 |
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 |
| |
| STEM |
| |
| Student Achievement |
| |
| Student Achievement--Closing the Achievement Gap |
| |
| Student Supports--Counseling/Guidance |
| |
| Student Supports--Mentoring/Tutoring |
| |
| Student Supports--Remediation |
| |
| Student Surveys |
| |
| Students--Athletics/Extracurricular Activities |
| |
| Students--K-12 Exchange Students |
| |
| Students--Records/Rights |
| |
| Teaching Quality |
| |
| Teaching Quality--Certification and Licensure |
| |
| Teaching Quality--Certification and Licensure--Alternative |
| |
| Teaching Quality--Certification and Licensure--Assignment |
| |
| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
| |
| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
| |
| Teaching Quality--Certification and Licensure--Special Education |
| |
| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
| |
| Teaching Quality--Certification and Licensure--Substitute Teachers |
| |
| Teaching Quality--Compensation and Diversified Pay |
| |
| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
| |
| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
| |
| Teaching Quality--Evaluation and Effectiveness |
| |
| Teaching Quality--Induction Programs and Mentoring |
| |
| Teaching Quality--Paraprofessionals |
| |
 | Teaching Quality--Preparation |
| |
| IL | Emergency Rules 08/2012 | P-12 | On June 21, 2012, the state board adopted a policy to allow candidates for entry into educator preparation programs and applicants for Illinois educator licenses to use a minimum composite score received on the ACT or SAT in lieu of passing the Illinois test of basic skills (i.e., Test of Academic Proficiency). In order to allow candidates and applicants currently applying for programs and licenses to choose this alternative method, the board's policy must be placed in administrative rules. (This rule will be in force until replaced by regular rulemaking or until the end of the 150-day period, whichever occurs sooner.)
Clarification from Illinois Register: Providing a second option for admission into educator preparation programs has the potential to benefit a large number of candidates, especially those who have been unable to pass a particular component, or subtest (i.e., reading, language arts, mathematics and writing), of Illinois' test of basic skills. Individuals who wish to begin their programs in the fall semester, but who have not yet been fully admitted due to a low score on one or more subtests, may opt to use their scores from the ACT or SAT instead. Otherwise, these individuals would have to wait 60 days before they could re-test and would not receive scores until after the start of the school year. Pages 243-258 of 281: http://www.cyberdriveillinois.com/departments/index/register/register_volume36_issue32.pdf
Title: 23 IL ADC 25.720
Source: www.cyberdriveillinois.com
| |
| 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
| |
| CT | Signed into law 06/2012 | P-12 | Requires additional opportunities for meetings and the exchange of information between school district officials and parents of students in, or under evaluation for, special education. Requires teacher certification preparation, in-service training, and professional development to include expanded instruction and training regarding implementing individualized education programs (IEPs). Specifies the school district eligible for special education excess cost grant money when a child is placed in a school district other than his or her district of origin. Requires any IEP for a child identified as deaf or hearing impaired to include a language and communication plan developed by the child's planning and placement team (PPT). Specifies that, if a school district provides special education services to a student whose parents have chosen to send him or her to a private school, the services must comply with the federal Individuals with Disabilities Education Act (IDEA). http://www.cga.ct.gov/2012/ACT/PA/2012PA-00173-R00HB-05353-PA.htm
Title: H.B. 5353
Source: cga.ct.gov
| |
| LA | Passed 06/2012 | P-12 | Urges and request the legislative fiscal office to update the report issued in March 2006 pursuant to House Resolution No. 133 of the 2005 Regular Session regarding the means and methods used to provide funding for the operation of laboratory schools around the state, including but not limited to issues concerning equity and fairness in funding methods and amounts, and to report its findings and recommendations in writing to the senate and house education committees by February 1, 2013. http://www.legis.state.la.us/billdata/streamdocument.asp?did=807015
Title: S.C.R. 137
Source: www.legis.state.la.us
| |
| NC | Signed into law 06/2012 | P-12 | Directs the State Board of Education, to further make certain that teacher preparation programs remain current and reflect a rigorous course of study that is aligned to State and national standards, to ensure students preparing to teach in elementary schools through traditional or lateral entry (i) have adequate coursework in the teaching of reading and mathematics; (ii) are assessed prior to certification to determine that they possess the requisite knowledge in scientifically based reading and mathematics; (iii) continue to receive preparation in applying formative and summative assessments through technology-based assessment systems; and (iv) are prepared to integrate arts education across the curriculum. http://www.ncleg.net/Sessions/2011/Bills/Senate/PDF/S724v5.pdf
Title: S.B. 724
Source: ncleg.net
| |
| NH | Adopted 06/2012 | P-12 | State the requirements for teacher certification and teacher preparation programs in the area of Early Childhood Education, Classical Language, Music and Theatre. They are being readopted because they are due to expire. The early childhood rules were amended for candidates to have skills, competencies and knowledge of children from birth instead of pre-kindergarten. They are being aligned with the Health and Human Services rules for this age group. The music and theatre rules were readopted with amendments to be consistent with national standards. The changes annotated in the text were reviewed by the Council for Teacher Education and approved by the Professional Standards Board.
http://www.gencourt.state.nh.us/rules/register/2011/November-3-11.pdf
Title: NH ADC Ed 507.18, 34, 36, 38; NH ADC Ed 612.03, 15, 20, 30
Source: http://www.gencourt.state.nh.us/rules/
| |
| OH | Signed into law 06/2012 | P-12 | By December 31, 2014, and annually thereafter, directs the chancellor of the board of regents to report for each teacher preparation program the number and percentage of program graduates who were rated at each of the performance levels in the teacher evaluation system for the previous school year. Pages 239-240 of 592: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_Y.pdf
Title: S.B. 316 - Teacher Preparation Program Graduate Outcomes
Source: www.legislature.state.oh.us
| |
| CT | Signed into law 05/2012 | P-12 | (Sec. 35) Requires teacher preparation programs (Starting July 1, 2015) to require, as part of their curricula, that students have classroom clinical, field, or student teaching experience during four semesters of the program.
(Sec. 36) Connecticut has a three-level certification system for public school teachers and administrators: initial, provisional, and professional. Starting July 1, 2016, the bill raises the qualifications for a professional certificate by requiring applicants to hold a master's degree rather than, as current law requires, to successfully complete (1) before July 1, 2016, 30 hours of graduate or undergraduate credit beyond a bachelor's degree or (2) on or after July 1, 2016, 30 hours of graduate credit. The master's degree must be in a subject appropriate to the person's certification endorsement, as determined by SBE. The bill extends the same master's degree requirement to a certified teacher who has taught in another state, U. S. possession or territory, the District of Columbia, or Puerto Rico and applies for a Connecticut professional certificate.
Eliminates the requirement that a professional certificate holder complete 90 continuing education units (CEUs) in order to renew his or her professional certificate. Instead, it makes the certificate valid for five years and requires that it be continued every five years. Requires all certificate holders. including initial and provisional certificate holders, to participate in professional development activities, which replace the CEU requirements starting July 1, 2013. (Sec. 39) Revises professional development to emphasize improved practice and include 18 hours of individual and small-group coaching sessions. Specifies new design for professional development. Eliminates the following professional development requirements: for those with childhood nursery through grade three or elementary endorsements, at least 15 hours of training in teaching reading, reading readiness, and reading assessment; for those with elementary, middle, or secondary academic endorsements, at least 15 hours in how to use computers in the classroom unless they can demonstrate competency; and for those with bilingual endorsements, training in language arts, reading, or math for elementary school teachers and in the subject they teach, for middle and secondary school teachers. Requires SDE to audit district professional development programs and allows SBE to assess financial penalties against districts it finds out of compliance based on such an audit.
Exempts candidates for provisional educator certificates successfully complete the Teacher Education and Mentoring (TEAM) program in his or her endorsement area who have taught under an appropriate certificate from another U. S. state, territory, or possession, the District of Columbia, or Puerto Rico for at least three of the last 10 years or in an SBE-approved nonpublic school in Connecticut for at least three years in the last 10.
(Sec. 37) Establishes a new distinguished educator designation for a person who: 1) holds a professional educator certificate, 2)has taught successfully for at least five years in a public school or SBE-approved private special education facility, 3) has advanced education in addition to a master's degree from a degree or non-degree-granting institution that can include training in mentorship or coaching teachers, and 4) meets performance requirements established by SDE.
http://www.cga.ct.gov/2012/ACT/PA/2012PA-00116-R00SB-00458-PA.htm
Title: S.B. 458
Source: cga.ct.gov
| |
| IA | Signed into law 05/2012 | P-12 | This section requires the governor to appoint the executive director of the Board of Educational Examiners subject to confirmation by the Senate -- rather than hired by the Board of Educational Examiners. Also increases the length of the student teaching experience from 12 to 14 weeks.
http://coolice.legis.state.ia.us/linc/84/external/govbills/SF2284.pdf
Title: S.F. 2284 -- Division V
Source: http://coolice.legis.state.ia.us
| |
| IA | Signed into law 05/2012 | P-12 | This section requires institutions with approved practitioner programs to administer a preprofessional skills test to admission candidates. Institutions must also administer, prior to a student's completion of the program, subject assessments, designed by a nationally recognized testing service, that measure pedagogy and knowledge of at least one subject area, or a valid and reliable subject area specific, performance-based assessment for preservice teacher candidates, centered on student learning. A student may not complete the program if he/she does not score above the 25th percentile nationally.
http://coolice.legis.state.ia.us/linc/84/external/govbills/SF2284.pdf
Title: S.F. 2284 - Division XII
Source: http://coolice.legis.state.ia.us
| |
| LA | Adopted 05/2012 | Postsec. | From May 2012 Louisiana Register: Requires licensed educational institutions wishing to offer teacher education or education leadership programs to meet the same program accreditation requirements as Louisiana's institutions to continue offering that program in Louisiana. Page 84 of 199: http://www.doa.louisiana.gov/osr/reg/1205/1205.pdf
Title: LAC 28:IX.305
Source: www.doa.louisiana.gov
| |
| OK | Signed into law 05/2012 | P-12 | New section of law. Establishes a dyslexia teacher training pilot to train higher education faculty to teach multisensory structure reading education for students with dyslexia to teacher candidates. Other purposes are to demonstrate and evaluate the effectiveness of having trained teachers who can provide early reading assistance programs for children with risk factors and evaluate whether the early assistance programs can reduce future special education costs. An additional goal is to create a replicable model that can be followed by other higher education institutions. Requires Regents to promulgate rules. The program will operate by contract with a nonprofit education center that is certified as a multisensory structured language training institute.
http://webserver1.lsb.state.ok.us/2011-12bills/SB/SB1565_ENR.RTF
Title: S.B. 1565
Source: http://webserver1.lsb.state.ok.us
| |
| OK | Signed into law 05/2012 | P-12 | Creates Commission for Education, Instruction Quality and Accountability combining the Oklahoma Commission on Teacher Prep with the Office of Accountability. Authorizes commission to approve and accredit teacher education programs. Beginning July 1, 2013, the Commission is to perform the following duties:
1. Oversee implementation of the provisions of Enrolled House Bill No. 1017 of the 1st Extraordinary Session of the 42nd Oklahoma Legislature;
2. Implementation of the provisions of the Oklahoma Teacher Preparation Act as provided for in law;
3. Make recommendations to the Governor and Legislature on methods to achieve an aligned, seamless system from preschool through postsecondary education; and
4. Set performance levels and corresponding cut scores pursuant to the Oklahoma School Testing Program Act and as provided for in Section 1210.541 of Title 70 of the Oklahoma Statutes.
Beginning July 1, 2013, the Commission is to govern the operation of the Office of Educational Quality and Accountability, and beginning July 1, 2014, the Oklahoma Commission for Teacher Preparation is to be placed under the authority of the Commission for Educational Quality and Accountability. The Commission is required to assume the following duties of the Oklahoma Commission for Teacher Preparation: a. approval and accreditation of teacher education programs and b. assessment of candidates for licensure and certification. Requires the Commission to include the State Board of Education in the process; review and assess approved, accredited and new programs of teacher education, and encourage studies and research designed to improve teacher education.
http://webserver1.lsb.state.ok.us/2011-12bills/SB/SB1797_ENR.RTF
Title: S.B. 1797
Source: http://webserver1.lsb.state.ok.us
| |
| MS | Signed into law 04/2012 | P-12 | Establishes an office within the State Department of Education to respond to and conduct hearings regarding educator and administrator licensure and ethics violations. Provides that approval of educator preparation programs is subject to a process and schedule determined by the State Board of Education.
http://billstatus.ls.state.ms.us/documents/2012/pdf/HB/1100-1199/HB1144SG.pdf
Title: H.B. 1144
Source: http://billstatus.ls.state.ms.us/
| |
| 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
| |
| TN | Signed into law 04/2012 | P-12 | Declares that teacher effect data made available to teacher preparation programs shall not be public records and shall be used only in evaluating the preparation programs.
http://www.capitol.tn.gov/Bills/107/Bill/SB3024.pdf
Title: S.B. 3024
Source: http://www.capitol.tn.gov/Bills/107/Bill/SB3024.pdf
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| WV | Signed into law 04/2012 | P-12 | Authorizes teacher-in-residence programs for certain prospective teachers in lieu of student teaching; defines teacher-in-residence programs and provides minimum requirements; provides use of certain funds for program support and student stipend; specifies formula for calculating stipend; creates teacher-in-residence permit and specifies conditions; authorizes counties with comprehensive induction programs to use consistent structure for supervision and training of student teachers. http://www.legis.state.wv.us/bill_status/bills_text.cfm?billdoc=HB4101%20SUB%20ENR.htm&yr=2012&sesstype=RS&i=4101
Title: H.B. 4101
Source: www.legis.state.wv.us
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| VA | Signed into law 03/2012 | Postsec. | Allows a private institution of higher education that operates a teacher education program approved by the Board of Education to operate a college partnership laboratory school. Currently, only a public institution of higher education that operates a Board approved teacher education program may do so. Tuition may be charged for courses which the student receives college credit or for enrichment courses that are not required to achieve a Board approved high school diploma. This bill is identical to SB 475.
http://leg1.state.va.us/cgi-bin/legp504.exe?121+oth+HB765FER122+PDF
Title: H.B. 765
Source: http://leg1.state.va.us/
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| WA | Signed into law 03/2012 | P-12
Postsec. | Creates the collaborative schools for innovation and success pilot project for colleges of education and school districts to collaborate to improve student and educator success. http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/Session%20Law%202012/2799-S.SL.pdf
Title: H.B. 2799
Source: apps.leg.wa.gov
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| NM | Adopted 02/2012 | P-12 | Requests that the legislature establish a work group to study the stustainability for future growth, recruitment and training of high school students to pursue future careers in education.
http://www.nmlegis.gov/Sessions/12%20Regular/memorials/house/HM013.pdf
Title: H.M. 42; S.M. 53
Source: http://www.nmlegis.gov
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| NH | Adopted 01/2012 | P-12 | Rules on obtaining a teaching credential, and on approval of professional preparation programs, for general and professional educator are being readopted with amendments. The rules are updated to align with the standards of the National Council for Accreditation of Teacher Education (NCATE), Interstate Teacher Assessment and Support Consortium (ITASC) and the National Association of State Directors of Teacher Education and Certification (NASDTEC). The changes include competencies for content, creativity, communication and culture for general education. For Professional education they include learner development, facilitation practices, professional responsibility and area of content.
http://www.gencourt.state.nh.us/rules/register/2011/June-17-11.pdf
Title: NH ADC Ed 505.06, 07; NH ADC Ed 609.01; NH ADC Ed 610.02
Source: http://www.gencourt.state.nh.us/rules/
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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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