.com/wp-content/uploads/orders/2012/12-104-blueribbon.pdf
Title: E.O. 12-104
Source: www.flgov.com
| |
| GA | Signed into law 05/2012 | P-12 | Section 1: Directs the department of education to establish the Professional Learning Rules Task Force to review state board professional learning rules, review current research regarding professional learning and provide suggestions for revisions, and provide suggestions for implementation. Establishes task force membership. By July 1, 2013, directs the task force to provide the state board with recommendations for professional learning rules. Requires recommendations to be included in revisions to state board rules by June 30, 2015. Repeals these provisions effective July 1, 2015. http://www.legis.ga.gov/Legislation/20112012/118157.pdf
Title: S.B. 184 - Professional Learning Rules Task Force
Source: www.legis.ga.gov
| |
| HI | Adopted 05/2012 | Postsec. | Requests that the governor convene a 10-member exploratory committee to examine the feasibility and necessary resources of establishing an international aviation training center at the Hilo International Airport and an advanced aviation degree training program at the University of Hawaii at Hilo. Requests that the exploratory committee report its findings and recommendations, including any budget requests and proposed legislation, to the legislature not more than 20 days before the 2013 regular session is convened. http://www.capitol.hawaii.gov/session2012/bills/HCR107_.pdf
Title: H.C.R. 107
Source: www.capitol.hawaii.gov
| |
| IA | Signed into law 05/2012 | P-12 | Permits high school credit to be awarded to students that demonstrate competency in the subject areas required to be offered by accredited schools and allows students to receive credit on a performance basis through the administration of an assessment. Creates a competency-based instruction task force and requires the task force to submit reports with findings and recommendations by January 13, 2013, and November 15, 2013. http://coolice.legis.state.ia.us/linc/84/external/govbills/SF2284.pdf
Title: S.F. 2284 - Division I
Source: http://coolice.legis.state.ia.us
| |
| IA | Signed into law 05/2012 | P-12 | This section relates to teacher reviews, professional development, and administrator evaluations. Creates three new task forces: Statewide Educator Evaluation System Task Force, Iowa Teaching Standards and Criteria Review Task Force, and Teacher Performance, Compensation and Career Development Task Force. Requires 36 additional hours of practitioner collaboration (can be repurposed from existing professional development time). Requires annual review of teachers. The first two years of review are to be conducted by a peer group of teachers and are to be formative in nature -- not for recommending participation in an intensive assistance program or for compensation, layoff, termination, etc.. Requires annual evaluation of administrators. The Statewide Educator Evaluation System Task Force is to develop a statewide teacher evaluation system and a statewide administrator evaluation system that standardize the instruments and processes used throughout the state. Lists required components: Direct observation; balanced consideration of student growth measures; integration of the Iowa teaching standards; system applicability to teachers in all content areas. Also requires that recommendations include a tiered evaluation system that differentiates ineffective, minimally effective, effective and highly effective performance by teachers and administrators.
http://coolice.legis.state.ia.us/linc/84/external/govbills/SF2284.pdf
Title: S.B. 2284 -- Division III
Source: http://coolice.legis.state.ia.us
| |
| IA | Signed into law 05/2012 | P-12 | This section requires the director of the Department of Education to appoint members to a school instructional time task force. The task force is to review and submit findings and recommendations pertaining to school instructional time by October 15, 2012.
http://coolice.legis.state.ia.us/linc/84/external/govbills/SF2284.pdf
Title: S.F. 2284 - Division X
Source: http://coolice.legis.state.ia.us
| |
| ID | Issued 05/2012 | P-12 | Orders the continuance of the Governor's Task Force on Children at Risk (Task Force). The Task Force is responsible for reviewing and developing programs, as well as facilitating local jurisdictions to operate programs designed to improve:
a. The handling of child abuse and neglect cases, particularly cases of child sexual abuse and exploitation;
b. The handling of cases of suspected child abuse or neglect related fatalities;
c. The investigation and prosecution of cases of child abuse and neglect, particularly child sexual abuse and exploitation; and
d. The handling of cases involving children with disabilities or serious health-related problems who are victims of abuse or neglect.
Further, the Task Force shall establish and support a statewide child fatality review team (CFRT) to allow comprehensive and multidisciplinary review of deaths of children younger than 18 years-old, in order to identify what information and education may improve the health and safety of Idaho's children. The statewide CFRT established and supported by the Task Force is separate and apart from child death reviews convened by the Department of Health and Welfare in circumstances where the death of a child is suspected or confirmed to have resulted from abuse or neglect. http://gov.idaho.gov/mediacenter/execorders/eo12/eo_12_03.pdf
Title: 2012 Idaho Executive Order 12-03
Source: gov.idaho.gov
| |
| IL | Adopted 05/2012 | P-12 | Extends the School Success Task Force established during the 96th General Assembly and adds a member to the Task Force representing City of Chicago School District 299. Directs the School Success Task Force to submit a report before December 31, 2012. http://www.ilga.gov/legislation/97/HJR/PDF/09700HJ0067lv.pdf
Title: H.J.R. 67
Source: www.ilga.gov
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| MD | Signed into law 05/2012 | P-12 | Establishes the Maryland Advisory Council for Virtual Learning within the Department of Education, with the mission of the council to encourage and support the education of students in accordance with national standards of online learning and state law. Requires that the council meet four times per year and make recommendations regarding subject areas specified in the bill. http://mlis.state.md.us/2012rs/bills/hb/hb0745t.pdf
Title: H.B. 745
Source: Westlaw/StateNet
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| ME | Signed into law 05/2012 | P-12 | The bill directs the Commissioner of Education to propose a model policy for public schools and private schools enrolling more than 60% of their students at public expense in this State on the management of concussive and other head injuries in school activities and athletics. The bill also accomplishes the following.1. It directs the commissioner to invite representatives of educational stakeholders and interested parties to participate in a working group that will meet during the spring and summer of 2012 to develop a model policy that addresses the prevention, diagnosis and treatment of concussive and other head injuries in students and student athletes.2. It provides that the model policy must include the following requirements: A. That athletic directors, coaches and other school personnel involved with school activities and athletics must be provided with training in the identification and management of concussive and other head injuries;B. That a student participating in a school athletic activity and the student's parent or legal guardian must review the school's policy on the management of concussive and other head injuries;C. That schools must use protocols and forms in the implementation of the policy on the management of concussive and other head injuries;D. That a student suspected of having sustained a concussive or other head injury in any activity or athletic practice or game must be removed from participation immediately and evaluated for brain injury prior to returning to the activity or practices and games; andE. That a student suspected of having sustained a concussion after an evaluation must be banned from further participation until the student has received written medical clearance from a licensed health care provider trained in concussion management for the student to begin the gradual resumption of participation in the activity or practices and games.3. It establishes that schools are required to adopt a policy on management of head injuries and begin implementation of the policy by January 1, 2013 and further provides that schools must gradually implement the policy during the 2012-2013 and 2013-2014 school years.4. It provides that the Commissioner of Education and school officials may share the model policy on the management of concussive and other head injuries, including the information, training, protocols and forms included in the policy, with statewide and local organizations that sponsor sports and athletics. http://www.mainelegislature.org/legis/bills/getPDF.asp?paper=SP0654&item=1&snum=125
Title: S.P. 654
Source: www.mainelegislature.org
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| WA | Signed into law 05/2012 | P-12 | Establishes the joint task force on education funding to: (1) Develop a proposal for a reliable and dependable funding mechanism to support basic education programs; and (2) Consider the specific recommendations, from the quality education council, for the transitional bilingual instructional program. Makes certain dedicated revenues available for implementation of basic education reform and to facilitate the
funding reform recommendations of the task force. http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/Session%20Law%202012/2824.SL.pdf
Title: H.B. 2824
Source: apps.leg.wa.gov
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| FL | Signed into law 04/2012 | P-12 | Establishes for the 2012-13 fiscal year the K-12 Public School Facility Funding Task Force. Identifies task force membership. Requires the task force to convene by July 31, 2012 to make recommendations to the legislature for more equitable facility funding for charter schools and district-operated schools, including on five enumerated issues. Directs the task force to complete its work and submit recommendations to specified legislative leaders by December 1, 2012. Abolishes the task force June 30, 2013. Pages 37-39 of 41: http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h5101er.docx&DocumentType=Bill&BillNumber=5101&Session=2012
Title: H.B. 5101 - K-12 Public School Facility Funding Task Force
Source: myfloridahouse.gov
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| FL | Signed into law 04/2012 | P-12 | From bill analysis: Creates the Digital Instructional Materials Work Group. The purpose of the 8 member group is to plan and monitor the implementation of the transition to digital instructional materials. Directs the group to submit a plan to the legislature by March 1, 2013, for meeting the deadline of transition to digital instructional materials as provided in ss. 1006.29(3) and 1006.40(3)(a), Florida Statutes, and requires the plan to include specified components, including teacher training and professional development, and funding.
Pages 40-41 of 41: http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h5101er.docx&DocumentType=Bill&BillNumber=5101&Session=2012
Title: H.B. 5101 - Digital Instructional Materials Work Group
Source: myfloridahouse.gov
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| KY | Signed into law 04/2012 | P-12 | Directs the Legislative Research Commission to establish a task force to study interscholastic athletics at the middle school level, and assess possible options for the creation of "best practice" guidelines. Identifies specific areas of investigation. Requires that the task force be appointed by August 1, 2012; identifies task force membership. Directs the task force to report its findings to the Legislative Research Commission, the Interim Joint Committee on Education, and the Interim Joint Committee on Health and Welfare by December 7, 2012, and to make recommendations to improve interscholastic athletics at the middle school level. http://www.lrc.ky.gov/record/12RS/HC155/bill.doc
Title: H.C.R. 155
Source: www.lrc.ky.gov
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| MN | Signed into law 04/2012 | P-12 | Establishes the Legislative Permanent School Fund Commission (previously the Permanent School Fund Advisory Committee), dictates its 12 members, outlines meeting and election proceedures, and adds to its duties manage the asset allocation of the permanent school fund. Establishs a school trust lands
director position to recommend management policies for Minnesota's school trust lands, and outlines duties of the trustee. Requires the governor to appoint a school trust lands director, outlines his/her qualifications, compensation, and duties.
Directs the Commissioner to annually provide to the Legislative Permanent School Fund Commission a report that includes an analysis that compares certified costs with costs incurred on other public and private lands with similar land assets.
Requires returns of not less than fair market value on the sale, exchange, and commercial leasing of school trust lands. Requires the Commission to optimize school trust land revenues and maximize the value of the trust consistent with the balancing of short-term and long-term interests. Directs the Commissioner to
optimize school trust land revenues and maximize the value of the trust consistent with the balancing of short-term and long-term interests. Outlines reporting requirements and policies to resolve conflicts between short and long term interests.
Excludes school trust lands from state land that are withdrawn from sale.
https://www.revisor.mn.gov/bin/showPDF.php
Title: H.F. 2244
Source: http://www.house.leg.state.mn.us/
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| NY | Issued 04/2012 | P-12 | Establishes the New NY Education Reform Commission to provide guidance and advice to the governor on education policy, performance, and innovation. Directs the commission to study the best national and international public education models and best practices to recommend ways to increase educational productivity and student performance in the state. Directs the commission to comprehensively review and assess the state's education system to ultimately create significant savings while improving student achievement and providing students with a high-quality education. Requires that the review include, but not be limited to:
a. studying teacher recruitment and performance, including incentives to keep the best teachers, and the teacher preparation, certification and evaluation systems;
b. analyzing factors that support P-12 student achievement to ensure all students are on track to graduate from high school ready for college, careers, and active citizenship;
c. evaluating education funding, distribution of state aid, and operating costs to identify efficiencies in spending while maintaining the quality of educational programs, including special education;
d. increasing parent and family engagement, including examining the school calendar and district-level policies that increase parental involvement;
e. examining the unique issues faced by high-need urban and rural districts, including comparing best practices and identifying the different services that these districts might require to be successful;
f. analyzing the availability of technology and its best use in the classroom, including the accessibility of, and obstacles to, using technology in the classroom in light of the requirements and demands of the job market to best prepare our students; and
g. examining the overall structure of the state's education system to determine whether it meets students' needs while respecting the taxpayer.
Directs the commission to compare student achievement outcomes with education spending, focusing on districts that generate higher than average achievement per dollars spent, including high-need districts that are providing students with the opportunity to receive a sound basic education, and identifying how districts can boost student achievement without increasing spending. Directs the commission to submit preliminary recommendations by December 2012, and final recommendations by September 2013, at which time the commission will terminate its work.
http://www.governor.ny.gov/executiveorder/44
Title: E.O. No. 44
Source: www.governor.ny.gov
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| OR | Signed into law 03/2012 | P-12 | Establishes the Task Force on STEM Access and Success for the purpose of encouraging students to study science, technology, engineering and mathematics.
Establishes the STEM Fund in the State Treasury, separate and distinct from the General Fund. Funds are continuously appropriated to the Oregon Student Access
Commission for the purpose of providing scholarships to students to encourage study in science, technology, engineering and mathematics.
http://www.leg.state.or.us/12reg/measpdf/hb4000.dir/hb4056.en.pdf
Title: H.B. 4056
Source: leg.state.or.us
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| OR | Signed into law 03/2012 | Postsec. | Calls on the Higher Education Coordinating Commission to convene a work group to examine and recommend adoption of strategies for making textbooks more affordable for students at all post-secondary institutions in the state.
http://www.leg.state.or.us/12reg/measpdf/hb4000.dir/hb4058.en.pdf
Title: H.B. 4058
Source: leg.state.or.us
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| 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
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| OR | Signed into law 03/2012 | Postsec. | Expands duties of Higher Education Coordinating Commission to include the development and recommendation of policies to ensure or improve access to higher education
by underserved populations, recommend and encourage student success and completion initiatives, develop and recommend policies to improve the coordination of the provision of educational
services, oversee the licensing of career schools, review research efforts among the public universities of this state to improve economic development in this state, and coordinate education initiatives with the State Workforce Investment Board, the Department of Community Colleges and Workforce Development, local workforce investment boards, the Oregon Health and Science University and independent institutions of postsecondary education. Provides that the duties, functions and powers of the State Board of Education, Department of Education and Superintendent of Public Instruction relating to career schools are imposed upon, transferred to and vested in the Higher Education Coordinating Commission.
http://www.leg.state.or.us/12reg/measures/sb1500.dir/sb1538.en.html
Title: S.B. 1538
Source: leg.state.or.us
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| OR | Signed into law 03/2012 | P-12 | Establishes and sets membership for the Task Force on Accountable Schools to develop a plan to improve accountability practices for schools and make recommendations.(sec. 22)
http://www.leg.state.or.us/12reg/measpdf/hb4000.dir/hb4014.en.pdf
Title: H.B. 4014
Source: leg.state.or.us
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| 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
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| AR | Adopted 02/2012 | P-12 | Creates the distance Learning Coordinating Council to evaluate programs and determine whether they are being utilized fully and efficiently. Outlines the members of the Council, term limits, meeting frequency, and other adminitrative rules. Requires the Council to make annual recommendations to the Department of Education and other entities.
Sets minimum requirements for the administration of distance learning in elementary and secondary schools including: approved providers, courses and instructors; requirements for site facilitators, student achievement assessments, class sizes, student-instructor ratios, scheduling and availability.
Establishes the Arkansas Distance Learning Development Program, conducted by the Department of Education. Oulines focus areas and funding rules. Requires the Commissioner to annually review the program and make recommendations to the State Board. Enables the Commissioner to enter into contracts and provide grants for implementation. Specifies that students participating in the Program are eligible for public education credit and grades.
Requires that students participating in distance learning courses reside in the district offering the course and agree to attend the school to participate in the course. Requires that the course be offered for credit and approved by the Department of Education. Outlines exceptions to these rules, and rules for home-schooled students.
Outlines grant standards and uses, protocols and distribution requirements. Requires districts to collaborate with one another to establish educational needs and maximize distance learning services.
http://170.94.37.152/REGS/005.15.12-001F-12833.pdf
Title: AR ADC 005.25.2-1.00 to AR ADC 005.25.2-13.00; AR ADC 005.25.4-1.00 to AR ADC 005.25.4-5.00; AR ADC 005.25.5-1.00 to AR ADC 005.25.5-9.00
Source: http://www.sos.arkansas.gov/rules_and_regs/
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| AR | Adopted 02/2012 | P-12 | Authorizes the State Board to select a statewide textbook selection committee to recommend a list of instructional materials consistent with course content standards and curriculum frameworks. Empowers the State Board to require require reports from school districts on the use and distrubution of instructional materials. Specifies that the Department of Education include funding for instructional materials in the foundation funding amount provided to each school district, and that the state of Arkansas must guarantee a set price for materials to all schools for the life of a state adoption cycle.
Requires school districts to establish a textbook selection committee, comprised of a majority of licensed personnel, including teachers. Requires districts to provide instructional materials, including equipment needed to access digital resources, for all K-12 public school students free of charge. Provides that school districts may select their own instructional materials or select from the recommended state-approved list. Requires any materials purchased with state funds be consistent with course content and curriculum frameworks. Requires that the Department of Education monitor compliance with the regulations regarding instructional materials, and report to the House and Senate Education Committees.
Sets forth conditions for offering textbooks for adoption, sale or exchange by any person, company or corporation. Provides that the State Board make and execute contracts for all instructional materials that have been recommended by the Department of Education, and outlines rules regarding contracts, exchange provisions, and assessment of damages. Outlines illegal acts for members of the selecting committe, employees of the Department of Education or member of a school board of directors including: accepting gifts from any agent offering instructional materials for sale, having an interest in the in the proceeds of instructional materials, being promised or offered any valuable thing with the intent of influencing decisions or opinions of instructional materials.
http://170.94.37.152/REGS/005.01.12-002F-12840.pdf
Title: AR ADC 005.15.11-1.00 to AR ADC 005.15.11-7.00; AR ADC 005.04.23-2.00 to AR ADC 005.04.23-11.00
Source: http://www.sos.arkansas.gov/rules_and_regs/
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| IN | Signed into law 02/2012 | P-12 | Establishes the education issues interim study committee to study the feasibility of establishing a process by which residents of a part of an existing school corporation may elect to disannex from the existing school corporation and either annex to another existing school corporation or establish a new school corporation. http://www.in.gov/legislative/bills/2012/HE/HE1047.1.html
Title: H.B. 1047
Source: www.in.gov
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| NJ | Issued 02/2012 | P-12 | Creates the New Jersey Education Funding Task Force to examine the state's school funding formula and identify areas that may be susceptible to fraud or subject to outside manipulation. Additionally, the Task Force is directed to consider: (a) economically effective measures of student poverty; (b) educationally sound measures of defining at-risk students; (c) appropriate adjustments to the SFRA to account for municipal property ratable bases that may be artificially deflated as a result of municipal property tax abatements.
The Task Force shall consist of seven individuals from both inside and outside government who have knowledge or expertise in the areas of education funding, policy, administration, governance, and fiscal management.
The Task Force shall issue a final report to the Governor setting no later than 120 days after organizing. The report shall be provided to the Legislature and shall be made available to the public.The Task Force shall expire upon the issuance of its final report.
http://nj.gov/infobank/circular/eocc89.pdf
Title: E.O. 89
Source: http://www.state.nj.us/governor/
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| WI | Issued 01/2012 | P-12 | Creates the 15-member College and Workforce Readiness Council. Tasks the council with recommending policies and programs to improve student readiness for college or career. Identifies specific areas in which the council must prioritize improvement: (1) Reducing dropout and remediation rates as well as income and racial achievement gaps therein; (2) Increasing the overall number of degrees and certificates awarded; (3) Expanding dual enrollment and dual credit opportunities to middle and high school students statewide; (4) Designing shorter, less costly degree programs aimed at filling high-need positions while promoting and supporting technical career pathways for students beginning at a young age; (5) Easing transitions between systems and institutions, specifically through the transfer of credits and the awarding of credit for prior learning, including on-the-job training and other experience; and (6) Any other issues the council deems vital to improving career and college readiness for Wisconsin's students. Directs the council to provide the governor with a strategic plan detailing progress toward goals by December 31, 2012. http://dwd.wisconsin.gov/dwd/newsreleases/2012/120113_readiness_council_eo_56.pdf
Title: E.O. #56
Source: dwd.wisconsin.gov
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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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