 |
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 |
| |
| CA | Signed into law 08/2012 | P-12 | Delays until Class of 2016 the implementation of alternative means for students with disabilites to demonstrate achievement of standards as required for high school exit exam (i.e., extends exemption of students with disabilities from exit exam requirement). Authorizes the state board, by regulation, to extend the July 1, 2015, date by up to one year. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1701-1750/ab_1705_bill_20120827_chaptered.pdf
Title: A.B. 1705
Source: www.leginfo.ca.gov
| |
| TX | Adopted 08/2012 | P-12 | Provides that the commissioner of education is responsible for determining the level of performance considered to be satisfactory on the assessment instruments. Identifies the performance standards established by the commissioner for state-developed assessments, as required by statute, for all grades, assessments, and subjects. Provides a figure http://ritter.tea.state.tx.us/rules/tac/chapter101/19_0101_3041-1.pdf that identifies, for students first enrolled in Grade 9 or below in the 2011-2012 school year, the performance standards for the STAAR end-of-course (EOC) assessments. Clarifies the standard in place when a student first takes an EOC assessment in a particular content area is the standard that will be maintained in that content area throughout the student's high school career. Also provides, for students first enrolled in Grade 9 prior to the 2011-2012 school year or enrolled in Grade 10 or above in the 2011-2012 school year, a figure http://ritter.tea.state.tx.us/rules/tac/chapter101/19_0101_3041-2.pdf that identifies the performance standards for the TAKS for Grade 10 and exit level. Adopted as published in the June 15, 2012 Texas Register (pages 8-10 of 112): http://www.sos.state.tx.us/texreg/pdf/backview/0615/0615prop.pdf
Title: 19 TAC 101.3004, 3041
Source: www.sos.state.tx.us
| |
| 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
| |
| OH | Signed into law 06/2012 | P-12 | By December 31, 2013, directs the state board to submit recommended scoring ranges on the state English language arts assessments (including on 3rd grade ELA assessment to be promoted to 4th grade) and Ohio graduation tests necessary to successfully implement the Common Core curriculum and assessments in the 2014-2015 school year. Pages 391-392 of 401: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_N.pdf
Title: S.B. 316 - Common Core and State Assessment Scoring Ranges
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 06/2012 | P-12 | Directs the department or a contractor responsible for scoring of assessments to send each district board a list of the individual scores of all persons taking any of specified state assessments within 75 days of assessment administration; requires that scores be provided no later than June 15, 2013. Pages 396-397 of 401: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_N.pdf
Title: S.B. 316 - Scores on State Assessments, Including OGT
Source: www.legislature.state.oh.us
| |
| LA | Adopted 05/2012 | P-12 | From May 2012 Louisiana Register: Removes references in LAC 28:LXXXIII. §409 ("Calculating a 9-12 Assessment Index"), §515 ("State Assessments and Accountability"), §707 ("Safe Harbor"), and §3501 ("Alternative Schools," i.e., including alternative schools in accountability) to Graduation Exit Examination as part of the school performance score. Also repeals §3503, "Pre-GED/Skills Option Students", and "§3507, Option Considerations." Pages 68-70 of 199: http://www.doa.louisiana.gov/osr/reg/1205/1205.pdf
Title: LAC 28:LXXXIII.409, 515, 707, 3501, 3503, and 3507
Source: www.doa.louisiana.gov
| |
| TX | Adopted 05/2012 | P-12 | From Texas Register: Repeals §101.3001 and §101.3003 and adopts new §§101.3011 and 101.3021-101.3024, concerning implementation of testing program.
Adopted new 101.3011, Implementation and Administration of Academic Content Area Assessment Instruments, retains provisions from repealed rule, §101.3001, for the implementation of the Texas Education Code (TEC), §39.023(a), (b), (c), (l), and any further testing required due to federal law. Also includes provisions that allow the continued use of the Texas Assessment of Knowledge and Skills (TAKS) in Grades 10 and 11 and provisions for making available certain assessments in an alternative form. Specifies that the implementation date for the 15% course grade requirement begins in the 2012-2013 school year.
Adopted new §101.3021, Required Participation in Academic Content Area Assessments and Course Grading, stipulates that a student first entering Grade 9 in the 2011-2012 school year or thereafter is required to meet the end-of-course (EOC) requirements in the TEC, §39.025. Districts are required to institute a policy where a result on the applicable EOC assessment accounts for 15% of a student's final course grade beginning in the 2012-2013 school year. Also addresses the following requirements:
--To receive a diploma, a student receiving high school course credit through credit by examination or by participating in a dual-credit course or distance-learning course must still meet the EOC assessment requirements for the student's high school graduation program.
--A student receiving course credit by participation in a dual-credit or distance-learning course, or through an advanced placement or International Baccalaureate course, is subject to the 15% course grade requirement beginning in the 2012-2013 school year.
--Students are not subject to the 15% course grade requirement if course credit is received through credit by examination. The 15% course grade requirement does not apply for certain eligible English language learners and students receiving special education services who take an alternate or modified form of an EOC assessment.
Also specifies those students who are not required to take certain EOC assessments due to completion of a course for high school credit prior to the 2011-2012 spring administration for a course for which an EOC assessment would normally apply.
Adopted new §101.3022, Assessment and Cumulative Score Requirements for the Minimum, Recommended, and Distinguished Achievement High School Programs, specifies the assessment and cumulative score requirements for the minimum high school program (MHSP), the recommended high school program (RHSP), and the distinguished achievement high school program (DAP). If a student on the MHSP is enrolled in a course that is not specified by the curriculum requirements as listed in 19 TAC Chapter 74 for the MHSP program, the student's score on the EOC assessment for that course may count toward the cumulative score requirement for the content area at the student's discretion. Students on the RHSP and DAP must take all 12 EOC assessments to receive a Texas diploma. Further, students on the RHSP must also achieve satisfactory performance on Algebra II and English III EOC assessments, and students on the DAP must achieve the advanced standard on Algebra II and English III EOC assessments. The standard in place when a student first takes an EOC assessment is the standard that will be maintained throughout the student's school career for that content area.
Adopted new §101.3023, Participation, Graduation Assessment, and Cumulative Score Requirements for Students Receiving Special Education Services, specifies:
--The admission, review, and dismissal (ARD) committee determines if a student receiving special education services will need to meet satisfactory performance on an EOC assessment and the cumulative score requirements for purposes of graduation. Beginning with the 2011-2012 school year, all Grades 9-12 students with significant cognitive disabilities who are assessed with an alternate assessment as specified in the student's individualized education program (IEP) will be assessed using alternate versions of EOC assessments.
--A student receiving special education services and who is first enrolled in Grade 9 or below in the 2011-2012 school year will be administered a modified version of an EOC assessment instrument as required by the student's IEP.
--If a student receiving special education services is administered an alternate or modified form of an EOC assessment, the 15% course grade requirement of the TEC, §39.023(c), will not apply and a cumulative score will not be reported for alternative or modified assessments.
--If a student receiving special education services is enrolled in a course for which there is an EOC assessment but no corresponding modified or alternate version of that assessment, the student is not required to take an assessment for that course. However, if a student who is receiving special education services is administered a general education EOC assessment as listed in the TEC, §39.023(c), the 15% course grade requirement will apply beginning in the 2012-2013 school year and a cumulative score will be reported for the student.
Adopted new §101.3024, Assessment Requirements for Students First Enrolled in Grade 9 Prior to 2011-2012 School Year or First Enrolled in Grade 10 or Above in 2011-2012 School Year, retains provisions from repealed rule, §101.3003, to specify the assessment graduation requirements needed to achieve a Texas high school diploma. The new rule also specifies that the TAKS-Modified assessments will continue to be the assessment requirement for a student receiving special education services who is enrolled above Grade 9 in the 2011-2012 school year and for whom an IEP specifies that the student will take a modified version of an assessment.
Adopted as published in the March 2, 2012 Texas Register (pages 22-25 of 40): http://www.sos.state.tx.us/texreg/pdf/backview/0302/0302prop.pdf
Title: 19 TAC 101.3001, 3003, 3011, 3021, 3022, 3023, 3024
Source: www.sos.state.tx.us
| |
| CA | Adopted 04/2012 | P-12 | Adopts emergency regulation to extend to January 1, 2013 deadline for state board to implement regulations providing for an "alternative means" high school exit examination for students with disabilities. Pages 20-21 of 28: http://www.oal.ca.gov/res/docs/pdf/notice/14z-2012.pdf
Title: 5 CA ADC 1216.1
Source: www.oal.ca.gov
| |
| FL | Signed into law 04/2012 | P-12
Postsec. | Beginning with the 2012-2013 school year, requires that the end-of-course assessment in Algebra I be administered four times annually. completion of a full academic year, which begins with the fall term. Provides district reporting requirements for a full-time equivalent student in courses requiring certain statewide, standardized end-of-course assessments and for a student who passes a statewide, standardized end-of-course assessment without being enrolled in the corresponding course.
Bill text (pages 52, 65-68 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 - End-of-Course Assessments
Source: myfloridahouse.gov
| |
| MN | Signed into law 04/2012 | P-12 | Extends certain alternatives for students who do not pass the graduation test requirement for math for the 2012-13 and 2013-14 school years.
Article 2, Sec. 4, Subd. 1 https://www.revisor.mn.gov/data/revisor/law/2012/0/2012-239.pdf
Title: H.F. 2949
Source: https://www.revisor.mn.gov/
| |
| OK | Signed into law 04/2012 | P-12 | Adds provisions requiring the state board to adopt rules establishing an appeal process for students who have been denied a standard diploma by the school district in which the student is or was enrolled for failing to meet the requirements for graduation established in this section. A student has 30 days after denial of the standard diploma in which to file a petition for an appeal to the Board. The Board is required to take action on a petition for an appeal no later than forty-five (45) days after receiving the petition. Requires the Board to collect data by school site and district on the number of students petitioning for an appeal and the number of appeals approved. Beginning October 1, 2012, the Board is required to provide an annual report of this data to the Governor, President Pro Tempore of the State Senate and Speaker of the House of Representatives.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/hB/HB2970%20ENR.DOC
Title: H.B. 2970
Source: http://webserver1.lsb.state.ok.us
| |
| AZ | Signed into law 03/2012 | P-12 | Removes the requirement for a 12th-grade student to have taken the Arizona Instrument to Measure Standards (AIMS) each time it was administered in order to substitute a minimum score determined by the State Board of Education on a national college entrance exam for a passing score on AIMS for the purpose of high school graduation. http://www.azleg.gov/legtext/50leg/2r/bills/sb1252s.pdf
Title: S.B. 1252
Source: azleg.gov
| |
| OH | Signed into law 03/2012 | P-12 | Directs the state board to incorporate into the grades 4-12 social studies standards content regarding the Declaration of Independence, the Northwest Ordinance, the U.S. Constitution and its amendments, with emphasis on the Bill of Rights, and the Ohio Constitution, and to revise the model curricula and assessments to reflect the additional American history and American government content. Directs the state board to make available a list of suggested grade-appropriate supplemental readings that teachers may use as a resource to assist students. Replaces references to social studies end-of-course (EOCs) exams with references to EOCs in American history and American government. By July 2013, requires each local board to adopt interim EOCs to assess mastery of American history and American government standards. Requires all high schools to use such EOCs until the state superintendent and chancellor of the board of regents select EOCs in American history and American government. By July 2014, requires the state superintendent and chancellor to select EOCs in American history and American government.
Revises high school graduation requirements to require one-half unit each of American history and government (legislation previously required one unit of "American history and government". Revises prerequisite provisions on certain social studies courses to allow demonstrated mastery to substitute for basic instruction. Effective with entering 9th graders in the 2012-13 school year, requires American history and American government to include the aforementioned documents to be incorporated in state standards (Declaration of Independence and ff.). Specifies that a valid educator license for teaching social studies in the
applicable grade must be considered sufficient to teach the additional American history and American government content. Directs the state board, by July 2012, to review the revised code and recommend legislation to make changes necessary to fully implement additional American history and American government content. Specifies that nothing limits the ability of a district or public or nonpublic school to offer specified academic content through summer school, online, or any other method offered by the district or school.
http://www.legislature.state.oh.us/BillText129/129_SB_165_EN_N.pdf
Title: S.B. 165
Source: www.legislature.state.oh.us
| |
| SC | Signed into law 03/2012 | P-12 | Provides that students who take two courses based on the same academic standards for which there is an end-of-course test would take the test for the first course and the score would count as 20% of the final grade. If the student passes the first course, the second course would not be a gateway course for that student. The student would not take an end-of-course test for the second course and the student's final grade would be calculated without an end-of-course score (Legislative approval of a state board action). http://www.scstatehouse.gov/sess119_2011-2012/bills/1201.htm
Title: S.J.R. 1201
Source: http://www.scstatehouse.gov
| |
| WY | Signed into law 03/2012 | P-12 | Creates an integrated district and statewide assessment system. Requires state superintendent to establish a program for administering a standardized computer-adaptive college placement and job skills assessment to all students in grades 11 and 12. Finds that districts must include scores from two exams on high school transcripts. Requires the district assessment system to be designed to determine various levels of student achievement, high school attainment. Provides duties of state superintendent in implementing assessment system. Directs school districts to administer common benchmark adaptive assessments in grades 1 through 8. Provides state board has authority to review, approve each district's assessment system. Stipulates waivers may be granted consistent with NCLB and IDEA statutes.
http://legisweb.state.wy.us/2012/Enroll/SF0057.pdf
Title: S.F. 57
Source: http://legisweb.state.wy.us
| |
| 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 |
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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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