This database is made possible by your state's fiscal support of the Education Commission of the States (ECS). Most entries are legislative, although rules/regulations and executive orders that make substantive changes are included. Every effort is made to collect the latest available version of policies; in some instances, recent changes might not be reflected. For expediency purposes minimal attention has been paid to style (capitalization, punctuation) and format.
Please cite use of the database as: Education Commission of the States (ECS) State Policy Database, retrieved [date].
| State |
Status/Date |
Level |
Summary |
|
 CA | Signed into law 09/2012 | Postsec. | Similar to S.B. 1053 (http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_1051-1100/sb_1053_bill_20120905_enrolled.pdf)
From bill summary: Expresses legislative findings and declarations relating to the cost of college and university textbooks. Adds provisions to the Donahoe Higher Education Act to establish the California Open Education Resources Council under the administration of the Intersegmental Committee of the Academic Senates of the University of California, the California State University, and the California Community Colleges, or a successor group. Specifies that the council has 9 members, including 3 faculty members from each of the public postsecondary segments, selected by the respective faculty senates of each segment. Requires that the appointments to the council be made no later than 90 days after the bill becomes operative.
Requires the California Open Education Resources Council to determine a list of 50 lower-division courses in the public postsecondary segments for which high-quality, affordable, digital open source textbooks and related materials will be developed or acquired. Also requires the council to review and approve developed open source materials and to promote strategies for production, access, and use of open source textbooks to be placed on reserve at campus libraries in accordance with these provisions.
Requires that the council regularly solicit and consider, from each of the statewide student associations of the University of California, the California State University, and the California Community Colleges, advice and guidance on open source textbooks and related materials. Requires the council to establish a competitive request-for-proposal process in which faculty members, publishers, and other interested parties apply for funds to produce, in 2013, 50 high-quality, affordable, digital open source textbooks and related materials, meeting specified requirements. Requires the council to submit a report to the legislature and the governor on the progress of the implementation of these provisions by no later than 6 months after the bill becomes operative and to submit a final report by January 1, 2016.
Extends to digital open source textbooks and related materials existing publisher requirements to make instructional materials accessible in captioned or electronic format, as well as various requirements with respect to use and distribution of electronic and captioned formats of instructional materials by public postsecondary educational institutions. Prescribes a procedure for a request process relating to digital open source textbooks if and when the California Open Source Digital Library is established pursuant to statute.
Provides these provisions become operative only if funding for these purposes is provided in the annual Budget Act or another statute, or through federal or private funds, or through a combination of state, federal, and private funds. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_1051-1100/sb_1052_bill_20120927_chaptered.pdf
Title: S.B. 1052
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 09/2012 | Postsec. | Similar to S.B. 1052 (http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_1051-1100/sb_1052_bill_20120905_enrolled.pdf)
From bill summary: Expresses legislative findings and declarations relating to the cost of college and university textbooks. Adds provisions to the Donahoe Higher Education Act to establish the California Digital Open Source Library, under the administration of the California State University, in coordination with the California Community Colleges, for the purpose of housing open source materials while providing a Web-based way for students, faculty, and staff to easily find, adopt, utilize, or modify course materials for little or no cost. Provides that the California State University will also act in coordination with the University of California in administering the California Digital Open Source Library if the regents act, by appropriate resolution, to authorize the university to participate in the administration of the library.
Requires that the materials in the library bear a creative commons attribution license that allows others to use, distribute, and create derivative works based upon the digital material while still allowing the authors or creators of the material to receive credit for their efforts. Provides that the provisions added to the Donahoe Higher Education Act by the bill become operative only if funding is provided in an appropriation in the annual Budget Act or another statute, or through federal or private funds, or through a combination of state, federal, and private funds. Provides the bill becomes operative only if SB 1052 becomes operative on or before January 1, 2013, and establishes the California Open Education Resources Council. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_1051-1100/sb_1053_bill_20120927_chaptered.pdf
Title: S.B. 1053
Source: www.leginfo.ca.gov
| |
| TX | Adopted 05/2012 | Postsec. | Defines the meaning of a reciprocal state exemption agreement as it relates to out-of-state postsecondary institutions wanting to offer distance education in Texas. Provides a clearer understanding for out-of-state institutions to which certain rules apply. Also includes an exemption based upon participation in a reciprocal state exemption agreement, to clarify the process by which out-of-state institutions receive approval for offering distance education in Texas. This amendment allows the Coordinating Board to enter into reciprocal state exemption agreements that could benefit Texas public institutions of higher education by exempting them from the oversight of other state higher education agencies for the purpose of distance education. Published as adopted in the May 25, 2012 Texas Register (pages 7-10 of 85): http://www.sos.state.tx.us/texreg/pdf/backview/0525/0525adop.pdf
Title: 19 TAC 7.3, 14
Source: www.sos.state.tx.us
| |
| MD | Signed into law 05/2012 | Postsec. | Requires institutions of postsecondary education that enroll Maryland students in fully online distance education programs in the State to register with the Maryland Higher Education Commission before commencing or continuing to operate, doing business, or functioning in the State within 6 months of enrolling the first Maryland student under specified circumstances; prohibits not accredited institutions from operating in the State; determines the process by which the Commission can confirm or deny a certificate of approval and the corresponding hearings process for denials; defines a fully online distance education program in the state and determines specified programs to require a certificate; provides a detailed list of submission requirements for postsecondary institutions to obtain certification; directs the Commission to post on its website a list of certified institutions and those institutions denied certification as well as report information to the Governor; requires the institution to furnish a performance bond of financial guarantee conditioned on a specified number of factors after three consecutive years of no claims being made against the institution; requires the Commission to report to the Governor on any claims made against certified institutions. http://mlis.state.md.us/2012rs/bills/hb/hb1223t.pdf
Title: H.B. 1223
Source: mlis.state.md.us
| |
| IL | Adopted 04/2012 | Postsec. | Guides the reviews of private colleges' and universities' (a) applications to establish new colleges and universities in the state and (b) applications for new degree programs, including out-of-state public, out-of-state private, and in-state private institutions. Private colleges and universities that were established in some cases prior to 1945 or 1961 are exempt from submitting proposals unless they want to offer a previously authorized degree program in a region other than the region where their home campus is located.
From Illinois Register: The adopted amendments are based around 4 themes: (1) tightening requirements prior to approval through use of more specific definitions; (2) increasing transparency and accountability through new specific requirements related to consumer information disclosure and essential data elements; (3) tightening and publicizing the post-approval review process by using automatic triggers for review driven by data, complaints, and public disclosures such as adverse actions by accrediting bodies and federal and state authorities; and (4) administrative procedural changes. Pages 455-495 of 716: http://www.cyberdriveillinois.com/departments/index/register/register_volume36_issue17.pdf
Title: 23 IL ADC 1030.10, 20, 30, 60, 70, 90
Source: www.cyberdriveillinois.com
| |
| IL | Adopted 04/2012 | Postsec. | This rule guides the reviews of (a) applications for new degree programs at public universities and community colleges and (b) proposals from public universities to establish new research and public service centers. This rule also requires the institutional review of all degree programs within a cycle of eight years and submission to the Board of Higher Education of a summary of each review. The reviews should lead to continuation of strong programs, corrective measures to address problem areas, and suspension or elimination of less effective programs.
From Illinois Register: The proposed amendments are based around 4 themes: (1) tightening requirements prior to approval through use of more specific definitions; (2) increasing transparency and accountability through new specific requirements related to consumer information disclosure and essential data elements; (3) tightening and publicizing the post-approval review process by using automatic triggers for review driven by data, complaints, and public disclosures such as adverse actions of accrediting bodies and federal and state authorities; and (4) administrative procedural changes. Pages 496-514 of 716: http://www.cyberdriveillinois.com/departments/index/register/register_volume36_issue17.pdf
Title: 23 IL ADC 1050.10, 20, 30
Source: www.cyberdriveillinois.com
| |
| FL | Signed into law 04/2012 | Postsec. | From final bill analysis: Establishes the Florida Virtual Campus to provide access to online student and library support services and serve as a statewide resource and clearinghouse for postsecondary education distance learning courses and degree programs and to increase student access and completion of degrees. Replaces certain references to "Center for Library Automation", the "College Center for Library Automation" and "Distance Learning Consortium" with references to Florida Virtual Campus. Bill text (primarily pages 24-32 of 72): http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h5201er.docx&DocumentType=Bill&BillNumber=5201&Session=2012
Final bill analysis: http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=h5201z.HEAS.DOCX&DocumentType=Analysis&BillNumber=5201&Session=2012
Title: H.B. 5201 - Florida Virtual Campus
Source: myfloridahouse.gov
| |
| CO | Signed into law 04/2012 | Postsec. | The bill establishes the governance structure for Colorado state university - global campus (CSU global campus), which will be a baccalaureate and graduate on-line university. CSU global campus will be governed by the CSU system board of governors, which is expanded by two advisory members to include one CSU global campus student and one CSU global campus professor. The bill makes several clarifying and conforming changes to the board of governors statutes.
http://www.leg.state.co.us/clics/clics2012a/csl.nsf/fsbillcont3/4D98C2F7383E1B3F872579880055454E?Open&file=1220_enr.pdf
Title: H.B. 1220
Source: http://www.leg.state.co.us
| |
| IA | Signed into law 04/2012 | Postsec. | Establishes registration and oversight requirements for postsecondary educational programs being offered online or virtually. Requires disclosure of the total tuition charges, fees, and other costs payable for course of instruction.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=SF2267
Title: S.F. 2267
Source: http://coolice.legis.state.ia.us
| |
| VA | Signed into law 03/2012 | P-12
Postsec. | Clarifies that teachers of online courses and in college partnership laboratory schools shall, as a condition of employment requiring direct contact with students, provide written consent and the necessary personal information to obtain a search of the registry of founded complaints of child abuse and neglect maintained by the Department of Social Services.
http://leg1.state.va.us/cgi-bin/legp504.exe?121+ful+HB577ER+pdf
Title: H.B. 577
Source: http://leg1.state.va.us/
| |
| UT | Signed into law 02/2012 | P-12
Postsec. | Expands the duties of the Utah Education Network (UEN), to include coordination and support of telecommunications needs of entities affiliated with the state systems of public and higher education as approved by the Utah Education Network Board. Directs the UEN to utilize statewide economic development criteria in the design and implementation of the educational telecommunications infrastructure, and to assure that public service entities such as educators, public service providers, and public broadcasters are provided access to the telecommunications infrastructure developed in the state. Repeals provision requiring a governor-appointed steering committee to advise UEN. Creates and specifies the membership of the Utah Education Network Board, which is the governing board for the UEN. Specifies the power and duties of the Utah Education Network Board which include hiring an executive director for UEN, establishing policy for the operation of UEN and the administration of UEN's duties, and advising UEN in the development of a telecommunications system to deliver educational services and the acquisition and distribution of instructional content.
http://le.utah.gov/~2012/bills/hbillenr/hb0053.pdf
Title: H.B. 53
Source: le.utah.gov
| |
| TX | Adopted 11/2011 | Postsec. | Clarifies the process by which out-of-state institutions receive approval for offering distance education in Texas. Sets out state approval requirements for distance education in response to the new federal program integrity regulations which go into effect July 1, 2011 (i.e., 34 C.F.R. s.600.9(c)). Adopted as published in the August 19, 2011 Texas Register (pages 22-23 of 44): http://www.sos.state.tx.us/texreg/pdf/backview/0819/0819prop.pdf
Title: 19 TAC 7.14
Source: www.sos.state.tx.us
| |
| TX | Adopted 05/2011 | Postsec. | Clarifies the process by which previously approved doctoral programs at public institutions may be approved for distance delivery (including off-campus or as a self-supporting program). Presently, any doctoral program wishing to be delivered by such means must receive board of higher education approval prior to offering the program. The proposed changes will enable institutions approved to offer a doctoral program to do so via a distance education modality, off-campus or as a self-supporting program with the approval of the commissioner of higher education or his/her designee. Adopted as published in February 11, 2011 Texas Register (pages 3 and 4 of 68): http://www.sos.state.tx.us/texreg/pdf/backview/0211/0211prop.pdf
Title: 19 TAC 4.261 and 4.275
Source: www.sos.state.tx.us
| |
| WA | Signed into law 04/2011 | Postsec. | Establishes the first nonprofit online university as part of Western Governors University. http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/Session%20Law%202011/1822-S.SL.pdf
Title: H.B. 1822
Source: apps.leg.wa.gov
| |
| VA | Issued 03/2010 | Postsec. | Establishes the Governor's Commission on Higher Education Reform, Innovation and Investment. Directs the commission to consider the current state of public and private higher education in the state, and best practices in other states and countries. Directs the commission to make findings and recommendations for addressing the following priorities:
(1) Preserving and enhancing the instructional excellence of Virginia's leading universities and of the higher education system as a whole
(2) Significantly increasing the percentage of college-age Virginians who enroll in colleges and complete degrees
(3) Attracting and preparing young people for the STEM areas and other disciplines (e.g., healthcare and advanced manufacturing) where skill shortages now exist and/or unmet demand is anticipated
(4) Forging new public-private partnerships and regional strategies for business recruitment, workforce preparation, and university-based research
(5) Making the state a national leader in providing higher education opportunities to military personnel and veterans
(6) Crafting a sustainable higher education funding model that will move Virginia toward higher levels of educational attainment and economic competitiveness over the next 15 years
(7) Developing innovative ways to deliver quality instruction, cost-saving reform strategies, and affordable new pathways to degree attainment for Virginians, regardless of income or background
(8) Evaluating strategies to reduce costs through additional college placement testing and accelerated degree completion
(9) Creating effective workforce development programs through expanded use of the community college system in coordination with the commission on economic development and job creation.
Calls for the creation of the following committees, and identifies tasks for each committee: (1) Increased Degree Attainment, Financial Aid and Workforce Training; (2) Implement Innovation and Cost Containment; and (3) Regional Strategies/Partnerships for Research and Economic Development.
Directs the committee to submit its interim findings and recommendations on matters potentially impacting the executive budget by September 30, 2010. Directs the commission to an interim report of its activities, findings and recommendations by November 30, 2010. Provides the interim report must focus primarily on increasing degree attainment, concentrating increased educational attainment in STEM areas and other high-demand and high-income fields, a model for higher education funding, and partnerships through which public and private colleges and community colleges participate actively in economic development and workforce training. Directs the commission to continue to meet and make recommendations on additional stated objectives throughout 2011.
Provides this executive order will become effective upon signing and remain in full force and effect until March 26, 2011 unless amended or rescinded by further executive order.
http://www.governor.virginia.gov/Issues/ExecutiveOrders/pdf/EO_9.pdf
Title: E.O. 9
Source: www.governor.virginia.gov
| |
| TX | Issued 09/2009 | Postsec. | Directs the Texas Higher Education Coordinating Board, in cooperation with Texas public institutions of higher education, to undertake a comprehensive review of opportunities for achieving cost efficiencies, including:
--State funding based on student course completion
--Restructuring the state's financial aid programs to improve administrative efficiencies and to provide financial aid to students who work hard to academically prepare for college
--Academic program consolidation and elimination of programs that produce relatively few graduates
--Faculty workload
--Articulation agreements between two-year and four-year institutions
--Distance learning
--Alternatives to creating new campuses
--Course redesign to improve quality and reduce instructional costs for more courses
--Cooperative, cross-system contracting and purchasing
--Space utilization
--Energy use
--Cost of instructional materials.
Also directs the higher education coordinating board to conduct a review of higher education cost efficiencies implemented in other states and other countries. Directs the higher Education Coordinating Board, Based on the findings of this review, to develop practices, policies and recommendations for cost-containment among public institutions of higher education and submit these to the governor, legislature and public institutions of higher education by November 1, 2010.
Executive order: http://www.thecb.state.tx.us/index.cfm?ObjectID=A3C6E9A3-CE4A-E4DE-C6D8183684DC9CD6
Final report (November 2010): http://www.thecb.state.tx.us/files//dmfile/CostEfficiencies11.19.2010.pdf
Draft report (July 21, 2010): http://www.thecb.state.tx.us/index.cfm?objectid=23A87B1E-DFF7-820A-C807155DB1EB855B
THECB Web page about the advisory committee on higher education cost efficiencies: http://www.thecb.state.tx.us/index.cfm?ObjectID=9D89F7D3-F892-EEA0-D923B6D6D465D781
Title: E.O. RP73
Source: www.thecb.state.tx.us
| |
| OH | Signed into law 07/2009 | P-12
Postsec. | By January 2010, directs the eTech Ohio commission to develop and implement a plan to create an aligned educational technology system that spans preschool to postsecondary education (P-20). Directs the commission to consult with the state board of education in the development and modification of the state technology plan. Directs the eTech Ohio commission to develop and implement an interactive distance learning pilot project to provide participating high schools each school year with access to at least three interactive distance learning courses free of charge. Provides such courses must include two Advanced Placement courses and one foreign language course. Provides duties of the commission, which include, among others:
(1) Providing the funds for schools to purchase video conferencing telecommunications equipment and connectivity devices, as necessary, to allow schools to participate in the pilot project
(2) Assisting schools in arranging for the purchase and installation of telecommunications equipment and connectivity devices, as necessary, to schools to participate in the pilot project
(3) Paying, for up to one school year, the cost of upgrading internet service for schools with Internet connections slower than a speed specified in state policy
(4) Offering training in the use of the telecommunications equipment necessary to participate in the pilot project.
Directs the department of education, in consultation with the chancellor of the board of regents, to select courses to be offered by the pilot project and to develop the standards for the curriculum of each course selected. Directs the commission and department to jointly select the teachers to develop and teach the courses offered by the pilot project, and directs the commission, department and the chancellor to jointly notify schools of and promote participation in the pilot project. Not later than December 31, 2010, directs the state superintendent, chancellor and the commission to submit to the governor and the general assembly a formative evaluation of the implementation and results of and legislative recommendations for changes in the pilot project.
Section 265.30.83: Establishes parameters for the department of education and eTech Ohio Commission in administering the pilot program, including schools and districts to which the commission must give priority in awarding grants. Requires 25% of any grant award to be used for professional development, which must include at least one component of training in the classroom, plus any training the commission deems necessary to participate in the program. Provides that any student, teacher or employee of a school that does not receive a pilot program grant may participate in the interactive distance learning pilot project, as logn as such participation does not impose an additional cost to the state or diminish the quality of project outcomes for those entities awarded grants, and aligns with federal guidelines.
Pages 1496-1497 and 2819-2821 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3353.09, 3353.20, and 265.30.83
Source: www.legislature.state.oh.us
| |
| LA | Signed into law 06/2009 | Postsec.
Community College | Authorizes the state Community and Technical College System Board of Supervisors to equalize tuition for online courses.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=665913
Title: H.B. 771
Source: http://www.legis.state.la.us/
| |
| FL | Signed into law 05/2009 | P-12
Postsec. | Creates the Florida Qualified School Construction Bond Allocation Act; requires the Office of Technology and Information Services (under supervision of the state board) to develop a systemwide technology plan, making budget recommendations to the commissioner, providing data collection and management for the system, assisting school districts in securing Internet access and telecommunications services, including those eligible for funding under the Schools and Libraries Program of the federal Universal Service Fund, and coordinating
services with other state, local, and private agencies; requires the Office of Technology and Information Services to develop a method to address the need for a statewide approach to planning and operations of library and information services to achieve a single K-20 education system library information portal and a unified higher education library management system.
Provides for the Virtual instruction program - a program of instruction provided in an interactive learning environment created through technology in which students are separated from their teachers by time or space, or both, and in which a Florida-certified teacher is responsible for at least: (a) 50% of the direct instruction to students in kindergarten through grade 5; or (b) 80% of the direct instruction to students in grades 6 through 12.
Amends the school food service programs statute to require each district school board to implement school breakfast programs that make breakfast meals available to all students in each elementary school; by the beginning of the 2010-2011 school year, universal school breakfast programs shall be offered in schools in which 80 % or more of the students are eligible for free or reduced-price meals.
Authorizes, for the 2009-2010 fiscal year, the Department of Education to conduct a pilot program to determine the feasibility of managing the Florida Teachers Lead Program through a centralized electronic system.
http://laws.flrules.org/files/Ch_2009-059.pdf
Title: S.B. 1676
Source: http://laws.flrules.org
| |
| FL | Signed into law 05/2009 | Postsec.
Community College | Establishes the Florida Distance Learning Consortium to facilitate collaboration among public postsecondary educational institutions in use of distance learning; provides duties of consortium; defines distance learning course for purposes of assessing distance learning course user fee for community college and state university students; provides the requirements for the link to the State Higher Education Distance Learning Catalog on an institution's website.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7121er.xml&DocumentType=Bill&BillNumber=7121&Session=2009
Title: H.B. 7121
Source: http://www.myfloridahouse.gov
| |
| AL | Signed into law 05/2009 | P-12
Postsec.
Community College | Establishes the Alabama Virtual Library and the Alabama Virtual Library Executive Council, and executive council membership, responsibilities and duties. Includes 3 appointees each of state superintendent, chancellor of postsecondary education and executive director of the commission on higher education on 15-member executive council. http://www.avl.lib.al.us/
Title: H.B. 322
Source: www.lexis.com
| |
| WA | Signed into law 04/2009 | Postsec. | Encourages all institutions of higher education to use common online learning technologies including existing learning management and web conferencing systems currently managed and governed by the State Board for Community and Technical Colleges and to share professional development materials and activites related to the effective use of these tools; authorized the board to adjust vendor licenses to accommodate and provide enterprise services for any such institution; requires a related task force. Chapter 407
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/1946-S2.PL.pdf
Title: H.B. 1946
Source: http://apps.leg.wa.gov
| |
| IA | Signed into law 03/2009 | Postsec. | Transfers the authority to register postsecondary schools from the Secretary of State to the College Student Aid Commission; adds "or other distance delivery method" to the requirement that "except as otherwise provided in subsection 4 2, every person, firm, association, or corporation maintaining or conducting in Iowa any such course of instruction, by classroom instruction or by correspondence, or other distance delivery method" . . .needs to provide evidence of financial responsibiltiy. Provides for related matters; makes penalties applicable.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=BillInfo&Service=Billbook&ga=83&menu=text&hbill=SF270
Title: S.B. 270
Source: http://coolice.legis.state.ia.us
| |
| CO | Signed into law 03/2009 | Postsec. | Creates an online university to be known as Colorado state university - global campus. States that the university will have moderately selective admission standards and will offer undergraduate and master's degrees.
http://www.leg.state.co.us/clics/clics2009a/csl.nsf/fsbillcont3/7910FC2C849D861387257537001FDB6E?open&file=086_enr.pdf
Title: S.B. 86
Source: http://www.leg.state.co.us/
| |
| IL | Adopted 01/2009 | Postsec.
Community College | Clarifies requirements for program approval, procedures for obtaining approval, and requirements for reviews of existing programs at public two- and four-year institutions. Requires the following information to be included in the institution's catalog of programs:
--A statement regarding the transferability of college credits, including the fact that the decision to accept transfer credits is determined by the receiving institutions
--A statement as to how the institution will advise students on the nature of the transfer process, including the importance of consulting with institutions to which the
student may seek to transfer
--Evidence of arrangements for the transfer of courses or credits or both to institutional counterparts, when these arrangements exist; these arrangements are also known as articulation agreements
--A statement of the institution's most recent graduation rates as provided by the institution to the Integrated Postsecondary Education Data System (IPEDS).
Pages 84-101 of 209: http://www.cyberdriveillinois.com/departments/index/register/register_volume33_issue1.pdf
Title: 23 IAC 1050.10, 1050.20, 1050.30, 1050.40, 1050.50, 1050.ILLUSTRATIONA
Source: www.cyberdriveillinois.com
| |
| IL | Adopted 01/2009 | Postsec. | Provides exemptions from program approval requirements. Requires any institution offering online instruction where the core academic support services, including admission, evaluation, assessment, registration, financial aid, academic scheduling, and faculty hiring and support, are located in Illinois, to be approved by the state board of higher education.
Adds that as part of the criteria for postsecondary program approval, the institution must be prepared to provide students with (1) a statement regarding the transferability of college credits, including the fact that the decision to accept transfer credits is currently made by receiving institutions; (2) a statement as to how the institution will advise students on the nature of the transfer process, including the importance of consulting with institutions to which the student may seek to transfer; (3) evidence of articulation arrangements with institutional counterparts, when these arrangements exist; and (4) a statement of the institution's most recent graduation rates as provided by the institution to the Integrated Postsecondary Education Data System (IPEDS). The approval process also is amended such that, if the institution requires the student to sign an enrollment agreement or a similar agreement, the agreement must provide consumer information, including an explanation of all criteria and requirements for retention, progress towards degree, and graduation of the student; the institution's tuition, cancellation and refund policies; and a statement of the purpose and amount of any fees assessed.
Adds that any institution applying for a certificate of approval or authorization to operate in the state must specify its accreditation status. Requires new institutions without accreditation from an accrediting authority recognized by the U.S. Department of Education or the Council for Higher Education Accreditation to provide a clearly defined plan to move from candidate to affiliate status. Provides the plan should include the name of the accrediting organization, the basic outline of the accreditation process, and the projected time line for obtaining affiliate status within five years after the date of state higher education board approval, unless the higher education board waives the original time line because it is found to be an unrealistic expectation.
Creates new provision that initial authorization to operate in Illinois for institutions new to the state is for five years. In the fifth year of operation, requires the executive director of the board to direct staff to conduct a review. Provides circumstances under which the board may deny a continuation of the initial approval or offer a limited extension.
Adds a requirement that, prior to submission of the request for approval of a new degree program, the institution seeking approval complete a notice of intent that includes the degree and program name, description of the program, demographics of the intended students and estimated enrollment.
Adds provisions allowing an institution to temporarily suspend a program after receiving state higher education board approval.
Pages 57-80 of 209: http://www.cyberdriveillinois.com/departments/index/register/register_volume33_issue1.pdf
Title: 23 IAC 1030.10, 1030.20, 1030.30, 1030.60, 1030.70, 1030.80,1030.ILLUSTRATION A
Source: www.cyberdriveillinois.com
| |
| CA | Signed into law 09/2008 | P-12
Community College
Postsec. | Authorizes the State Virtual Campus to partner with education entities and community-based organizations to facilitate efforts relating to the use of technology resources and Internet connectivity. Authorizes campus grantees to accomplish certain online education objectives. Requires reports by the campus. Relates to reduced related utility rates for schools. Relates to high school principal's pupil recommendations for community college summer school attendance. Chapter 718
http://www.assembly.ca.gov/acs/acsframeset2text.htm
Title: S.B. 1437
Source: http://www.assembly.ca.gov
| |
| FL | Signed into law 06/2008 | Postsec.
Community College | Relates to postsecondary distance learning; establishes the State Distance Learning Consortium to facilitate access to distance learning resources; establishes State Higher Education Distance Learning Catalog as central point of access to distance learning resources for which consortium is responsible; exempting a distance learning course from laboratory fees; authorizes a community or state college to assess a student a per-credit-hour user fee and other fees.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7105er.xml&DocumentType=Bill&BillNumber=7105&Session=2008
Title: H.B. 7105
Source: http://www.myfloridahouse.gov
| |
| HI | Signed into law 06/2008 | P-12
Postsec.
Community College | Directs the Department of Education to adopt and implement recommendations and strategic goals contained in the report of the online learning task force established by Act 275, Session Laws of Hawaii 2007. Specifically requires the department to:
(1) Continue to operate the Myron B. Thompson cyber academy and establish a virtual learning network
(2) Establish a task force to review the state's education policies for congruency with the needs and potential of online learning
(3) Develop a mentoring and training program for online teachers
(4) Develop an online training program to increase the number of qualified teachers, paraprofessionals and administrators
(5) Provide support and incentives to teachers who teach online courses and for teachers using online courses to incorporate project-based and work-relevant learning
(6) Standardize the procedure for granting credits for online coursework
(7) Assist schools with online standards-based college preparatory curriculum
(8) Expand credit recovery courses and remediation courses
(9) Emphasize online science, technology, engineering, and mathematics courses and aggressively work to offer certain online courses through the department, including algebra I, English I, eighth-grade math and English, and career guidance
(10) Expand distance education through interactive digital television
(11) Establish an online course and resource center to include training modules and other support resources
(12) Establish online and in-person tutoring and mentoring programs for students
(13) Develop recommendations on appropriate funding mechanisms.
Directs the department to assess the digital literacy of teachers, students and other personnel to ensure maximum success of the online learning programs. Directs the department to systematically establish the infrastructure for online learning based on institution type, in the following order of priority: high schools (including charter high schools), middle and elementary schools, adult community schools, charter middle and elementary schools, the University of Hawaii system (particularly the community colleges), private secondary and post-secondary institutions (for a fee), and adult populations for remedial education and upgrading of workforce skill. Establishes other duties of the department related to online learning.
http://www.capitol.hawaii.gov/session2008/Bills/HB2971_SD2_.htm
Title: H.B. 2971
Source: www.capitol.hawaii.gov
| |
| KY | Signed into law 04/2008 | P-12
Postsec. | Defines "Advanced science and mathematics" as Advanced Placement (AP) biology, calculus, chemistry, computer science, environmental science, and physics, and International Baccalaureate (IB) biology, chemistry, computer science, environmental systems, mathematical studies, further mathematics and physics.
Creates the science and mathematics advancement fund, to be administered by the department of education. Provides that funds may be used to provide:
1. Payment of student fees for AP and IB exams
2. Scholarships for high school students to take advanced science and mathematics courses through the Kentucky Virtual High School when those courses are not offered at the school in which they are enrolled
3. Two-year grants to high schools to support the start-up of advanced science and mathematics courses
4. Two-year renewable grants to middle schools to support accelerated student learning in science and mathematics
5. Grants to districts to develop and implement an energy technology engineering career track
6. Professional development opportunities, and payment of expenses and stipends for participation, for elementary school teachers to deepen their content knowledge and improve instructional practice in science and mathematics.
Directs the department to use funds from the science and mathematics advancement fund to establish the High School Advanced Science and Mathematics Course Start-up Program, the Middle School Mathematics and Science Scholars Program, and the District Energy Technology Career Track Program for schools.
Provides that the purpose of the High School Advanced Science and Mathematics Course Start-up Program is to provide two-year grants to high schools to initiate at least one advanced math and science course. Provides that funds may be used to cover the costs of additional training for an advanced science and mathematics teacher and the purchase of classroom supplies, textbooks, laboratory equipment, and other instructional materials. Provides that schools receiving a grant must provide assurances that teachers of AP or IB courses supported by the grant participate in College Board-endorsed AP summer training institutes or International Baccalaureate-sponsored IB summer workshops, as available, and that all students taking AP and IB courses supported by the grant take the related AP or IB exam.
Provides that the purpose of the Middle School Mathematics and Science Scholars Program is to provide two-year renewable grants to middle schools to support intensive, accelerated student learning in mathematics and the sciences, through activities including to programs during the school day, after-school programs, Saturday programs, or multiweek summer sessions. Provides that the grant application must ensure that teachers participating in the grant have the skills to provide intensive, accelerated student learning in mathematics or the sciences and that they will receive ongoing, relevant professional development. Requires a middle school receiving a grant to collaborate with feeder elementary and high schools to share information on grant activities; strengthen alignment of curricula, content-knowledge expectations, and instructional practice between schools; and provide relevant professional development opportunities. Requires the accelerated learning program to include strategies to improve the math and science academic skills for all students for whom significant academic achievement gaps have been identified and to attract them into higher level mathematics and science courses. Requires that specific activities to recruit and enroll students from all racial and income groups in the school be conducted. Requires each grant applicant to provide assurances that the necessary resources will be allocated to help students in all subpopulations academically succeed in the accelerated learning program and to meet the enrollment goal that the number of students representing each racial and income group enrolled in the program not be less than or limited to the percentage of each group in the total school population. Provides that funds from the teachers' professional growth fund may provide moneys to teachers for professional development for teachers participating in grants awarded by the Middle School Mathematics and Science Scholars Program. Directs the Center for Middle School Academic Achievement to assist grant recipients of the Middle School Mathematics and Science Scholars Program with professional development for participating teachers. Requires the Center for Mathematics to advise the department and the state board on the establishment and implementation of the Middle School Mathematics and Science Scholars Program.
Provides that the purpose of the District Energy Technology Career Track Program is to provide grants to school districts to develop and implement an energy technology engineering career track across middle and high schools within the district as described in KRS 158.808.
Requires the state board to establish long-term and annual goals for increasing:
(a) The number of high schools providing rigorous curricula and making available accelerated classes and college credit for students
(b) The number and percentage of students enrolled in and completing AP and IB courses by content area
(c) The number and percentage of students taking the AP and IB exams in advanced science and math
(d) The number and percentage of students receiving a score of 3 or better on AP exams or 5 or better on IB exams in advanced science and math
(e) The number and percentage of free/reduced lunch students receiving a score of 3 or better on AP exams or 5 or better on IB exams
(f) The number of teachers successfully completing a College Board-endorsed AP or IB summer training institute
(g) The number of teachers with the knowledge and training needed to prepare students for high achievement on AP and IB exams in advanced science and math
(h) Other criteria determined by the board.
Requires the department of education to develop a program evaluation framework on the use of the science and mathematics advancement fund for the purposes set forth in statute. Requires the program evaluation framework to address the use of funds, the number of grants and awards, student achievement outcomes, and trends over time on the indicators established to measure progress against the statewide goals. Beginning in 2008, requires the department to submit an annual report to the state board and the interim joint committee on education.
By July 1, 2009, requires the department, in cooperation with teacher education institutions, to develop a training program for certified personnel to become on-line coaches to provide effective support to students enrolled in Kentucky Virtual High School courses. By July 1, 2010, requires at least one employee in each middle and high school to have successfully completed the on-line coaches training, with the cost of acquiring the training borne by the local district.
Directs the council on postsecondary education to create a STEM Initiative Task Force to provide leadership and strategic direction on a comprehensive, statewide STEM initiative to improve Kentucky's position for success in the knowledge-based economy by expanding and strengthening educational and economic development opportunities in science, technology, engineering, and mathematics. Provides the task force must be composed of representatives from the executive and legislative branches of government, K-12 and postsecondary education, professionals within the STEM disciplines, and the business community. Authorizes the task force to create a public or nonprofit corporation or contract with an existing nonprofit corporation to facilitate the public-private collaboration in the development and implementation of the STEM Initiative. Directs the task force to explore the critical relationship between STEM degree production and the state's knowledge-based economy and make recommendations to accelerate Kentucky's performance in the STEM disciplines.
Requires the task force to develop a comprehensive, statewide strategic plan and a business plan to improve STEM performance in government, business, and K-12 and postsecondary education. Requires that the strategic plan include:
(a) Energizing a statewide public awareness campaign to help Kentuckians understand the critical importance of STEM to their own economic competitiveness and that of the Commonwealth
(b) Creating incentives and a supportive environment for students, teachers, and institutions that pursue, succeed, and excel in the STEM disciplines throughout the P-20 educational pipeline
(c) Implementing international best practices in professional development programs for P-16 STEM teachers to increase the intensity, duration, and rigor of professional development
(d) Improving teacher preparation programs and encouraging people with undergraduate and graduate degrees in the STEM disciplines to enter the teaching profession
(e) Revolutionizing how STEM subjects are taught, learned, and assessed and implementing a statewide, research-based STEM curriculum that is aligned with global workforce and academic standards
(f) Engaging business, industry, and civic leaders to improve STEM education and skills in the Commonwealth and creating incentives for Kentucky businesses that employ and invest in STEM-educated students
(g) Developing an ongoing, coordinated, statewide STEM initiative that maximizes the impact of resources among government agencies, schools, colleges and universities, and businesses, and which is focused on developing and attracting STEM-related jobs in Kentucky
(h) Targeting energy sustainability problems and opportunities in Kentucky and the nation as a primary objective of statewide STEM enhancements
(i) Developing STEM mentoring programs that partner students in grades 5-12, their teachers, or both, with engineers, business professionals, college or university professors, university students, or others with expertise in the STEM disciplines to link academic coursework with the real world, underscoring the importance of rigorous academic preparation and encouraging pursuit of careers in the STEM disciplines
(j) Creating recognition awards and activities and financial support for individuals, businesses, or organizations that exhibit excellence in mentoring within the STEM disciplines.
Directs the STEM Task Force to develop a business plan aligned with the strategic plan which includes measurable benchmarks for progress in achieving the goals within the strategic plan for 1-, 3-, and 5-year time periods. Requires the initial business plan to be presented to the interim joint committees on appropriations and revenue and education by December 30, 2008. Requires the task force to review and revise the business plan as needed in subsequent years to further the purposes of the STEM Initiative. Establishes the Kentucky STEM Initiative fund to support the work of the STEM Initiative Task Force. Provides the department of education and the council on postsecondary education may expend available funds from other sources on the STEM Initiative.
Directs the state board to promulgate regulations on courses of study or educational experiences available to students in all middle and high schools to fulfill the prerequisites for courses in advanced science and mathematics. Specifies that every school must offer an AP, IB or dual enrollment course in both math and science. Provides that if funds are available, the department must provide an ACT preparation program to all public high school juniors. Requires each school report card to parents and the public to indicate for AP and IB, the courses offered, the number of students enrolled, completing, and taking the examination for each course, and the percentage of test-takers receiving a score of 3 or better on AP exams or a score of 5 or better on IB examinations. Requires the data to be disaggregated by gender, race, students with disabilities, and economic status, and to be included in the report card beginning with the 2009-2010 school year.
Requires the department to make available to middle and high schools information on the prerequisite content necessary for success in secondary courses, AP courses, and IB courses. Requires the department to provide sample syllabi, instructional resources and instructional supports for teachers that will assist in preparing students for more rigorous coursework. Provides instructional supports must include professional development for assisting students enrolled in the Kentucky Virtual High School or other virtual learning settings.
Provides that all students willing to accept the challenge of a rigorous academic curriculum must be admitted to AP courses, including AP courses offered through the Kentucky Virtual High School, IB courses, dual enrollment courses, and dual credit courses, if they have successfully completed the prerequisite coursework or have otherwise demonstrated mastery of the prerequisite content knowledge and skills as determined by measurable standards. Provides that if a school does not offer an AP course in a particular subject area, the school must permit a qualified student to enroll in the AP course offered by the Kentucky Virtual High School and receive credit toward graduation. Provides that effective with the 2008-2009 school year, students enrolled in AP or IB courses in the public schools must have the cost of the examinations paid by the department.
Includes participation in the Gatton Academy of Mathematics and Science in Kentucky at Western Kentucky University as a dual credit option, and specifies that students who attended the academy are eligible for a Kentucky educational excellence scholarship (KEES) award. Authorizes the Gatton Academy of Mathematics and Science in Kentucky to award a diploma to any student who completes his or her high school program at the academy. Provides that if the academy issues a diploma, the board of regents of the university must provide to the commissioner of education a letter of assurance that the program of study completed by its students, in combination with previously earned secondary credits, meets the minimum high school graduation requirements established by the state board. Authorizes a local district to award a joint diploma with the Gatton Academy of Mathematics and Science in Kentucky to any student who was enrolled in a district high school and completed his or her high school program at the academy. Requires the academy and the home school district to ensure that student transcripts from each institution accurately reflect the dual credit coursework.
Beginning with the 2008-2009 academic year, requires the higher education assistance authority to commit to provide a supplemental KEES award for achievement on AP and IB exams to an eligible high school student whose family was eligible for free or reduced-price lunch for any year during high school enrollment. Awards range between $200-$300 for AP exam scores between 3 and 5 and IB exam scores between 5 and 7. Requires every high school and the Gatton Academy of Mathematics and Science in Kentucky to submit to the higher education assistance authority each student's family eligibility status f | |
| WA | Signed into law 03/2008 | Postsec.
Community College | The workforce training and education coordinating board (WTECB) is directed to convene a working group to take actions related to electronically distributed learning. These actions include identifying and evaluating current workplace-based educational programs with electronically distributed components, reviewing and establishing standards and best practices regarding electronically distributed learning and recommending methods to increase student access and increase the availability and use of digital open textbooks. Results of the workgroup are due to the legislature by December 2008.
http://apps.leg.wa.gov/documents/billdocs/2007-08/Pdf/Bills/Session%20Law%202008/6295-S.SL.pdf
Title: S.B. 6295
Source: http://www.leg.wa.gov/legislature
| |
| IN | Signed into law 03/2008 | P-12
Postsec. | The bill established the concurrent enrollment partnership to coordinate dual credit programs among high schools and state educational institutions. The commission on higher education is directed to provide support for the partnership. Also creates the interim study committee on education matters to make recommendations on the following: 1. Availability of virtual learning; 2. how virtual learning services are provided in other states; 3. standards of quality and alignment to Indiana's content standards; 4. accreditation standards and pricing; and, 5. funding.
http://www.in.gov/legislative/bills/2008/HE/HE1246.1.html
Title: H.B. 1246
Source: http://www.in.gov/legislative/
| |
| WA | Signed into law 03/2008 | P-12
Postsec. | The office of the superintendent of public instruction (OSPI) is directed to compile information about online learning programs for high school students to earn college credit and place the information on its website. Directs high schools to ensure that teachers and counselors have information about online programs and that they are able to assist parents and students in accessing infformation. High schools must also provide opportunities for parents and students to learn more about dual enrollment online programs. School districts must provide general information about online courses to parents and students in grades 10, 11 and 12. These provisions will become null and void June 30, 2008 if funding is not secured through the omnibus approriations act.
http://apps.leg.wa.gov/documents/billdocs/2007-08/Pdf/Bills/Session%20Law%202008/3129-S2.SL.pdf
Title: H.B. 3129
Source: http://www.leg.wa.gov/legislature
| |
| ID | Issued 09/2007 | P-12
Community College
Postsec. | (Executive Order 2007-12) Designates the Department of Labor as the entity responsible for developing and delivering comprehensive computer-based career information; repeals and replaces Executive Order 2006-04.
Title: Executive Order 19
Source: Lexis-Nexis/StateNet
| |
| AL | Adopted 09/2007 | Postsec. | Defines distance education in agreement with definitions of regional and national accrediting agencies and provides guidelines on how students enrolled in distance education courses and programs are to be counted for various reports that are the Commission's responsibility.
Title: AAC 300-2-3-.04
Source: Lexis-Nexis/StateNet
| |
| ID | Adopted 08/2007 | P-12
Postsec. | Provides certification to meet the special needs of virtual schools, distant education and public school/postsecondary partnerships. Promotes greater flexibility and increased content competency among teachers and valid certification for higher education faculty serving K-12 classrooms.
adm.idaho.gov/adminrules/rules/idapa08/0202.pdf
Title: IDAPA 08.02.02
Source: adm.idaho.gov
| |
| RI | Adopted 04/2007 | Postsec.
Community College | (Resolution) Respectfully requesting the Rhode Island Board of Governors for Higher Education to conduct a comprehensive study on the feasibility of establishing an accredited distance learning program.
Title: H.B. 6239
Source: http://www.rilin.state.ri.us/
| |
| ID | Signed into law 04/2007 | P-12
Postsec.
Community College | Strikes existing provision that funding for the Idaho Digital Learning Academy be provided from an annual budget request to the legislature from the superintendent of public instruction. Creates new section providing that a portion of the annual legislative appropriation be distributed to support the Idaho Digital Learning Academy. Provides that "enrollment" for purposes of the academy be counted each time an Idaho student enrolls in an academy class, and that an individual student enrolled in multiple classes must count as multiple enrollments.
Directs the Idaho Digital Learning Academy (IDLA) to use state funds to achieve the following:
(1) No increase in tuition charged by IDLA to Idaho students.
(2) Provide remedial coursework for students failing to achieve proficiency in one or more areas of the Idaho Standards Achievement Test.
(3) Pursuant to state board rule, IDAPA 08.02.03.106 http://adm.idaho.gov/adminrules/rules/idapa08/0203.pdf, provide advanced opportunities for students (defined as Advanced Placement courses, dual credit courses, tech prep, or International Baccalaureate programs.
(4) Pursuant to state board rule, IDAPA 08.02.03.106, work with institutions of higher education to provide dual credit coursework.
Provides that the preceding list must not be construed as excluding other instruction and training that may be provided by the Idaho Digital Learning Academy.
Session Law Chapter 352
http://www3.state.id.us/oasis/S1237.html
Title: S.B. 1237 (Sections 12-14)
Source: www3.state.id.us
| |
| NM | Signed into law 04/2007 | P-12
Postsec.
Community College | Enacts the Cyber Academy Act, provides powers and duties and makes an appropriation. The cyber academy is a collaborative program among the department, the higher education department, telecommunications networks and representatives of other state agencies engaged in providing distance education. The cyber academy will provide distance learning courses for grades six through twelve and professional development for teachers, instructional support providers and school administrators.
http://legis.state.nm.us/Sessions/07%20Regular/final/HB0201.pdf
http://legis.state.nm.us/Sessions/07%20Regular/final/SB0209.pdf
Title: H.B. 201/S.B. 209
Source: http://legis.state.nm.us
| |
| VA | Signed into law 02/2007 | Postsec.
Community College | Empowers the Department of Corrections to develop programs for restricted Internet access to online higher education courses by incarcerated persons. http://leg1.state.va.us/cgi-bin/legp504.exe?071+ful+HB2041ER
Title: H.B. 2041
Source: http://legis.state.va.us/
| |
| AZ | Signed into law 06/2006 | P-12
Postsec. | Relates to an integrated instructional and data system warehouse to act as a depository for e- learning information to enhance information and communication between all public schools in the state; includes universities; relates to a digital curriculum; establishes a task force; relates to public, private and charter schools; provides duties of the board of regents; provides for the selections of participating schools.
http://www.azleg.gov/legtext/47leg/2r/bills/sb1512c.pdf
Title: S.B. 1512
Source: Arizona Legislature
| |
| OH | Signed into law 06/2006 | P-12
Postsec.
Community College | Appropriates funds for support of the Ohio Core Program. Funds will be used to:
(1) Support the participation of teachers licensed in Ohio and mid-career professionals not currently employed by a school district or licensed to teach at the primary or secondary education levels in a twelve-month intensive training program that leads to teacher licensure in a laboratory-based science, advanced mathematics, or foreign language field at the secondary education level and employment with an Ohio school district;
(2) Support alternative teacher licensure programs developed by educational service centers, in partnership with institutions of higher education. Participants shall be teachers licensed in Ohio and mid-career professionals not currently employed by a school district or licensed to teach at the primary or secondary education levels. Programs shall be consistent with the State Board of Education's alternative licensure requirements;
(3) Obtain contracted instruction with institutions of higher education in mathematics, science, or foreign language for high school students that results in dual high school and college credit. Costs shall be based upon reasonable expenses that institutions of higher education could incur for faculty, supplies, and other associated costs.
(4) Implement and support the Ohio Students Choosing On-line Resources for Educational Success Initiative that increases the educational options available for students in mathematics, advanced laboratory-based science, and foreign language. The eTech Ohio Commission shall work collaboratively with the Department of Education and the Board of Regents on this initiative.
(5) Support up to 10 regional summer academies that focus on foreign language, science, mathematics, engineering, and technology and prepare 11th and 12th grades to pursue college-level foreign language, mathematics, science, technology and engineering, with a focus on secondary teaching in these disciplines. Successful completion of these academics shall result in dual high school and college credits. Costs shall be based upon reasonable expenses, as determined by the Board of Regents, that institutions of higher education could incur for faculty, supplies, and other associated costs.
http://www.legislature.state.oh.us/BillText126/126_HB_115_PS_N.html
Title: H.B. 115
Source: http://www.legislature.state.oh.us
| |
| MS | Signed into law 03/2006 | P-12
Postsec.
Community College | Authorizes the establishment of a Virtual Public School Program; provides for the creation of high school and university or community college dual enrollment program; provides for the payment of tuition and costs for university and community college level courses; clarifies the course workend to be taken under the program shall be dual credit; requires school district to offer pre-advanced placement courses; requires a report to the Legislature on the teacher education programs in the state.
http://billstatus.ls.state.ms.us/documents/2006/html/HB/1100-1199/HB1130SG.htm
Title: H.B. 1130
Source: Lexis-Nexis/StateNet
| |
| IL | Adopted 02/2006 | Community College
Postsec. | Expands the rules for cooperative agreements to allow one community college to award a degree or certificate offered by another community college through the state's online cooperative agreement. pp 79-89 of 1528 http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue10.pdf
Title: 23 IAC 1501.307
Source: Lexis-Nexis/StateNet, www.cyberdriveillinois.com
| |
| NE | Signed into law 05/2005 | P-12
Postsec.
Community College | Creates and provides duties for the Distance Education Enhancement Task Force. http://www.legislature.ne.gov/FloorDocs/99/PDF/Slip/LB689.pdf
Title: L.B. 689
Source: StateNet
| |
| CO | Signed into law 05/2004 | Community College
Postsec. | Enacts recommendations of governor's task force on the community college system; reduction of the system office's administrative costs by 35% and use of saved funds to finance recommendations including installation of a systemwide information technology system; restructuring of the distance learning system for all community colleges; limiting institutional research to the colleges; conducting a comprehensive review of career and technical education administrative costs. Any additional monies available because of reduced administrative costs should be used for classroom instruction and to support colleges. Develop a master plan for the use or sale of property at the Lowry Campus except for property used by the Community College of Aurora or by the Community College of Denver. Nothing in the law should prohibit allowing a charter school to be located or cause the displacement of a charter school located at the Lowry Campus prior to the development of the master plan. Proceeds from the Lowry property are to be used for system capital development projects. Required reports. http://www.leg.state.co.us/clics2004a/csl.nsf/fsbillcont3/DDDD429D87C8711187256DC5005770B7?Open&file=1086_enr.pdf
Title: H.B. 1086
Source: Colorado Legislative Web site
| |
| VA | Signed into law 04/2004 | Postsec.
Community College | Adds the Institute for Advanced Learning and Research to the list of those entities characterized as "educational institutions" and "governmental instrumentalities for the dissemination of education." This designation will not empower the Institute to establish unfunded scholarships (§ 23-31), nor will it place the Institute under the State Council of Higher Education for Virginia (SCHEV), the coordinating council for two- and four-year public colleges and universities. In addition, the designation does not require the Institute to submit an annual report to SCHEV regarding financial statements (§ 23-1.01). http://leg1.state.va.us/cgi-bin/legp504.exe?041+ful+CHAP0857
Title: H.B. 933
Source: http://leg1.state.va.us
| |
| VA | Signed into law 04/2004 | Postsec.
Community College | Increases the membership of the governing board of the Institute for Advanced Learning and Research from nine to 15 by adding six citizen representatives, two each appointed by the Governor, the Senate Committee on Privileges and Elections, and the Speaker of the House of Delegates. Created by the 2002 Session, the Institute is located in Danville and was founded by Averett University, Danville Community College, and Virginia Polytechnic Institute and State University. The Institute is authorized to enter into and administer agreements with institutions of higher education to deliver traditional and electronic education and is to diversify the region's economy by providing a site for the development of technology and a trained workforce and expanding access to higher education in Southside Virginia. http://leg1.state.va.us/cgi-bin/legp504.exe?041+ful+CHAP0856
Title: H.B. 932
Source: http://leg1.state.va.us
| |
| MT | Rule Adoption 03/2004 | P-12
Postsec. | Establishes rules relating to distance, online, and technology delivered learning. MONTANA REG 4484 (SN)
Title: ARM 10.55.907
Source: StateNet
| |
| VA | Signed into law 03/2004 | Postsec.
Community College | Effective January 1, 2005, each public institution of higher education shall include in its strategic plan information indicating to what extent, if any, it will use distance learning to expand access, improve quality, and minimize the cost of education. For institutions using or planning to use distance learning in the future, such information shall include the degree to which distance learning will be integrated into the curriculum, benchmarks for measuring such integration, and a schedule for the evaluation of such courses. http://leg1.state.va.us/cgi-bin/legp504.exe?041+ful+CHAP0146
Title: H.B. 617
Source: StateNet
| |
| NC | Signed into law 06/2003 | P-12
Postsec. | Creates the Innovative Education Initiatives Act to develop cooperative efforts between secondary schools and institutions of higher education to reduce dropout rates, increase high school and college graduation rates and decrease the need for higher education remedial programs; creates the cooperative innovative high school programs; permits public and private colleges and private businesses or organizations to participate; provides for funding. The General Assembly strongly endorses the Governor's goal of making North Carolina's system of
education first in America by 2010. With that as the goal, the Education Cabinet shall set as a priority cooperative efforts between secondary schools and institutions of higher education so as to reduce the high school dropout rate, increase high school and college graduation rates, decrease the need for remediation in institutions of higher education, and raise certificate, associate, and bachelor degree completion rates.
The Cabinet shall identify and support efforts that achieve the following purposes: (1) Support cooperative innovative high school programs; (2) Improve high school completion rates and reduce high school dropout rates; (3) Close the achievement gap; (4) Create redesigned middle schools or high schools; (5) Provide flexible, customized programs of learning for high school students who would benefit from accelerated, higher level coursework or early graduation; (6) Establish high quality alternative learning programs; (7) Establish a virtual high school; (8) Implement other innovative education initiatives designed to advance the state's system of education. Requires the Education Cabinet to identify federal, state, and local funds that may be used to support these initiatives. In addition, the Cabinet is strongly encouraged to
pursue private funds that could be used to support these initiatives. http://www.ncga.state.nc.us/html2003/bills/AllVersions/Senate/S656vc.html
Title: S.B. 656
Source: http://www.ncga.state.nc.us/
| |
| LA | Signed into law 06/2003 | Postsec. | Provides that schools which operate over the Internet are included in the definition of proprietary schools; increases membership of the advisory commission on proprietary schools from eight to nine members, so that the board of regents appoints two members rather than one. (Proprietary schools do not include any school that receives public funds, either from a state or local source). http://www.legis.state.la.us/bills/byinst.asp?sessionid=03RS&billid=HB456&doctype=BT
Title: H.B. 456
Source: www.legis.state.la.us
| |
| NM | Signed into law 04/2003 | P-12
Postsec. | Relates to education; provides for accessible electronic formats for individuals with disabilities enrolled in distance learning courses of study and using computer-based instructional materials. http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0708.html
Title: H.B. 708
Source: StateNet
| |
| NH | Signed into law 07/2001 | Postsec. | Requires the Public Higher Education Committee to study the feasibility of granting state franchise rights to the providers of on-line education courses which may include state university system and regional community-technical college system; requires that the Committee include its findings and recommendations in its next regularly scheduled report to the General Court.
Title: H.B. 412
Source: Lexis-Nexis/StateNet
| |
| PA | Signed into law 06/2001 | Postsec.
Community College | Act No. 35 of 2001., Amends Public School Code. Provides for school districts, national assessment tests, school director relations with districts, management reports, distressed districts, equipment, duty to employ qualified professionals, continuing development, proof of residency, tuition costs, agricultural education, charter school funding, retirement plans, vocational schools, basic education funding formula and other like issues. Requires state department to conduct a study of public schools providing Internet instruction. Allows any community college that was approved as a community college by the state board after January 1, 1990, to be dissolved after a determination by the Secretary of Education that the majority of the education and training programs operated by the college are non-academic in nature.
Title: S.B. 485
Source: Lexis-Nexis/StateNet
| |
| ME | Signed into law 05/2001 | Postsec. | (Public Law No. 87., 95 LD 967) Provides an exemption to the immunization laws for students who enroll in distance education programs offered by colleges, universities, technical colleges and schools for the health professions; provides this exemption applies only in cases in which the student does not attend any classes or programs at a campus in the State.
Title: H.B. 748
Source: Lexis-Nexis/StateNet
| |
| CA | Signed into law 09/2000 | Postsec. | Establishes the California Distance learning Policy. Requires the California Postsecondary Commission to convene an intersegmental working group to determine state funding priorities consistent with the institutional missions of the segments of higher education. Requires the Commission to facilitate the development of statewide funding priorities for technology in higher education.
Title: A.B. 1123
Source: Lexis-Nexis/StateNet
| |
| ME | Signed into law 04/2000 | Postsec. | (LD 2519) Increases access to the State's Technical College System; provides funding to add additional students systemwide; addresses the State Technical College System's need to provide students with the ability to take courses and do research over the internet.
Title: S.B. 973
Source: Lexis-Nexis/StateNet
| |
| CO | Signed into law 03/2000 | Postsec. | Concerns the role of higher education in the development of technology; encourages higher education institutions and systems to participate in the development of information technology education, innovation, and commerce; intends that the educational program delivery include both traditional and distance learning based on the most modern technologies, including video, on-line, and cd-roms and using the internet, satellites, and other forms of communications systems.
Title: S.B. 183
Source: Lexis-Nexis/StateNet
| |
| WA | Signed into law 03/2000 | Postsec. | Directs the higher education coordinating board, in conjunction with the State Board of Community and Technical Colleges, the Office of Financial Management and the state institutions of higher education to study distance education and to provide a study; defines parameters of study.
Title: H.B. 2952
Source: Lexis-Nexis/StateNet
| |
|