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 |
|
 NY | Issued 04/2012 | P-12 | Establishes the New NY Education Reform Commission to provide guidance and advice to the governor on education policy, performance, and innovation. Directs the commission to study the best national and international public education models and best practices to recommend ways to increase educational productivity and student performance in the state. Directs the commission to comprehensively review and assess the state's education system to ultimately create significant savings while improving student achievement and providing students with a high-quality education. Requires that the review include, but not be limited to:
a. studying teacher recruitment and performance, including incentives to keep the best teachers, and the teacher preparation, certification and evaluation systems;
b. analyzing factors that support P-12 student achievement to ensure all students are on track to graduate from high school ready for college, careers, and active citizenship;
c. evaluating education funding, distribution of state aid, and operating costs to identify efficiencies in spending while maintaining the quality of educational programs, including special education;
d. increasing parent and family engagement, including examining the school calendar and district-level policies that increase parental involvement;
e. examining the unique issues faced by high-need urban and rural districts, including comparing best practices and identifying the different services that these districts might require to be successful;
f. analyzing the availability of technology and its best use in the classroom, including the accessibility of, and obstacles to, using technology in the classroom in light of the requirements and demands of the job market to best prepare our students; and
g. examining the overall structure of the state's education system to determine whether it meets students' needs while respecting the taxpayer.
Directs the commission to compare student achievement outcomes with education spending, focusing on districts that generate higher than average achievement per dollars spent, including high-need districts that are providing students with the opportunity to receive a sound basic education, and identifying how districts can boost student achievement without increasing spending. Directs the commission to submit preliminary recommendations by December 2012, and final recommendations by September 2013, at which time the commission will terminate its work.
http://www.governor.ny.gov/executiveorder/44
Title: E.O. No. 44
Source: www.governor.ny.gov
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| IL | Signed into law 11/2009 | P-12 | Requires the establishment of a Chicago Educational Facilities Task Force in order to ensure that school facility-related decisions are made with the input of the parents, teachers and community residents, and reflect educationally sound and fiscally responsible criteria. Establishes membership of the task force, including four members each from the house and senate. Requires the task force to analyze school openings, closings, consolidations, turnarounds, construction and other matters. Requires the task force to consult widely with stakeholders on these issues and examine best practices from other school systems for dealing with these issues systematically and equitably. Directs the task force to issue final recommendations by October 30, 2009 on how the enumerated issues can be addressed effectively based upon educationally sound and fiscally responsible practices. Directs the task force to prepare final proposed policy and legislative recommendations for the general assembly, the governor and the school district. Identifies numerous areas the recommendations may address, including teacher mobility and lack of inclusion of local councils in decisionmaking on school facilities. http://www.ilga.gov/legislation/publicacts/96/PDF/096-0803.pdf
Title: H.B. 363
Source: www.ilga.gov
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| OH | Adopted 10/2009 | P-12 | Adds new paragraph regarding the "teacher leader" endorsement. Provides endorsement is valid for mentoring and coaching teachers, providing staff development and assisting the principal in developing and supporting a shared vision and clear goals for the school. Requires teacher leader endorsement candidates to have a master's degree and at least four years teaching experience. Requires that the preparation program include at least a practicum experience during which the candidate must demonstrate the knowledge, skills and dispositions at the distinguished level, as described in the Ohio standards for the teaching profession.
Also establishes an "urban principal" endorsement, which may be added to any standard principal license or certificate following completion of an approved preparation program for the endorsement. Requires that the approved preparation program for the endorsement include an extensive structured internship during which the candidate demonstrates effective urban leadership practices. http://www.registerofohio.state.oh.us/pdfs/3301/0/24/3301-24-05_PH_FF_A_RU_20091013_1401.pdf
Title: OAC 3301-24-05
Source: www.registerofohio.state.oh.us
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| IL | Signed into law 08/2009 | P-12 | Provides that upon the abolition of the Chicago School Finance Authority, all of its rights and property shall pass to and be vested in the Chicago Board of Education. http://www.ilga.gov/legislation/96/SB/PDF/09600SB0235lv.pdf
Title: S.B. 235
Source: Lexis-Nexis/StateNet
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| LA | Signed into law 06/2008 | P-12 | Makes provisions relative to certain duties of a local public school superintendent, including but not limited to serving as school board secretary, applicable to Orleans Parish by removing certain exceptions, prohibitions and alternative requirements. http://www.legis.state.la.us/billdata/streamdocument.asp?did=495038
Title: H.B. 306
Source: www.legis.state.la.us
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| NJ | Adopted 08/2007 | P-12 | Proposes to amend rules concerning Financing Foundational and Demonstrably Needed Programs and Services in Abbott School Districts. Suspends the requirements that the school districts prepare and submit to the Department a school district report on instructional priorities. Eliminates the requirement that social workers and guidance counselors obtain the necessary training to become substance awareness coordinators. Clarifies what incremental costs may be included in the school district's justification and documentation of need when requesting additional funds to open a new school facility. NEW JERSEY 17888
http://www.state.nj.us/education/code/current/title6a/chap10.pdf
Title: NJAC 6A:10-1.1, 1.2, 2.1, 2.2, 2.3, 2.6, 2.7, and NJAC 6A:10-2.10
Source: New Jersey Rules/Regs
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| DE | Signed into law 07/2007 | P-12 | This resolution establishes a Wilmington Education Task Force to examine the current status of public education in the City of Wilmington in light of declining enrollments, the student achievement gap, and proposed school closings.
http://legis.delaware.gov/LIS/LIS144.NSF/vwlegislation/SJR%203?opendocument
Title: S.J.R. 3
Source: http://legis.delaware.gov
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| NE | Signed into law 05/2007 | P-12 | Pertains to Class V school districts. (Omaha Public Schools is only class V district as of bill passage.) Provides for the division of a learning community into separate education centers and establishes procedures. Replaces the requirement for Class V school districts to be divided into new school districts with a provision for the creation of education centers within the district. Requires school districts in learning communities to provide enough openings for students residing outside the attendance area of a school such that at least 10% of the students attending the school could reside outside the attendance area. Defines duties and authorities of Class V districts, education centers and learning communities.
http://uniweb.legislature.ne.gov/FloorDocs/Current/PDF/Slip/LB641.pdf
Title: L.B. 641
Source: http://uniweb.legislature.ne.gov
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| CA | Vetoed 09/2004 | P-12
Postsec. | Requires the Commission on Teacher Credentialing and, where appropriate, the State Department of Education, to incorporate into licensure requirements for teacher candidates, professional development requirements for renewal of licenses, and accreditation requirements for preparation programs components to ensure that teachers are capable of teaching children with diverse needs, ethnicities, nationalities, and
languages, of teaching children who bring particular challenges to the learning process, and of teaching in urban and rural settings.
Repeals provisions authorizing the Commission on Teacher Credentialing to issue or renew emergency teaching or specialist permits in accordance with regulations adopted by the commission and provided that certain conditions are met.
Authorizes the commission to issue or renew acute and anticipated emergency credentials, as defined. Requires an applicant seeking an emergency permit to meet specified criteria, including possession of a baccalaureate degree and passage of the state basic skills proficiency test. Provides that both types of permits shall be valid for only one year, except that the anticipated emergency permit may be renewed for
an additional year if the permitholder meets specified requirements.
Existing law requires that a person employed in a position requiring certification qualifications be classified on a salary schedule on the basis or uniform allowance for years of training and years of experience, as specified. This bill imposes a state-mandated local program by requiring the governing board of a school district to review its compensation policies and revise them as needed to ensure that the continuing professional education for which it grants salary credit is targeted to courses likely to yield clear benefit in terms of the pedagogical instructional leadership, management skills, or academic subject matter knowledge of its employees.]
This bill would express the intent of the Legislature to eliminate waivers authorizing the assignment of a credentialholder to a position not authorized by the credential of the holder and that they be authorized only in cases where there is no other alternative but to fill the position with a 30-day substitute teacher. The bill would further express the intent of the Legislature that each teacher serving in a school ranked in the bottom 3 deciles of the Academic Performance Index possess a valid teaching credential authorizing the holder to provide the service to which the holder is assigned.
This bill would also express the intent of the Legislature that this act accomplish specified objectives, including, but not limited to, establishing professional development activities that reward exceptional teachers for continuing to render services in a classroom, collaborations among school districts, professional associations, and postsecondary educational institutions to develop and offer preparation and degree or credential programs that will prepare educational leaders, and that the California State University and the University of California develop technologically delivered professional development and coursework for teachers in geographically isolated areas.
http://www.leginfo.ca.gov/pub/bill/asm/ab_0201-0250/ab_242_bill_20040827_enrolled.pdf
Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_242_veto.pdf
Title: A.B. 242
Source: www.leginfo.ca.gov
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| IL | Signed into law 06/2002 | P-12 | Allows the Chicago Board of Education to levy a capital improvement tax; allows a Financial Oversight Panel, whose purposes are to exercise financial control over the district and to furnish financial assistance so that the district can provide public education within the district's jurisdiction while permitting the district to meet its obligations to its creditors and the holders of its debt. Includes the power to negotiate collective bargaining agreements, issue bonds, and levy taxes. States that a sound financial structure is essential to the continued operation of any school system and that public school systems must have effective access to the private market to borrow short and long term funds. To promote the financial integrity of districts, it is necessary to provide for the creation of school finance authorities with the powers necessary to promote sound financial management and to ensure the continued operation of the public schools. http://www.legis.state.il.us/publicacts/pubact92/acts/92-0547.html
Title: H.B. 5734
Source: http://www.legis.state.il.us
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| MD | Signed into law 05/2002 | P-12 | Establishes appointed New Prince George's County Board of Education and requirements for membership. Provides for compensation of board members. Allows for nonvoting student member. Establishes Chief Executive Officer as executive officer, secretary, and treasurer of county board. Establishes duties of CEO of the board in Prince George's County. Creates selection process for superintendent for Prince George's County. Establishes office, duties and selection process of chief academic officer, chief financial officer and chief accountability officer in Prince George's County. Establishes Parent and Community Advisory Board in Prince George's County; requires regular board and CEO consultation with the Parent and Community Advisory Board. Requires Prince George's County CEO to develop comprehensive master plan, for the board to review, approve, and begin implementation of by November 1, 2002. Requires state board and state superintendent to review and approve master plan. Establishes numerous required areas the master plan must address, including curriculum, professional development, personnel evaluation, addressing the needs of at-risk students and closing the achievement gap. Requires CEO and board to publish annual report addressing specified areas. Allows Prince George's County board or designated committee to hear appeal of CEO's decision on areas affecting specific student. Requires annual allocation of state and Prince George's County government funds through FY07 for public school construction projects. Makes project release for bidding contingent upon approval by the Interagency Committee on School Construction. Changes borders of Prince George's County. Establishes system for election, removal and compensation of Prince George's County board members, 5 representing local areas and 4 at large. Allows for voting student member; student member prohibited from voting on specified administrative and personnel issues. Terms of appointed New Prince George's County board members to expire December 3, 2006. Requires chief academic officer of Prince George's County to devise plan for teacher participation in development of curriculum, instruction, and professional development. Provides for supplementary annual state funding for Prince George's County in FYs 04-07 contingent upon and to the degree of achievement of benchmarks and outcomes in the master plan approved by the state superintendent and state board. Requires New Prince George's County Board to locate interim CEO by August 15, 2002 and permanent CEO by January 1, 2003. Requires consultant to perform comprehensive review of Prince George's County system and new board by June 1, 2006, including review of educational and management reforms made by new board. http://mlis.state.md.us/2002rs/bills/hb/hb0949e.rtf
Title: H.B. 949
Source: mlis.state.md.us
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| MD | Signed into law 05/2002 | P-12 | Increases maximum of aggregate principal amount of bonds outstanding that Baltimore district may hold from $25 million to $75 million. Require Baltimore board and CEO to ensure increased community involvement and outreach in support of the city's public schools. Deletes 1997 section requiring adoption and implementation of transition plan. Replaces with requirement that by June 1, 2002, Baltimore district CEO submit 5-year comprehensive master plan to board for review and approval by August 30, 2002 and subsequent review and approval by state board and superintendent. Requires CEO or designee to consult with specified others, including teachers, students and parents during the development of the master plan. Requires master plan to be updated and submitted for state board and superintendent review and approval on annual basis. Establishes areas which master plan must address. Requires department and Baltimore school system to jointly develop a principal development initiative pairing distinguished principals from outside the system and action support teams with principals in training in Baltimore. Addresses minimum appropriations to Baltimore Public School System. Requires consultant to evaluate the Baltimore City-State Partnership and the reform initiatives of the Baltimore City Public School System by December 1, 2006, and the board of commissioners and the state board to report to the general assembly on a review of the evaluation by January 15, 2007. Requires chief officers of Baltimore Public Schools to meet on at least a quarterly basis with the Special Master assigned to the case, after 6 of which meetings the CEO and the state superintendent may adjust the communication schedule. Requires state and Baltimore agencies to communicate on at least a quarterly basis on facilities planning in the Baltimore Public Schools, including on capital improvement program issues. Requires transfer of certain real property assets from Baltimore City Public School System to Baltimore City Board of Commissioners. Through June 30, 2009, permits Board of Public Works to approve state funding for capital improvements to Baltimore public school buildings deeded to Baltimore board or mayor and city council of Baltimore. Requires city to continue cooperation with school system to eliminate environmental hazards in the school system. Permits funds appropriated for the Baltimore City-State Partnership to be used to support the principal development initiative. http://mlis.state.md.us/2002rs/bills/hb/hb0853e.rtf
Title: H.B. 853
Source: mlis.state.md.us
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| NV | Signed into law 05/2001 | P-12 | Requires regional subdistricts created in certain school districts to prepare annual reports, prescribing the information required to be reported, requires the boards of trustees of such school districts to prepare a compilation of the reports that includes an evaluation of the equity among the regional subdistricts.
Title: A.B. 364
Source: Lexis-Nexis/StateNet
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| NY | Vetoed 07/2000 | P-12 | Provides that certain city school districts shall be eligible for special service aid and computer administration aid not otherwise available to small city school districts.
Title: A.B. 5795
Source: Lexis-Nexis/StateNet
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