 |
State |
Status/Date |
Level |
Summary |
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 | 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 |
| |
 | Career/Technical Education |
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| UT | Adopted 11/2012 | P-12 | Amended to provide funding to local education agencies (LEAs) for Career and Technical Education (CTE) students, including transportation time, who are enrolled in approved CTE courses under specific circumstances.
Title: UT ADC R277-419-1, 2, 3, 4, 5, 6, 7, 8
Source: Westlaw/StateNet
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| CA | Signed into law 09/2012 | P-12
Postsec. | From bill summary: Establishes the Career Technical Education Pathways Program until June 30, 2015, which requires the Chancellor of the California Community Colleges and the Superintendent of Public Instruction to assist economic and workforce regional development centers and consortia, community colleges, middle schools, high schools, and regional occupational centers and programs to improve linkages and career technical education pathways between high schools and community colleges to accomplish specified objectives. Requires that this assistance be provided in the form of contracts and competitive grants administered jointly by the chancellor and the Superintendent for programs and initiatives that demonstrate a plan for close collaboration among regional institutions and entities to jointly accomplish specified goals.
Requires the chancellor and the Superintendent to grant 1st and 2nd priority for contracts and grants to specified applicants. Requires the chancellor and the Superintendent to agree upon an outcome-based evaluation for specified programs and initiatives, and to require applicants granted a contract or grant to submit annual specified outcome-based data and report that data to the governor and specified legislative committees by March 1 of each year. Reauthorizes a community college district to enroll a high school pupil who is not a resident of that community college district in a program that is developed and implemented by the community college district pursuant to the Career Technical Education Pathways Program.
Requires the chancellor and the Superintendent to develop an implementation strategy for the objectives of the Career Technical Education Pathways Program as a part of an annual expenditure plan, and to submit that strategy and plan to specified legislative committees and the department of finance at least 30 days before taking an action to implement the expenditure plan. Requires and authorizes the chancellor and the Superintendent to perform other specified functions relating to the administration of the Career Technical Education Pathways Program, and makes specified findings and declarations. Requires its provisions to be operative only in fiscal years for which funds have been appropriated by the legislature expressly for purposes of the Career Technical Education Pathways Program. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_1051-1100/sb_1070_bill_20120921_chaptered.pdf
Title: S.B. 1070
Source: www.leginfo.ca.gov
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| LA | Adopted 09/2012 | P-12 | From Louisiana Register: Identifies four state-recognized technology education course offerings within the CTE program. These four course offerings provide specific instruction and training to students interested in pursuing careers in manufacturing, and cover content which lead to industry-recognized credentialing as a certified manufacturing specialist. Pages 67-68 of 153: http://www.doa.louisiana.gov/osr/reg/1209/1209.pdf
Title: LAC 28:CXV.2385
Source: www.doa.louisiana.gov
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| NV | Adopted 09/2012 | P-12 | Requires a pupil who completes the final course of instruction for a particular course of study in career and technical education to take an examination prescribed by the Department of Education which measures the proficiency of the pupil in the course of study, if such an examination is available. http://www.leg.state.nv.us/register/2012Register/R061-12A.pdf
Title: NAC 389.800
Source: www.leg.state.nv.us
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| NY | Signed into law 08/2012 | P-12 | Permits boards of cooperative educational services (BOCES) to enter into contracts of up to two years with out-of-state districts for special education and/or career/technical education services, or for the use of existing products that demonstrate how to map the Common Core State Standards (CCSS) to assessments and/or provide access to existing webinars or online courses relating to implementation of the CCSS. Requires any such contract to be approved by the commissioner, the board of cooperative educational services, and the district superintendent of schools. Establishes parameters for contracts, including that they may authorize out-of-state students to participate in an instructional program only if such services are available to all eligible students in the component New York state districts, the number of out-of-state students comprises only 5% of the total enrolled students, and a BOCES spend no more than 30% of its employees' time on services to out-of-state districts. Directs the commissioner of education to prepare two reports regarding such contracts; requires interim report to be submitted to board of regents, governor and legislature by April 15, 2013, and final report, no later than December 15, 2013, with recommendations on whether and under what conditions such contracts should continue to be authorized beyond the July 2014 expiration date of these provisions. Provisions repealed July 1, 2014.
http://open.nysenate.gov/legislation/bill/A10205A-2011
Title: A.B. 10205
Source: open.nysenate.gov
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| DC | Signed into law 07/2012 | pre-K-12
Postsec.
Community College | Establishes a task force to develop a city-wide strategic plan for career and technical education programs in the District. (ACT/Resolution #A19-0408)
http://www.dccouncil.us/files/user_uploads/related_materials/may1_mbrown_kbrown_careerandtecheducationplan_.pdf
Title: B19-770
Source: http://www.dccouncil.us
| |
| MO | Signed into law 07/2012 | P-12 | The State Board of Education must establish standards for agricultural education that may be adopted by a private school accredited by an agency recognized by the United States Department of Education. Any such private school must reimburse the Department annually for the cost of oversight and maintenance of the program.
The department of elementary and secondary education shall provide staffing support including but not limited to statewide coordination for career and technical student organizations' activities that are an integral part of the instructional educational curriculum for career and technical education programs approved by the department. http://www.senate.mo.gov/12info/pdf-bill/tat/SB599.pdf (page 12)
Title: S.B. 599- CTE and Private Schools
Source: www.senate.mo.gov
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| AL | Adopted 06/2012 | P-12 | Provides an option for individuals with a bachelor's or higher degree to become certified through the Specialty Area Career and Technical Certificate Approach. Recognizes full-time secondary and/or postsecondary teaching experience in a prescribed program area as acceptable full-time work experience. Provides flexibility in certification by allowing individuals to be issued a renewable Specialty Area 2 Certificate after completing the five required education courses. Allows acceptance of a bachelor's degree in lieu of 36 of the required 45 semester hours of earned coursework for issuance of the Specialty Area 3 Certificate.
Title: AL ADC 290-3-2-.23, 24, 25, 26
Source: Westlaw/StateNet
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| CA | Signed into law 06/2012 | P-12 | From section 56 of bill summary: Reduces by various amounts appropriations made for supplemental school counseling, special education, partnership academies, instructional support to help pupils pass the high school exit examination, English language tutoring to limited-English-proficient pupils, incentive grants to support the hiring of more K-8 physical education teachers, the Arts and Music Block Grant, certificated staff mentoring, and community colleges. Makes available for reappropriation the unencumbered balances of specified appropriations made in prior fiscal years for various educational purposes and would reappropriate $220,137,000 to the state department of education for apportionment for special education programs. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_1001-1050/sb_1016_bill_20120627_chaptered.pdf
Title: S.B. 1016 - Appropriations and Reappropriations
Source: www.leginfo.ca.gov
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| 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
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| KS | Signed into law 06/2012 | Postsec. | Replaces the existing Vocational Education Scholarship with the new Career Technical Workforce Grant program. The grant would be available to eligible students who enrolled in or have been accepted for admission to an eligible career technical education program that offers a program characterized by high cost, high demand or in a critical industry field program, operated by a designated Kansas educational institution. A grant for a fulltime student would be up to $1,000 per year, but could not exceed the cost of tuition and fees. Allows the Board of Regents to adopt rules and regulations and requires that the board administer the grant using guidelines detailed in the bill. http://www.kslegislature.org/li/b2011_12/measures/documents/hb2435_enrolled.pdf
Title: H.B. 2435
Source: kslegislature.org
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| LA | Adopted 06/2012 | P-12 | From June 2012 Louisiana Register: Adds one unit each of "Oil and Gas Production Operations" and "T2 Safety Systems for Oil and Gas Production" (both for grades 11-12) to the state-recognized technology education course offerings within the CTE program. The two course offerings will provide specific instruction and training to students interested in pursuing careers in petrochemical industry. These courses will cover content required of individuals pursuing careers in oil and gas production. Pages 59-60 of 133: http://www.doa.louisiana.gov/osr/reg/1206/1206.pdf
Title: LAC 28:CXV.2385
Source: www.doa.louisiana.gov
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| NH | Became law without governor's signature 06/2012 | P-12 | Changes the procedures for tuition and transportation reimbursement for students enrolled in a career and technical education program.
http://www.gencourt.state.nh.us/legislation/2012/SB0404.html
Title: S.B. 404
Source: http://www.gencourt.state.nh.us/
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| OH | Signed into law 06/2012 | P-12 | Not later than June 30, 2013, directs the state board, in consultation with any office housed in the governor's office that deals with workforce development, to adopt K-12 model curricula that embed career connection learning strategies into regular classroom instruction. Page 6 of 401: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_N.pdf
Title: S.B. 316 - Career Connection Learning Strategies
Source: www.legislature.state.oh.us
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| OH | Signed into law 06/2012 | P-12 | Defines "career-technical planning district". Directs the state board, in consultation with the chancellor of the Ohio board of regents, any office within the office of the governor concerning workforce development, the Ohio association of career and technical education, the Ohio association of city career-technical schools, and the Ohio association of career-technical superintendents, to approve a report card for joint vocational school districts and for other career-technical planning districts that are not joint vocational school districts. Directs the state board to submit details of the approved report card to the governor, and certain legislative leaders principally responsible for education policy. Directs the department of education to annually issue a report card for each joint vocational school district and career-technical planning district, beginning with report cards for the 2012-2013 school year to be published by September 1, 2013. Requires the department to combine certain information so as to report it on the report card for joint vocational school districts and other career-technical planning districts (more details on this information on pages 46-52 of 592).
Pages 51, 53-54 of 592: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_Y.pdf
Title: S.B. 316 - Report Card for Joint Vocational School Districts & Other Career-Technical Planning Districts
Source: www.legislature.state.oh.us
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| OH | Signed into law 06/2012 | P-12 | Amends provisions related to department development of standards for determining each district, community school, and STEM school's annual operating expenditures for classroom instructional purposes and for nonclassroom purposes. Requires the department to align the expenditure categories required for reporting under the standards with the categories required for reporting to the U.S. Department of Education under federal law. Directs the state board to adopt a final set of such standards. Requires districts, community schools, and STEM schools to begin reporting data in accordance with these standards by July 2013.
Amends public reporting requirements based on these expenditure standards. New provision requires the department to report each district in the 20% of all joint vocational school districts (JVSD) statewide with the highest report card scores under new section 3302.033 (pages 53-54 of S.B. 316) (former provision required reporting of top 20% of all JVSD with the highest performance measures required for career-technical education under federal law). Repeals provision requiring the department to rank all districts, community schools, and STEM schools according to federally-required performance measures required for career-technical education. Adds provision requiring the department to rank all districts, community schools, and STEM schools according to current operating expenditures per pupil as determined under the aforementioned state board-approved standards. Pages 59-65 of 592: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_Y.pdf
Title: S.B. 316 - District Expenditure Reporting
Source: www.legislature.state.oh.us
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| AL | Signed into law 05/2012 | P-12
Postsec. | From K-12 appropriations bill: Provides that workforce development funds may be expended for technical dual enrollment programs. Also requires that up to $200,000 be used to provide regional council seed funding in Regions 3 and 8 to develop leadership strategies in the local areas. Requires each region to set measurable goals through a local planning process to determine current and future skills needed in the local area, develop seamless educational pathways, and align funding with identified local needs. Directs the chancellor of the department of postsecondary education to report quarterly to legislative leadership on any funds expended for workforce training. Pages 17-18 of 69: http://www.alsde.edu/general/SB0318_ENACTED.pdf
Title: S.B. 318 - Workforce Investment
Source: www.alsde.edu
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| AL | Signed into law 05/2012 | P-12 | Specifies that not more than $900,000 of the appropriation for the career tech initiative must be first used for agriscience purposes if an adequate number of RFPs are received. Requires such funds to be made available through a competitive grant process to compensate and pay expenses of agriscience teachers. Provides that any of the $900,000 not expended for agriscience must revert to the balance of the appropriation and be distributed at the state superintendent's discretion for additional career tech initiatives. Pages 24-25 of 69: http://www.alsde.edu/general/SB0318_ENACTED.pdf
Title: S.B. 318 - Agriscience in CTE
Source: www.alsde.edu
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| CT | Signed into law 05/2012 | P-12 | Changes the name of the regional vocational-technical (V-T) schools to the technical high school system (CTHSS) and creates a new specified 11-member board to govern it, thereby removing governing authority from the SBE and its technical high school subcommittee. Directs the governor to appoint the chairperson, who serves as a nonvoting ex-officio member of the SBE. Requires the CTHSS board and the education commissioner to make a joint recommendation that the SBE appoint a particular candidate as the system's superintendent. It makes the superintendent responsible for the system's operation and administration. Requires each technical high school to prepare a proposed operating budget for the next school year, and submit it to the system superintendent. The superintendent must collect, review, and use each school's proposed operating budget a guide in preparing a proposed operating budget for the CTHSS system. Requires the superintendent to submit a proposed operating budget for the system to the CTHSS board. Requires the superintendent to report the requested and final school operating budgets to the Education and Appropriations committees.
http://www.cga.ct.gov/2012/ACT/PA/2012PA-00116-R00SB-00458-PA.htm
Title: S.B. 458
Source: cga.ct.gov
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| GA | Signed into law 05/2012 | P-12
Community College | Section 1: Delays until fall 2013 requirement that the state board of the Technical College System of Georgia require its institutions to accept for purposes of admissions any core curriculum coursework completed in high school.
Section 2: Directs the state board to prescribe a minimum course of study in career education for grades K-12, to include but not be limited to career awareness, career exploration, and career-oriented learning experiences.
Section 3: Extends until July 2013 date by which department of education must develop, and state board must approve, state models and curriculum framework for specified CTE programs of study.
Pages 1-2 of 4: http://www.legis.ga.gov/Legislation/20112012/127601.pdf
Title: H.B. 713 - Career Education, CTE
Source: www.legis.ga.gov
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| 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
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| LA | Adopted 05/2012 | P-12 | Urges and requests the state board of elementary and secondary education and the board of supervisors of community and technical colleges jointly to study the availability of and need for vocational education programs in preparing high school students for industry-based certification or immediate entrance into a career field and to report their findings and recommendations to the house committee on education at least 60 days prior to the convening of the 2013 regular session. Requires the report to include but not be limited to: (1) A determination of how the state can best meet the educational needs of students and the economic and workforce development needs of all regions of the state, and particularly, the parishes of Natchitoches, DeSoto, and Red River. (2) A determination of how to efficiently and effectively respond to business and industry needs by providing a highly skilled labor force. (3) A determination of potential costs involved in any future implementation of the study recommendations submitted. Directs the boards, in conducting the study, to involve and receive information from specified entities. http://www.legis.state.la.us/billdata/streamdocument.asp?did=807951
Title: H.R. 155
Source: www.legis.state.la.us
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| ME | Signed into law 05/2012 | P-12 | This bill provides an update in language for the career and technical education laws
to reflect current terminology, including changing all statutory references to "vocational"
education to "career and technical" education. It requires all career and technical
education programs to be based on national industry standards, or state-level standards if
national industry standards are not available or applicable.
This bill also clarifies references to school units other than those school units composed of single towns in an
effort to reduce confusion resulting from school reorganization. http://www.mainelegislature.org/legis/bills/getPDF.asp?paper=SP0616&item=1&snum=125
Title: S.P. 616
Source: www.mainelegislature.org
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| ME | Signed into law 05/2012 | P-12 | This bill increases opportunities for students in career and technical education programs by ensuring greater coordination of school calendars, requiring that students have access to career and technical education programming for the entire required instructional time and ensuring that the students get credit in their high school programs for academic competencies gained through separate or integrated courses in the career and technical education programs.
The bill also directs the President of the Maine Community College System to establish a process for determining the nature and amount of college credit that may be awarded to a student upon completion of a career and technical education program that uses national industry or state certification standards. The process will be set forth in a memorandum of understanding with the Department of Education and will not supersede any existing agreements between secondary career and technical education programs and individual colleges within the system. http://www.mainelegislature.org/legis/bills/getPDF.asp?paper=SP0650&item=1&snum=125
Title: S.P. 650
Source: www.mainelegislature.org
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| OK | Signed into law 05/2012 | P-12
Community College | Provides for the application and division of the building fund levies (tax levies) in technology center districts where there is overlap in district boundaries.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/hB/HB2090%20ENR.DOC
Title: H.B. 2090
Source: http://webserver1.lsb.state.ok.us
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| CO | Signed into law 04/2012 | P-12
Postsec. | To the extent possible, requires state agencies to produce an annual report regarding state workforce need projections and college credential production. The report also should indicated anticipated credentials that high school vocational programs, apprenticeships and other workforce training programs are expected to issue.
http://www.leg.state.co.us/clics/clics2012a/csl.nsf/fsbillcont3/76D69C40F5D0891387257981007DB71F?Open&file=1061_enr.pdf
Title: H.B. 1061
Source: http://www.leg.state.co.us
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| FL | Signed into law 04/2012 | P-12 | Permits required course in career planning to be taken in grade 6. Requires that such course (1) result in a personalized academic and career plan for the student, (2) emphasize technology or the application of technology in career fields, (3) and, beginning in 2014-15 school year, include information from the department of economic opportunity's economic security report. Repeals provisions of required middle grades career planning course that related to (1) career exploration using Florida CHOICES or comparable program, and (2) educational planning using FACTS.org. Requires required personalized academic and career plan to inform students of career-themed course opportunities. Deletes a required parent meeting.
Bill text (pages 11-14 of 71): http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7059er.docx&DocumentType=Bill&BillNumber=7059&Session=2012
Final bill analysis: http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=h7059z.KINS.DOCX&DocumentType=Analysis&BillNumber=7059&Session=2012
Title: H.B. 7059 - Academic and Career Planning in Middle Grades
Source: myfloridahouse.gov
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| FL | Signed into law 04/2012 | P-12 | Defines "career-themed course" as a course or series of courses leading to industry certification, and aligned with priority workforce needs established by the regional workforce board or the department of economic opportunity. Permits two or more districts to collaborate to offer career-themed courses. Requires the offering of secondary-level career-themed courses to be coordinated with the relevant industry. Requires department of education to collect and analyze student achievement data in career-themed courses. Permits a career and professional academy to be aligned with priority workforce needs established by the department of economic opportunity (previously could only be aligned with needs established by the regional workforce board). Requires districts to offer at least two career-themed courses, and encourages each secondary school to offer at least one career-themed course. Encourages the Florida Virtual School to offer rigorous career-themed courses as appropriate. Requires students completing a career-themed course to be provided opportunities to earn postsecondary credit for the course if the course credit can be articulated to an approved postsecondary institution in the state. Makes goals of career adn professional academies also applicable to career-themed courses. Requires career academy and career-themed courses to be in high-wage, high-skill, high-demand careers (previous provision specified only "high-demand" careers). Permits a career academy to offer courses in more than one occupational cluster. Makes various other provisions that are applicable to a career academy also applicable to career-themed courses and schools offering career-themed courses, including related to middle school career and professional academy courses and career-themed courses. Directs the state board to adopt rules to identify industry certifications in STEM offered in middle school to be included on the Industry Certified Funding List and that are eligible for additional full-time equivalent membership. Amends provisions related to curriculum review committee (i.e., committee to ensure rigor of proposed and existing core secondary courses).
Existing provision requires districts to develop a strategic 5-year plan, in collaboration with regional workforce boards, economic development agencies, and postsecondary institutions, to address and meet local and regional workforce needs. BIll amends scope of plan to 3-year strategic plan, and revises strategic plan requirements to incorporate career-themed courses, address student advisement, include plans to sustain and improve career-themed courses and career and professional academies, include strategies to recruit students into career-themed courses, and strategies to redirect appropriated career funding in secondary and postsecondary institutions to support career academies and career-themed courses that lead to industry certification. Provides that if passage rate on an industry certification exam related to a career academy or career-themed course falls below 50%, the 3-year strategic plan must be amended to include strategies to improve passage rate (and repeals previous sanctions for low passage rates on industry certification exams). Removes requirement that strategic plans include establishment of student eligibility criteria in career and professional academies.
Provides for calculation of additional full-time equivalent membership based on completion of career-themed courses.
Bill text (page 19-33, 68-70 of 71): http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7059er.docx&DocumentType=Bill&BillNumber=7059&Session=2012
Final bill analysis: http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=h7059z.KINS.DOCX&DocumentType=Analysis&BillNumber=7059&Session=2012
Title: H.B. 7059 - Career Themed Courses, Career Academies, and Workforce Alignment
Source: myfloridahouse.gov
| |
| KY | Signed into law 04/2012 | P-12 | Sections 1-2: Establishes legislative intent to provide rigorous academic and career and technical education programs that are relevant for all students and that encourage at-risk students to graduate from high school prepared to enter postsecondary education institutions or the workforce with needed skills. Amends purposes of K-12 career and technical education programs. Defines "at-risk," "advanced manufacturing," "career academy,"career guidance coach," "career pathway" and "career pathway program of study," "evidence-based instructional model," and "industry certification."
Section 4: Provides that if funds are appropriated or internal funds are available, the department of education, in collaboration with the Office of Career and Technical Education (CTE) in the Education and Workforce Development Cabinet, the Kentucky Community and Technical College System, the Education Professional Standards Board, and other appropriate educational entities, must recommend evidence-based models for addressing the needs of at-risk students. Requires that the evidence-based models (1) include a variety of programs and curricula proven to be effective for at-risk students, (2) focus on achieving specified goals, including providing assistance to adult students in earning a high school diploma or a recognized postsecondary education credential that has value in the workplace, and (3) include specified components to facilitate a more successful 9th grade year, including career courses, including career exploration, in grade 9 to incorporate project-based instruction that requires the application of 9th grade-level reading, math, and science skills and that uses a wide variety of technology. Contingent upon availability of state or federal funds, requires all high school-level CTE teachers to receive training in how to embed reading, mathematics, and science knowledge and skills in specific CTE courses. Requires CTE teachers to provide evidence that students' academic achievement is increased, as defined by administrative regulations. Requires the evidence-based models to be incorporated into CTE programs, career academies, and career pathway programs of study.
Section 5: Establishes definitions. Creates the "career and technical education accessibility fund," to be administered by the department of education. Requires that the fund be used to provide grants for (1) The development of career pathways and programs of study in high-demand occupational fields for students in middle and high schools, and (2) The establishment of career academies in secondary schools. Establishes requirements for career academies. Permits career academies to serve adult learners. Directs the state board to adopt rules to specify certain program components. Requires schools receiving grants to have an active local advisory council of industry leaders, employers, and postsecondary education faculty to provide input on long-range goals for CTE.
Section 6: Directs the department of education and the office of career and technical education to conduct a needs assessment process to determine the statewide unmet needs for CTE capital projects, including renovations and expansions of existing facilities and the construction of new technology centers.
Section 7: Requires annual statewide analysis of success of CTE students to include (1) the number of students who took state or national assessments of skill standards and qualified for skills certificates, (2) the number of senior concentrators who earned a high school diploma or equivalent, (3) the number of students who made successful transitions to work, military, or postsecondary education, (4) the number of students employed in nontraditional careers, and (5) other factors deemed appropriate by state education agencies or required under federal law. Beginning in the 2013-14 school year, requires the education professional standards board, as a condition of program approval, to require career and technical educator preparation programs to include instructional techniques to embed reading, math, and science knowledge and skills into all secondary-level CTE instruction.
Section 8 (from fiscal analysis): Excludes teachers, career guidance coaches, counselors, and school administrators in state-operated area technology centers from the cap on the total number of personnel in the executive branch. http://www.lrc.ky.gov/record/12RS/SB38/bill.doc
Title: S.B. 38 - Career Pathways
Source: www.lrc.ky.gov
| |
| MN | Signed into law 04/2012 | P-12 | Allows any student in grade 10-12 enrolled in a district or American Indian-controlled tribal contract or grant school to enroll in a career or technical education (CTE) course offered by a Minnesota state college or university. Requires a 10th grade student to have passed the 8th grade Minnesota Comprehensive Assessment in reading as a condition of enrollment. Provides that a secondary student may enroll in his/her first postsecondary options course through this provision. Allows a student who was refused enrollment by a state college or university to apply to an eligible institution offering a CTE course. Requires the postsecondary institution to to allow a student to take additional courses for secondary credit if the student receives a grade of "C" or better on the CTE course. Defines a CTE course.
Article 1, Sec. 14, Subd. 5a
Repeals a provision for a secondary pupil who is a resident of an intermediate district that prevented him/her from enrolling in that districts vocational program as a postsecondary pupil when the district operates a secondary program at a college and students have access to postsecondary curriculum.
Article 1, Sec. 34
https://www.revisor.mn.gov/data/revisor/law/2012/0/2012-239.pdf
Title: H.F. 2949
Source: https://www.revisor.mn.gov/
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| NE | Signed into law 04/2012 | P-12 | Provide for an accountability system to measure school performance under the Quality Education Accountability Act. Requires by August 1, 2012, that the state board establish an accountability system to measure the performance of schools and districts. Requires such a system to combine multiple measures, including, but not limited to, graduation rates, students growth and student improvement on the assessment instruments and other indicators. Authorizes the measures to be combined into a school performance score and district performance score. Authorizes the board to establish levels of performance for the indicators used in order to classify the performance of public schools and districts beginning with school year 2013-14. Requires the state department to annually report any performance levels established by the board regarding the performance of individual public schools and districts.
http://nebraskalegislature.gov/FloorDocs/Current/PDF/Slip/LB870.pdf
Title: L.B. 870 - Multiple Measures Section
Source: http://nebraskalegislature.gov/
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| NE | Signed into law 04/2012 | P-12 | Allows any school district, with state department approval, to establish and operate a career academy. The purpose of a career academy is to provide students with a career-based curriculum. Allows district to partner with another district, an educational service unit, a learning community, a postsecondary educational institution, or a private entity in the establishment and operation of a career academy. Requires that such schools recruit students who seek a career-based curriculum that is based on criteria determined by the state department; that the instructors are recruited and hired based on their expertise in career-based education; and requires provision of a rigorous academic curriculum with a transition component to perpare students for the workforce, including, but not limited to, internships, job training and skills training. Allows such schools to receive private donations. Requires the department to define standards and criteria for establishment, evaluation and continuing approval of career academies and the curriculum used, and for the necessary data elements and collection of data, including, but not limited to, the number of students enrolled in an academy and their grade levels, and the establishment of advisory boards consisting of business and education representatives to provide guidance and direction for the operation of career academies.
http://nebraskalegislature.gov/FloorDocs/Current/PDF/Final/LB870.pdf
Title: L.B. 870 - Career Academy Section
Source: http://nebraskalegislature.gov/
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| OK | Signed into law 04/2012 | P-12
Community College | Authorizes establishment of pilot program at technology center school districts to increase the number of students taking industry certification exams and obtaining trade-specific industry certifications and licenses. Allows a local technology center board to establish board policy suitable for its district.
https://www.sos.ok.gov/documents/legislation/53rd/2012/2R/SB/1056.pdf
Title: S.B. 1056
Source: https://www.sos.ok.gov/
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| AK | Adopted 03/2012 | P-12 | Revises the requirements for issuance of a limited career or technical education certificate (Type M), to include, a period of validity limited to 1 year (previously 4 years) with options for extension following the passage of a teacher competency exam; requires evidence of satisfactory completion of three semester hours of credit related to specialty area, 135 hours of work experience in the specialty outside of work with students, and evidence of satisfactory teaching performance for certificate renewal; demonstration of subject matter competency by submitting two letters of recommendation verifying the applicant's length of experience and competency in the specialty; and possessing an industry certification in the career or technical specialty, or having completed four or more years of full-time work experience in the specialty, for which not more than two years of formal training at a trade school, technical institute, or similar institution may be substituted; and the passage of a criminal background check. Also requires that applicants for a Limited Certificate in the specialty area of Alaska Native language or culture of military science successfully pass a criminal background check. http://www.eed.state.ak.us/regs/filed/4_AAC_12.370%28a%29.pdf
Title: 4 AAC 12.370, 372, 385
Source: eed.state.ak.us
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| AR | Signed into law 03/2012 | Postsec. | Earmarks $300,000 each fiscal year for eligible entities approved by the State Board of Career Education, in order to expand the vocational education and training opportunities available to area citizens in need of adult educational training or retraining due to changing technology. Effective from July 1, 2012 through June 30, 2013.
http://www.arkleg.state.ar.us/assembly/2011/2012F/Bills/HB1063.pdf
Title: H.B. 1063
Source: http://www.arkleg.state.ar.us/
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| ME | Signed into law 03/2012 | Postsec. | Revises the definition of "adult education" by describing what services must be offered in order to receive state subsidy. Establishes career pathways services as part of adult education, removes provisions concerning adult career and technical education classes that are outside the scope of adult education funding and removes obsolete provisions regarding adult education subsidy reimbursement. Confirms the State's commitment to serving adult learners with disabilities under the federal Individuals with Disabilities Education Act, Section 504 of the federal Rehabilitation Act of 1973 and the federal Americans with Disabilities Act of 1990. http://www.mainelegislature.org/legis/bills/getPDF.asp?paper=SP0617&item=1&snum=125
Title: S.P. 617
Source: www.mainelegislature.org
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| RI | Adopted 03/2012 | P-12 | Provides students access to any career-preparation program in the state, not only to those in their district of resident. Directs the Department of Education to ensure that career-preparation programs align with and promote workforce and economic development in the state.
http://sos.ri.gov/documents/archives/regdocs/released/pdf/DESE/6665.pdf
Title: Regulation Based on Authority of 16-60-1 to 16-60-4
Source: http://sos.ri.gov/documents/archives/regdocs/released/pdf/DESE/6665.pdf
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| VA | Signed into law 03/2012 | P-12 | Requires the Board of Education to adopt regulations adjusting the formula for calculating the final high school accreditation status to add points for each student obtaining a diploma and certain industry certifications, state licensure, or occupational credential. The additional points shall only improve the accreditation status of a school and cannot be used to obtain or deny accreditation. This bill is identical to SB 514.
http://leg1.state.va.us/cgi-bin/legp504.exe?121+ful+HB642ER+pdf
Title: H.B. 642/S.B. 514
Source: http://leg1.state.va.us/
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| VA | Signed into law 03/2012 | P-12 | Delays for one year the effective date of legislation providing that, where there is a national industry certification for career and technical education instructional personnel or programs for automotive technology, the Board of Education must make such certification a mandatory part of the career and technical education program.
http://leg1.state.va.us/cgi-bin/legp504.exe?121+ful+HB1108ER+pdf
Title: H.B. 1108
Source: http://leg1.state.va.us/
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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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| 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 |
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| Curriculum |
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| Curriculum--Arts Education |
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| Curriculum--Drivers Education |
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| Curriculum--Excusal |
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| Curriculum--Family Living Education |
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| 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 |
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| Economic/Workforce Development |
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| Equity |
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| Finance |
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| 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 |
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| Finance--Student Fees |
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| Finance--Taxes/Revenues |
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| Finance--Taxes/Revenues--Alternative Revenues |
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| Governance |
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| 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 |
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| Governance--School Boards--Training |
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| Governance--Site-Based Management |
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| 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 |
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| High School--International Baccalaureate |
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| Instructional Approaches |
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| Instructional Approaches--Grading Practices |
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| Instructional Approaches--Homeschooling |
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| Integrated Services/Full-Service Schools |
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| Leadership |
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| Leadership--District Superintendent |
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| Leadership--District Superintendent--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership |
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| Leadership--Principal/School Leadership--Certification and Licensure |
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| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
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| Leadership--Principal/School Leadership--Preparation |
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| Leadership--Principal/School Leadership--Professional Development |
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| 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 |
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| No Child Left Behind--Choice/Transfer |
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| 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 |
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| P-3 Content Standards and Assessment |
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| P-3 Data Systems |
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| P-3 Early Intervention (0-3) |
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| P-3 Ensuring Quality |
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| P-3 Family Involvement |
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| P-3 Finance |
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| 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 |
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| Postsecondary Accountability--Accreditation |
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| Postsecondary Accountability--Licensing/Program Review and Approval |
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| 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 |
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| Promotion/Retention |
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| Purposes of Public Education |
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| Reading/Literacy |
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| Religion |
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| Religion--Prayer/Meditation |
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| Religion--Scientific Creationism (Evolution) |
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| Rural |
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| Scheduling/School Calendar |
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| Scheduling/School Calendar--Day/Class Length |
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| Scheduling/School Calendar--Extended Day Programs |
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| Scheduling/School Calendar--Summer School |
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| Scheduling/School Calendar--Year |
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| School Safety |
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| School Safety--Bullying Prevention/Conflict Resolution |
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| School Safety--Corporal Punishment |
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| School Safety--Disaster/Emergency Preparedness |
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| School Safety--Expulsion/Suspension |
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| School Safety--Sexual Harassment and Assault |
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| School Safety--Special Education |
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| School Safety--Uniforms/Dress Codes |
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| School/District Structure/Operations |
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| School/District Structure/Operations--District Consolidation/Deconsolidation |
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| School/District Structure/Operations--Facilities |
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| School/District Structure/Operations--Food Service |
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| School/District Structure/Operations--Org. (K-3/K-8 etc.) |
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| School/District Structure/Operations--Personnel (Non-Teaching) |
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| School/District Structure/Operations--Shared Services |
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| School/District Structure/Operations--Transportation |
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| Service-Learning |
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| Special Education |
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| Special Education--Federal Law/Regulations |
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| Special Education--Finance |
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| Special Education--Placement |
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| Special Education--Transition |
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| Special Populations--Corrections Education |
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| Special Populations--Foster Care |
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| Special Populations--Gifted and Talented |
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| Special Populations--Homeless Education |
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| Special Populations--Migrant Education |
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| Special Populations--Military |
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| Standards |
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| Standards--Common Core State Standards |
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| State Longitudinal Data Systems |
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| State Policymaking |
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| State Policymaking--Ballot Questions |
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| State Policymaking--Constitutional Clauses |
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| State Policymaking--Task Forces/Commissions |
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| STEM |
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| Student Achievement |
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| Student Achievement--Closing the Achievement Gap |
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| Student Supports--Counseling/Guidance |
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| Student Supports--Mentoring/Tutoring |
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| Student Supports--Remediation |
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| Student Surveys |
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| Students--Athletics/Extracurricular Activities |
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| Students--K-12 Exchange Students |
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| Students--Records/Rights |
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| Teaching Quality |
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| Teaching Quality--Certification and Licensure |
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| Teaching Quality--Certification and Licensure--Alternative |
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| Teaching Quality--Certification and Licensure--Assignment |
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| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
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| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
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| Teaching Quality--Certification and Licensure--Special Education |
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| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
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| Teaching Quality--Certification and Licensure--Substitute Teachers |
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| Teaching Quality--Compensation and Diversified Pay |
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| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
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| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
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| Teaching Quality--Evaluation and Effectiveness |
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| Teaching Quality--Induction Programs and Mentoring |
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| Teaching Quality--Paraprofessionals |
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| Teaching Quality--Preparation |
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| Teaching Quality--Professional Development |
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| Teaching Quality--Recruitment and Retention |
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| Teaching Quality--Recruitment and Retention--At-Risk Schools |
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| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
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| Teaching Quality--Reduction in Force |
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| Teaching Quality--Teacher Contracts (Not Tenure) |
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| Teaching Quality--Teacher Rights |
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| Teaching Quality--Tenure or Continuing Contract |
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| Teaching Quality--Unions/Collective Bargaining |
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| Technology |
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| Technology--Devices/Software/Hardware |
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| Technology--Equitable Access |
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| Technology--Funding Issues |
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| Technology--Internet Safety |
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| Technology--Teacher/Faculty Training |
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| Textbooks and Open Source |
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| Urban |
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