 |
State |
Status/Date |
Level |
Summary |
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 | 21st Century Skills |
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| Accountability |
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| Accountability--Accreditation |
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| Accountability--Measures/Indicators |
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| Accountability--Reporting Results |
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| Accountability--Rewards |
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| Accountability--Sanctions/Interventions |
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| Accountability--Sanctions/Interventions--Learnfare |
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| Accountability--Sanctions/Interventions--No Pass No Drive |
| |
| Accountability--Sanctions/Interventions--No Pass No Play |
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| Accountability--Sanctions/Interventions--Takeovers |
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| Accountability--School Improvement |
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| Adult Basic Education |
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| Assessment |
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| Assessment--Accommodations |
| |
| Assessment--College Entrance Exams |
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| Assessment--Computer Based |
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| Assessment--End-of-Course |
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| Assessment--Formative/Interim |
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| Assessment--High Stakes/Competency |
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| Assessment--Legal Issues |
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| Assessment--NAEP (NAEP Results and NAEP Organization) |
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| Assessment--Performance Based/Portfolio |
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| Assessment--Value Added |
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| At-Risk (incl. Dropout Prevention) |
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| At-Risk (incl. Dropout Prevention)--Alternative Education |
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| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
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| Attendance |
| |
| Attendance--Compulsory |
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| Attendance--Statutory Ages (Upper and Lower) |
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| Attendance--Truancy |
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| Background Checks |
| |
| Bilingual/ESL |
| |
| Brain Research |
| |
| Business Involvement |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
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| Cheating |
| |
| Choice of Schools |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Charter Districts |
| |
| Choice of Schools--Charter Schools--Closings |
| |
| Choice of Schools--Charter Schools--Cyber Charters |
| |
| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Charter Schools--Research |
| |
| Choice of Schools--Choice/Open Enrollment |
| |
| Choice of Schools--Choice/Open Enrollment--Research |
| |
| Choice of Schools--Innovation Schools |
| |
| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Tax Credits |
| |
| Choice of Schools--Vouchers |
| |
| Choice of Schools--Vouchers--Privately Funded |
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| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Civic Knowledge and Literacy |
| |
| Civic Education--Curriculum/Standards |
| |
| Civic Education--Pledge of Allegiance |
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| Class Size |
| |
| Curriculum |
| |
| Curriculum--Alignment |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Censorship |
| |
| Curriculum--Core Curriculum |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Excusal |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Geography Education |
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| Curriculum--Health/Nutrition Education |
| |
| Curriculum--Home Economics |
| |
| Curriculum--International Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| Curriculum--Mathematics |
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| Curriculum--Multicultural |
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| Curriculum--Physical Education |
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| Curriculum--Science |
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| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
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| Curriculum--Speech Education |
| |
| Data-Driven Improvement |
| |
| Demographics |
| |
| Demographics--Condition of Children/Adults |
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| Demographics--Enrollments |
| |
| Desegregation |
| |
| Economic/Workforce Development |
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| Education Research |
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| Equity |
| |
| Federal |
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| Finance |
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| Finance--Adequacy/Core Cost |
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| Finance--Aid to Private Schools |
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| Finance--Bonds |
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| Finance--District |
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| Finance--Does Money Matter? |
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| Finance--Equity |
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| Finance--Facilities |
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| Finance--Federal |
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| Finance--Funding Formulas |
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| Finance--Litigation |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
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| Finance--Performance Funding |
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| Finance--Private Giving |
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| Finance--Resource Efficiency |
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| Finance--State Budgets/Expenditures |
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| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
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| Finance--Taxes/Revenues--Alternative Revenues |
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| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
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| Governance--Ethics/Conflict of Interest |
| |
| Governance--Mandates |
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| Governance--Regional Entities |
| |
| Governance--School Boards |
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| Governance--School Boards--Training |
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| Governance--Site-Based Management |
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| Governance--State Boards/Chiefs/Agencies |
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| Health |
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| Health--Child Abuse |
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| Health--Mental Health |
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| Health--Nutrition |
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| Health--School Based Clinics or School Nurses |
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| Health--Suicide Prevention |
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| Health--Teen Pregnancy |
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| High School |
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| High School--Advanced Placement |
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| High School--College Readiness |
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| High School--Credit Recovery |
| |
 | High School--Dropout Rates/Graduation Rates |
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| CA | Signed into law 09/2012 | P-12 | From bill summary: Changes the definition of a dropout recovery high school to mean a school offering instruction in any of grades 9-12 in which 50% or more of pupils are either designated as dropouts or left a school and were not otherwise enrolled in a school for a period of at least 180 days and the school provides specified instruction. Requires a dropout recovery high school to submit to the state superintendent a certification that the high school meets the definition of a dropout recovery high school, and provide specified data in support of that designation. Clarifies definition of dropout recovery high school in provision prohibiting graduation rates for pupils in dropout recovery high schools from being included in the Academic Performance Index (API). http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1651-1700/ab_1668_bill_20120921_chaptered.pdf
Title: A.B. 1668
Source: www.leginfo.ca.gov
| |
| CA | Vetoed 09/2012 | P-12 | From bill summary: Prohibits California Longitudinal Pupil Achievement Data System (CALPADS) from including an individual pupil in dropout rate data more than one time, and prohibits the inclusion of a pupil more than once in the dropout rates indicated in the report on dropouts the state superintendent annually submits to the governor, legislature, and state board. Incorporates additional changes in Section 48070.6
of the Education Code, proposed by AB 2662 (http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_2651-2700/ab_2662_bill_20120911_enrolled.pdf), to be operative only if AB 2662 and this bill are both chaptered and become effective January 1, 2013, and this bill is chaptered last. Bill text: http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_1451-1500/sb_1497_bill_20120830_enrolled.pdf
Governor's veto message: http://gov.ca.gov/docs/SB_1497_Veto_Message.pdf
Title: S.B. 1497
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 09/2012 | P-12 | From bill summary: Authorizes the superintendent of public instruction to develop and implement a specified program of school quality review to complement the Academic Performance Index (API), if an appropriation for this purpose is made in the annual budget act. Requires the state superintendent to annually provide to local educational agencies and the public an explanation of the individual components of the API and their relative values, and prohibits an additional element from being incorporated into the API until at least one full school year after the state board's decision to include the element into the API. Requires the state superintendent to annually determine the accuracy of graduation rate data, and deletes the requirement that the state superintendent report annually to the legislature on graduation and dropout rates. Authorizes the state superintendent to incorporate into the API the rates at which pupils successfully promote from one grade to the next in middle school and high school and matriculate from middle school to high school, as well as pupil preparedness for postsecondary education and career. Deletes the requirement that the API be used to measure the progress of specified schools and to rank all public schools for the purpose of the High Achieving/Improving Schools Program.
Requires that results from certain standards-based achievement tests and the high school exit examination constitute no more than 60% of the value of the index for secondary schools, commencing with the baseline API calculation in 2016 (currently these test results constitute at least 60% of the value of the index). Requires the state superintendent, on or before October 1, 2013, to report to the legislature a method for increasing emphasis on pupil mastery of standards in science and social science through the system of public school accountability or by other means and an alternative method or methods, in place of decile rank, for determining eligibility, preferences, or priorities for any statutory program that uses decile rank as a determining factor.
Incorporates additional changes in Section 52052 of the Education Code, proposed by AB 1668 (http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1651-1700/ab_1668_bill_20120921_chaptered.pdf, chaptered 9/21/12), to be operative only if AB 1668 and this bill are both chaptered and become effective January 1, 2013, and this bill is chaptered last. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_1451-1500/sb_1458_bill_20120926_chaptered.pdf
Title: S.B. 1458
Source: www.leginfo.ca.gov
| |
| LA | Adopted 06/2012 | P-12 | Clarifies that graduation index provisions only apply to schools with 10 or more students in a cohort. Makes methodology for calculating the cohort graduation rate adjustment factor that was to go into effect in 2014 effective for 2013. Removes provision incrementally increasing the graduation rate goal beyond 65% in 2012 (provides that graduation rate goal is 65% in 2011 and 2012; does not set graduation rate goal beyond 2012). Pages 51-52 of 133: http://www.doa.louisiana.gov/osr/reg/1206/1206.pdf
Title: LAC 28:LXXXIII.601, 613, and 2403
Source: www.doa.louisiana.gov
| |
| OH | Adopted 02/2012 | P-12 | Approves the Ohio Department of Education's proposed changes to the state accountability system to incorporate four-year and five-year adjusted cohort graduation rates, a graduation rate goal and annual graduation rate targets (prior statute requires modifications to the state accountability system to be approved by a concurrent resolution of the general assembly prior to implementation). http://www.legislature.state.oh.us/ResolutionText129/129_SCR_11_AH_Y.pdf
Title: S.C.R. 11
Source: www.legislature.state.oh.us
| |
| NC | Signed into law 06/2011 | P-12 | Requires the State Board of Education (SBE) to implement a three-year Dropout Recovery Pilot Program in New Hanover County Schools and three other local school districts selected by the SBE. Provides that the purpose of the pilot program is to reengage students and increase the graduation rates in North Carolina through an educational program that provides flexible scheduling and a blended learning environment with individualized and self-paced learning options. Provides that under the pilot program, the educational services and programming must be provided by an education partner that is a nonprofit or for-profit entity approved by the SBE. Requires the pilot program to provide: (1) Facilities that are easily accessible to the students being served; (2) Flexible scheduling, including at least two different program schedules; (3) Differentiated instruction that shall include individualized, group, and online instructional components; and (4) The capacity for assessing, recording, and responding to the students' academic progress on a daily basis using assessments that are aligned with State and local standards and requirements. http://www.ncga.state.nc.us/Sessions/2011/Bills/House/HTML/H822v4.html
Title: H.B. 822
Source: http://www.ncga.state.nc.us
| |
| OH | Signed into law 06/2011 | P-12 | Requires a person who is at least 16 but under the age of 19 who is applying to the department to take the tests of general education development to submit with the application written approval from the superintendent of the school district in which the person was last enrolled, or the superintendent's designee (if the person was last enrolled in a community school or STEM school, the approval must be from the school principal or his/her designee). Provides the department may require the person to submit approval from the person's parent or guardian, or a court official, if the person is under 18. Specifies that for purposes of calculating graduation rates, the department must count any person for whom approval is obtained from the superintendent or principal as a dropout. Pages 144-145 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Permission to Take GED
Source: www.legislature.state.oh.us
| |
| SC | Signed into law 06/2011 | P-12
Postsec. | Extends the date by which the Education and Economic Development Act, now called Personal Pathways to Success, must be implemented fully (the primary goals of Personal Pathways to Success are to increase high school completion rates, better prepare students for work and college, increase parental involvement, and increase options for students at risk of dropping out of school). Provides that Personal Pathways to Success must be implemented fully by July 1, 2012 (was July 1, 2011). http://www.scstatehouse.gov/sess119_2011-2012/bills/3748.htm
Title: H.B. 3748
Source: http://www.scstatehouse.gov
| |
| FL | Signed into law 05/2011 | Postsec. | From Legislative Budget Committee Summary:
Coenrollment in Public Schools and Adult Education Programs
Prohibits funding for coenrollment in public schools and adult general education programs, except that for the 2011-2012 fiscal year students may enroll in core courses for credit recovery or dropout prevention for up to two courses. Provides that high school students are exempt from the payment of block tuition for general adult education programs.
Facilities
Expands the class size reduction lottery bond program to include other educational facilities. Suspends temporarily the state match for facilities and operating challenge grant programs for colleges and universities, effective July 1, 2011. Provides that existing eligible donations will remain eligible for future match and that the suspension may be removed once $200 million of the grant backlog has been matched. Allows a university board of trustees to expend carry-forward balances from prior year operational appropriations on legislatively approved fixed capital outlay projects authorized for the establishment of a new campus.
Finance
Streamlines library operations through consolidation and joint purchasing. Requires creation of a union catalog for higher education. Requires the Florida College System Council of Presidents to develop and recommend an equitable funding formula for the distribution of certain state funds to the college system institutions. Provides for the use of a funding formula to ensure equitable distribution of district workforce funds. Provides a $200,000 limit on the amount of state funds that may be paid for salaries of college and university presidents and administrative employees. Terminates the University Concurrency Trust Fund.
Finanical Aid/Scholarships
Increases the Florida Medallion Scholarship test scores in 2013-2014, from 1050 to 1170 for SAT, including the applicable home school test scores. Increases or establishes required community service hours for Bright Futures applicants. Requires applicants for Bright Futures, and certain other programs to submit the Free Application for Federal Student Aid prior to disbursement of funds. Prioritizes state student financial aid to the neediest (Pell eligible) students for the Florida Work Experience Program and the First Generation in College Program.
Northwest Regional Data Center
Designates the Northwest Regional Data Center as a primary data center.
Student Enrollment Pilot Program
Authorizes a spring and summer term student enrollment pilot program at the University of Florida for the purpose of aligning student enrollment and the availability of instructional facilities. Authorizes Bright Futures scholarships in the summer for these students.
Transient Student Admission
Authorizes the implementation of a transient student admission application process through the Florida Academic Counseling Tracking for Students system to include admissions, readmissions, financial aid, and transfer of credit functions. Authorizes a fee of $5 to support the system.
Tuition
Provides an exemption from the 30 percent need-based expenditure requirement from the tuition differential fee if the university has covered the entire tuition and fee costs of all resident students who are eligible for need-based aid. Authorizes alternative documentation for tuition fee waivers for Purple Heart veterans. Increases the tuition surcharge for excess hours to 100 percent in excess of 115 percent of the credit hours required for a degree. Requires a block tuition and corresponding out-of-state fee for students enrolled in adult general education courses. Removes fee exemptions for certain students and requires residency of students to be documented. http://laws.flrules.org/files/Ch_2011-063.pdf
Title: S.B. 2150
Source: http://laws.flrules.org
| |
| IN | Signed into law 05/2011 | P-12 | Creates the education issues study committee to study the causes of low graduation rates in Indiana high schools and to identify and highlight certain ways of improving graduation rates. Effective 07/01/2011
http://www.in.gov/legislative/bills/2011/SE/SE0085.1.html
Title: S.B. 85
Source: http://www.in.gov
| |
| MD | Signed into law 05/2011 | P-12 | Establishes the Task Force to Study High School Dropout Rates of Persons in the Criminal Justice System. Requires the task force to study high school dropout statistics of specified persons in the criminal justice system, obtain specified data, and make recommendations in a report to the Governor and the General Assembly on or before December 31, 2012. http://mlis.state.md.us/2011rs/chapters_noln/Ch_286_sb0755T.pdf
Title: S.B. 755
Source: http://mlis.state.md.us
| |
| OK | Signed into law 05/2011 | P-12 | Instructs the state board to adopt a four-year adjusted cohort graduation rate and extended-year adjusted cohort graduation rate to establish a uniform definition of high school graduation rate. Requires the state board to adopt percentage growth targets for high school graduation rates with the eventual goal being 100 percent. Districts must use the four-year adjusted cohort graduation rate for establishing these growth targets.Districts and schools meeting growth targets at the end of the initial two years or in the alternate years will be recognized as notable schools and school districts. Districts not meeting growth targets must submit high school graduation improvement plans to local boards of education and contingent upon the availability of funding participate in training provided by the State Department of Education for reducing dropout rates and improving graduation rates.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/SB/SB2%20ENR.DOC
Title: S.B. 2
Source: http://webserver1.lsb.state.ok.us
| |
| WA | Signed into law 05/2011 | P-12 | Creates the pay for actual student success program to invest in proven dropout prevention and intervention programs and to provide a financial award for high schools that demonstrate improvement in certain dropout prevention indicators. Gives certain responsibilities relating to the program to the office of the superintendent of public instruction. Creates the high school completion account. Provides that the act is null and void if appropriations are not approved. http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/Session%20Law%202011/1599-S2.SL.pdf
Title: H.B. 1599
Source: apps.leg.wa.gov
| |
| WV | Signed into law 05/2011 | P-12 | Local Solution Dropout Prevention and Recovery Innovation Zone Act:
Creates the Local Solution Dropout Prevention and Recovery Innovation Zone Act to: (1) Provide for the establishment of Local Solution Dropout Prevention and Recovery Innovation Zones to increase graduation rates and reduce the number of dropouts; (2) Provide schools and communities with opportunities for greater collaboration to plan and implement systemic approaches that include evidence-based solutions for increasing graduation rates and reducing the number of dropouts; (3) Provide a testing ground for innovative graduation programs, incentives and approaches to reducing the number of dropouts; (4) Provide information regarding the effects of specific innovations, collaborations and policies on graduation rates and dropout prevention and recovery; and (5) Document educational strategies that increase graduation rates, prevent dropouts and enhance student success. Provides the application process, contents, factors to be considered in evaluating the applications and standards for review for designating schools/school districts Local Solution Dropout Prevention and Recovery Innovation Zones.
Early Warning Indicator System:
Directs the state board to develop a statewide system in electronic format that will provide schools with easily identifiable early warning indicators of students at risk of not graduating from high school. Requires the system to be delivered through the uniform integrated regional computer information system (the West Virginia Education Information System) and to at a minimum incorporate data on the attendance, academic performance and disciplinary infractions of individual students. Directs the state board to require implementation of the system in Local Solution Dropout Prevention and Recovery Innovation Zones along with a plan of interventions to increase the number of students earning a high school diploma. Provides that the zones may be used as a pilot test of the system.
http://www.legis.state.wv.us/bill_status/bills_text.cfm?billdoc=SB228%20SUB1%20ENR.htm&yr=2011&sesstype=RS&i=228
Title: S.B. 228
Source: http://www.legis.state.wv.us
| |
| LA | Adopted 03/2011 | P-12 | Revisions to Bulletin 741 changes the percent of cohort graduation rate from 70 to 80%. Additionally, the policy requires districts to 'post the four-year cohort graduation rate for each high school in the system and for the system as a whole on its Internet website' and to 'send a written notice to the parent or other legal guardian of each high school student the four-year cohort dropout rate of the school in which the student is enrolled and the number of students in the school identified as failing pursuant to the accountability system.
Title: LAC 28:CXV.1118
Source: http://doa.louisiana.gov/osr/LAC/lac28.htm
| |
| AK | Adopted 01/2011 | P-12 | Revises various provisions regarding the other academic indicator, including graduation rate, for school, district and state accountability. Repeals provision allowing target to be met by "any" improvement with provisions requiring differential improvement on the 4-year or 5-year extended graduation rate. Previously, 55.58% served as the minimum graduation rate target for public accountability; new rulemaking increases the minimum graduation rate target to 85%. Amends provisions relating to graduation rate for schools serving fewer than 25 students. Creates definition for "five year extended graduation rate." Creates definition of "émigré" for purposes of school, district and state accountability.
Title: 4 AAC 06.825, 895, 899
Source: AS 14.03.123 AS 13.07.060 AS 14.50.080
| |
| PA | Veto overridden: legislature has overridden governor's veto 11/2010 | P-12 | Requires the state department to publish dropout and graduation rate data on its website by December 1st of each year and to provide the report to the legislative Education Committees. Minimum requirements include dropout and graduation rates for specific classifications, such as special education and low income students. School entities must report this data annually to the state department of education.
http://www.legis.state.pa.us/CFDOCS/Legis/PN/Public/btCheck.cfm?txtType=PDF&sessYr=2009&sessInd=0&billBody=H&billTyp=B&billNbr=0101&pn=4389
Title: H.B. 101
Source: http://www.legis.state.pa.us
| |
| CA | Vetoed 08/2010 | P-12 | Existing law provides that persistently lowest-achieving schools include a high school with a graduation rate below 60% in each of the last three years. New provision provides that, until data become available to enable the calculation of this graduation rate, the superintendent and the state board must use the closest possible approximation of that graduation rate, calculated for each of the previous three years,
using existing data.
Bill text: http://www.leginfo.ca.gov/cgi-bin/postquery?bill_number=ab_2083&sess=CUR&house=B&author=committee_on_education
Governor's veto message: http://users.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z2wr1j9ablt8ii
Title: A.B. 2083
Source: www.leginfo.ca.gov
| |
| NC | Signed into law 07/2010 | P-12 | Prior to the 2010-11 school year, directs the state board to:
(1) Develop a growth model establishing annual improvement goals in the four-year cohort graduation rate by local school administrative units.
(2) Establish as a short-term goal that local school administrative units meet the annual growth model goals for improvement in the four-year cohort graduation rate beginning with the graduating class of 2011 and continuing annually thereafter.
(3) Establish as statewide minimum goals four-year cohort graduation rates of 74% by 2014; 80% by 2016; and 90% by 2018.
(4) Establish as a long-term goal with benchmarks and recommendations to reach a statewide four-year cohort graduation rate of 100%.
Directs the state board to report annually to the Joint Legislative Education Oversight Committee beginning no later than November 15, 2010 on the aforementioned goals, benchmarks, and recommendations. Requires that the goals, benchmarks, and recommendations appropriately differentiate for students with disabilities and other student subgroups in each four-year cohort. Requires that the report include goals and benchmarks by local school administrative unit, the strategies and recommendations for achieving the goals and benchmarks, any evidence/data supporting the strategies and recommendations, and the identity of state board employees overseeing local school administrative units in achieving the goals and benchmarks. http://www.ncga.state.nc.us/Sessions/2009/Bills/Senate/PDF/S1246v4.pdf
Title: S.B. 1246 - Improving Four-Year Cohort Graduation Rate
Source: http://www.ncga.state.nc.us
| |
| CT | Signed into law 05/2010 | P-12 | Requires schools with a dropout rate of 8% or higher to establish an on-line credit recovery program to help students earn needed credits. Such program must allow those students who are identified by certified personnel as in danger of failing to graduate to complete on-line coursework approved by the local/regional board of education for credit toward meeting the high school graduation requirement. Each school in the school district must designate, from among existing staff, an online learning coordinator to administer and coordinate the program. http://www.cga.ct.gov/2010/ACT/PA/2010PA-00111-R00SB-00438-PA.htm
Title: S.B. 438 - Sec. 28
Source: http://www.cga.ct.gov
| |
| ME | Signed into law 04/2010 | P-12 | Establishes the state goal of achieving an average statewide secondary school graduation rate of 90% by the end of the 2015-2016 school year. The State Board of Education is required to provisionally adopt major substantive rules specifying the methodology to be used to calculate secondary school graduation rates through 2016 and to submit those rules for legislative review by January 14, 2011. Requires secondary schools that have not attained an 80% graduation rate by the end of the 2012-2013 school year to provide the Commissioner of Education with a copy of an action plan by December 31, 2013. The action plan may include the steps necessary to achieve a graduation rate of 90% by the end of the 2015-2016 school year. http://www.mainelegislature.org/legis/bills/bills_124th/chapters/PUBLIC626.asp
Title: S.B. 623
Source: http://www.mainelegislature.org
| |
| NM | Signed into law 03/2010 | P-12 | Requires the Public Education Department, school districts and charter schools to report cohort graduation data; relates to a cohort group of students who enter grade nine for the first time at the same time, plus those students who transfer into the group in later years and minus those students who leave the cohort for documented excusable reasons.
http://nmlegis.gov/Sessions/10%20Regular/final/HB0069.pdf
Title: H.B. 69
Source: http://nmlegis.gov/
| |
| TN | Signed into law 03/2010 | P-12 | From the fiscal note: Requires local education agencies (LEAs) to document student withdrawals and transfers to another school, system, or state through the best possible means and where possible, a permanent record detailing the transfer be kept. Prohibits the Department of Education from requiring LEAs to obtain formal written proof that a student who has moved to another state has enrolled in a school or program that will lead to a high school degree. Requires that students who pass the GED be counted as high school graduates for the purposes of calculating graduation rates; however, GED students shall not be counted for the purposes excluded by federal law. Chapter 735
http://www.capitol.tn.gov/Bills/106/Bill/HB3148.pdf
Title: H.B. 3148
Source: http://www.capitol.tn.gov
| |
| RI | Signed into law 11/2009 | P-12 | Requires adoption and implementation of a formula to calculate information about on-time graduation from students in public high schools in the state. (Public Law No. 2009-204) http://www.rilin.state.ri.us/PublicLaws/law09/law09204.htm
Title: S.B. 728
Source: http://www.rilin.state.ri.us
| |
| CA | Signed into law 10/2009 | P-12 | Includes 5- and 6-year graduation rates in the indicators reported to the department for purposes of calculating a school's Academic Performance Index (API). Specifies a formula to calculate these rates, and provides that schools receive partial credit in their API scores for graduating pupils in 5 and 6 years, except that schools would be granted full credit for graduating in 5 or 6 years a pupil with disabilities who graduates in accordance with his or her individualized education program. Starting page 19: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0501-0550/sb_509_bill_20091011_chaptered.pdf
Title: S.B. 509 - Five- and Six-Year Graduation Rates
Source: www.leginfo.ca.gov
| |
| TN | Signed into law 05/2009 | P-12 | Requires the department of education to explore with the Tennessee congressional delegation and the United States department of education modification of No Child Left Behind determination of who is a dropout for students who receive a GED and pass appropriate examinations established by the state board of education or have good scores on the ACT. - Amends TCA Title 49. http://wapp.capitol.tn.gov/apps/billinfo/BillSummaryArchive.aspx?BillNumber=SB2030&ga=106
Title: S.B. 2030
Source: http://wapp.capitol.tn.gov
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| MA | Signed into law 08/2008 | P-12 | Improves dropout prevention and reporting of graduation rates; requires providing public school districts with a standardized format for the accurate reporting of graduation and dropout data to facilitate the implementation of a longitudinal data collection system over specified periods; creates a graduation and dropout prevention and recovery commission to survey dropout prevention and recovery best practices and programs nationwide and to evaluate programs currently in use.
http://www.mass.gov/legis/bills/senate/185/st02/st02766.htm
Title: S.B. 2766
Source: http://www.mass.gov/
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| VA | Signed into law 03/2008 | P-12 | Requires a local school division to obtain written or electronic documentation, to the extent practicable, before making any status classification in an information management system.
http://leg1.state.va.us/cgi-bin/legp504.exe?081+ful+CHAP0422
Title: H.B. 259
Source: http://leg1.state.va.us
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| LA | Adopted 12/2007 | P-12 | Amends rules concerning Bulletin 111 - The Louisiana School, District, and State Accountability System. Sets the target graduation rate for schools at 65%. Separates the current School Improvement set of labels and remedies into two separate sets: (1) the "Academically Unacceptable Schools (AUS)" set, which is time-bound, and (2) the "Subgroup Component Failure (SCF)" set, which is in line with requirements of the No Child Left Behind Act. Accordingly, criteria for schools entering, moving within, and exiting these various levels of AUS and SCF are detailed, as are the related remedies.
Page 2593-2600: http://doa.louisiana.gov/osr/reg/0712/0712.doc#_Toc185922091
Title: LAC 28:LXXXIII.301, 517, 613, 707, 709, 903, 1301, 1601-1609, 1901,2101, 2301, 2401, 2501-2505, 2701- 2721, 3301-3303, 3503, 3507, 3701, and 3905.
Source: doa.louisiana.gov
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| TN | Signed into law 06/2007 | P-12 | Amends Section 49-1-211(a). Provides that the Commissioner of Education shall include in his annual report information pertaining to overall high school graduation rates organized by high schools and local school systems and high school graduation rates also organized by high school and local school system, presented by gender and subgroup, pursuant to applicable federal law. Requires such high school graduation information shall be placed on the annual state, system, and school level report cards posted on the internet.
http://www.legislature.state.tn.us/bills/currentga/Chapter/PC0358.pdf
Title: H.B. 1531
Source: http://www.legislature.state.tn.us
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| IN | Signed into law 05/2007 | P-12
Postsec. | Expands eligibility for the 21st Century Scholars program to grade 7 students, and beginning with the 2008-09 school year, to grade 6 students. Provides that an individual must be at least 18 or have withdrawn from school to receive a GED diploma. Modifies the formula for determining graduation rates, and adds an informational five-year and six-year graduation rate determination.
http://www.in.gov/legislative/bills/2007/HE/HE1647.1.html
Title: H.B. 1647
Source: http://www.in.gov
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| MS | Adopted 05/2007 | P-12 | Revises rules concerning the calculation of graduation, completion and dropout counts and rates in annual reports on grades 7 through 12.
http://board.mde.k12.ms.us/May_2007/May_18_2007_Friday.htm
Title: Board Policy
Source: Lexis-Nexis/StateNet
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| MS | Adopted 02/2007 | P-12 | Amends rules concerning the dropout prevention program. Implements a plan to increase the graduation rate to 85% by 2018-19, reduce the dropout rate by 50% by 2012-13, and reduce the statewide truancy rate by 50% by 2012-13.
http://www.mde.k12.ms.us/board_agenda/March_2007/March%2007%20agenda%20Fri.doc
Title: Uncodified
Source: http://www.mde.k12.ms.us
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| VA | Passed 02/2007 | P-12 | This joint resolution of the legislature requests the Board of Education to study high school dropout and graduation rates in the Commonwealth. In conducting its study, the Board of Education shall (i) evaluate the relevancy of the current process and procedures for defining, counting, and reporting school dropout statistics and consider the need for revisions in such process and procedures and compliance by school divisions; (ii) determine the number of students who dropped out of school before the seventh grade and the reasons therefor and the number of students who graduated annually, for school years 2003, 2004, 2005, and 2006; (iii) ascertain whether, by whom, and the manner in which students at risk of dropping out are counseled to remain in school; (iv) identify local school division initiatives and efforts to retain and retrieve students at risk of dropping out, particularly student populations with low high school graduation rates; and (v) recommend such policy, statutory, fiscal, or regulatory changes as the Board may deem necessary to increase the high school graduation rates, particularly among student populations with high dropout rates. The Board must submit its executive summary and report to the 2008 Session of the General Assembly. http://leg1.state.va.us/cgi-bin/legp504.exe?071+ful+SJ329ER
Title: S.J. 329
Source: http://legis.state.va.us/
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| CA | Signed into law 09/2006 | P-12 | Establishes the specific calculation for graduation rates to be included within the Academic Performance Index. Requires the Superintendent of Public Instruction to provide a report on the graduation and dropout rates in the state and to make the report available to the public. Prohibits graduation rates from dropout recovery high schools from being included in the API.
http://www.leginfo.ca.gov/pub/bill/asm/ab_2151-2200/ab_2167_bill_20060828_enrolled.pdf
Title: A.B. 2167
Source: California Legislature
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| LA | Adopted 08/2006 | P-12 | Designed to address the impact of natural disasters on schools/districts ability to meet the objectives of the accountability system. Creates one-year waiver from accountability for "severe impact" schools and districts, as defined in rule. Also establishes provisions for severe impact schools following a one-year disaster waiver; directs the department of education to provide specific entry and exit codes for students displaced by natural disaster; establishes assessment and graduation rate indices for displaced students in limited impact schools; and offers schools and districts impacted by a natural disaster a one year exclusion from the subgroup component in accountability. Pages 1-3 of 55: http://www.doa.louisiana.gov/osr/reg/0608/0608RUL.pdf
Title: LAC 28:LXXXIII.Chapter 45
Source: www.doa.louisiana.gov
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| IA | Signed into law 06/2006 | P-12 | Directs school districts and nonpublic accredited schools to report graduation rates using the definition of graduation rate specified by the National Governors Association (NGA). Also directs districts and accredited nonpublic schools to report the following:
(1) the number of students who drop out of school;
(2) the number of students pursuing a high school equivalency diploma; (3) the number of students who were enrolled in the district within the past five years and who received a high school equivalency diploma;
(4) the percentage of students who receive a high school diploma and who were not proficient in reading, mathematics, and science in grade eleven; and
(5) the number of students in the prior year who were enrolled as high school juniors who are within four units of meeting the district's graduation requirements.
Rewrites section 256.7 related to the recommended core high school curriculum. Requires each school district to annually report, beginning with the 2006-2007 school year, the percentage of students graduating from high school who complete the core curriculum. Also requires districts to report, in the comprehensive school improvement plan, how the district plans to increase the number of students completing the recommended core curriculum.
Establishes statewide graduation requirements, beginning with the Class of 2010-2011, of 4 years English, 3 years math, 3 years science and 3 years social studies. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=SF2272
Title: S.B. 2272 - Section 1-4
Source: coolice.legis.state.ia.us
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| IA | Signed into law 06/2006 | P-12
Community College | Requires board of directors of each community college to request that a student pursuing or receiving a high school equivalency diploma provide to the community college the student's school district of residence and the last year the student was enrolled in the school district of residence. Requires the community college to annually report the information to the school district of residence. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=SF2272
Title: S.B. 2272 - Section 8
Source: coolice.legis.state.ia.us
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| LA | Adopted 06/2006 | P-12 | Full text of language on pages 8-20 of 62: http://www.doa.louisiana.gov/osr/reg/0606/0606RUL.pdf
Changes define/outline/clarify the following:
--school performance score goals (page 8-10 of 62);
--calculating the SPS (School Performance Scores) component (pp 11-12 of 62);
--incentive points for a school in which a repeating 4th or 8th grade student scores at a higher achievement level on a LEAP test of math, English language arts, science or social studies than the previous spring (p of 62);
--calculating a K-8 assessment index (pp 12-13 of 62);
--calculating a 9-12 assessment index (p 13 of 62);
--the state assessments in which students in grades 3-11 will participate in annually (p 13 of 62);
--inclusion of schools (pp 13-14 of 62);
--pairing/sharing of schools with insufficient test data (p 14 of 62);
--growth targets (pp 14-15 of 62);
--defining, determining a cohort for, documenting and calculating a graduation index (pp 15-16 of 62);
--calculating a graduation rate (p 17 of 62);
--subgroup component indicators and failing the subgroup component (pp 16-17 of 62);
--safe harbor (pp 16-17 of 62);
--levels of academic assistance (p 17 of 62);
--levels of school improvement, entry into and exit from school improvement, school improvement requirements and state support at each level (pp 17-18 of 62);
--recovery school district (p 19 of 62);
--inclusion of alternative education students and option considerations (p 19 of 62);
--valid data considerations and NRT/CRT data (pp 19-20 of 62);
--attendance and dropout/exit data (p 20 of 62);
--and subgroup component adequate yearly progress (p 20 of 62).
Chapter 45, Disaster Consideration for School and District Accountability, is a proposed amendment designed to address the impacts of Hurricane Katrina and Rita and other disasters that may occur.
Title: LAC 28:LXXXIII.Chapters 3, 4, 5, 6, 7, 14, 15, 17, 21, 24, 35, 41,43, and 45
Source: www.doa.louisiana.gov
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| FL | Signed into law 05/2006 | P-12 | School districts and boards must provide information regarding performance of students and educational programs as required pursuant to ss. 1008.22 and 1008.385 and implement a system of school reports as required by statute and State Board of Education rule.This legislation requires school reports to add a school's grade, high school graduation rate calculated without GED tests, disaggregated by student ethnicity, category and performance data as specified in state board rule.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 11)
Source: Florida Legislature
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| MD | Signed into law 04/2006 | P-12 | Requires county boards of education to collect, maintain, and analyze certain graduation rates using certain formulas by certain dates; requires county boards to report certain information to the public and to the State Department of Education in a certain format; requires the Department to compile certain information, calculate certain graduation rates, and post certain graduation rates on its website.
http://mlis.state.md.us/2006rs/bills/hb/hb0071t.pdf
Title: H.B. 71; S.B. 59
Source: Maryland Legislature
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| IN | Signed into law 03/2006 | P-12 | Requires each school corporation (district) to conduct an informational count on May 1, 2007, May 1, 2008, and May 1, 2009 -- in the same manner and with the same standards as eligible pupils are counted to determine current ADM. The department must report the information obtained in the informational count to the:
(1) governor; (2) members of the education roundtable; and (3) executive director of the legislative services agency not later than thirty (30) days after the department receives the informational count reports for the year from all school corporations and transferee corporations. From the fiscal note: The bill specifies that the informational counts should include the following information:
1. A comparison between the number of eligible pupils on the informational count date and the number of eligible pupils in the current ADM.
2. Using a coding system developed by the Department of Education, the number (to the extent known by the school corporation or transferee corporation) of eligible pupils dropping out or otherwise withdrawing from the school corporation or transferee corporation after the date of the current ADM count, grouped by the reason or reasons for withdrawal from school.
3. Using a coding system developed by the Department: a. the number of suspensions and expulsions occurring after the date of the current ADM count, grouped by the reason or reasons for each suspension and expulsion; and b. the number and types of alternative educational placements that were provided or offered to suspended and expelled eligible pupils in each group.
4. The number of tuition transfer students accepted by a transferee corporation after the date of the current ADM count.
http://www.in.gov/legislative/bills/2006/PDF/SE/SE0173.1.pdf
Title: S.B. 173
Source: Lexis-Nexis/StateNet, www.in.gov/legislative/bills
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| MS | Signed into law 03/2006 | P-12 | Enacts the Education Reform Act of 2006. Section 6 creates the office of dropout prevention within the state department of education. Requires each district to implement a dropout prevention program by the 2008-09 school year. Section 13 establishes the Lifelong Learning Commission and defines membership. Duties include: (2) assessing the dropout crisis in the state and recommending action steps to address it; (2) creating a set of common definitions for graduation and dropout rates which can be used to compare the commission's progress relative to other states; (3) facilitating agreements that will make the state's high school experience more meaningful; (4) encouraging more rigor and relevance in the high school experience; (5) facilitating the transferability of education from secondary to postsecondary institutions; (6) raising awareness on the need for improving the state's high schools; (7) developing a series of best practices policy actions that state policymakers and legislators can implement to achieve system-wide high school reform; and (8) convening town hall meetings around the state where students, teachers, administrators and parents can discuss high school, the senior year and impediments to greater success.
http://billstatus.ls.state.ms.us/documents/2006/html/SB/2600-2699/SB2602SG.htm
Title: S.B. 2602
Source: http://billstatus.ls.state.ms.us
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| VA | Signed into law 03/2006 | P-12 | Directs the Board of Education to collect, analyze, and report high school graduation and drop out data using a formula prescribed by the Board. The measure contains a delayed enactment clause providing that the amendments to § 22.1-253.13:4 will take effect October 1, 2008. A second enactment clause, which will take effect on July 1, 2006, requires the Board of Education to report to the House Committee on Education and the Senate Committee on Education and Health by December 1, 2006, on the formula to be used for the uniform assessment of high school graduation rates. In developing the formula, the Board is also required to consider the 2005 Report of the National Governors Association Task Force on State High School Graduation Data.
http://leg1.state.va.us/cgi-bin/legp504.exe?061+ful+CHAP0584
Title: H.B. 19
Source: http://leg1.state.va.us
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| IL | Adopted 11/2005 | P-12 | Makes changes in the accountability system for public schools. Changes the requirement for adequate yearly progress and the indicators that will be considered; the targets for each aspect of performance; the subgroups of students, their participation in state level assessments, and the treatment of their scores; and the academic early warning and watch status and the requirements for school and district improvement plans and restructuring plans.
Section 1.10 Public School Accountability Framework
Section 1.20 Operational Requirements
Section 1.30 State Assessment
Section 1.40 Adequate Yearly Progress
Section 1.50 Calculation of Participation Rate
Section 1.60 Subgroups of Students; Inclusion of Relevant Scores
Section 1.70 Additional Indicators for Adequate Yearly Progress (high school dropout rates/graduation rates)
Section 1.75: Student Information System
Section 1.80: Academic Early Warning and Watch Status
Section 1.85: School and District Improvement Plans; Restructuring Plans
Section 1.90: Systems of Rewards and Recognition - The Illinois Honor Role
Section 1.95 Appeals Procedure
http://www.isbe.state.il.us/rules/archive/pdfs/oneark.pdf
AGENCY CONTACT: Sally Vogl, Agency Rules Coordinator, State Board of Education, 100 N First St (W-475), Springfield, IL 62777, 217-782-5270
Title: 23 IAC 1.10, thru .70, .75, .80,
.85, .90, .95,
Source: www.isbe.state.il.us
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| CA | Signed into law 10/2005 | P-12 | An act to add Section 33318.5 to the Education Code, relating to pupils. - High school attrition rates. This bill would require the department to compile an attrition rate, in addition to the dropout rate the department compiles pursuant to the federal No Child Left Behind Act of 2001, for high school pupils according to a specified formula.
Title: H.B. 1496
Source: StateNet
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| NC | Signed into law 08/2005 | P-12 | Directs the State Board of Education to identify research-based methods to reduce the dropout rate, especially in high-poverty schools with diverse student populations. As part of its study, the State Board shall review the research for best practices, effective policies, and model programs in areas such as (i) academic rigor in the curriculum, (ii) early identification of at-risk students, (iii) effective supplemental services for at risk students, (iv) school size, (v) school climate, and (vi) adolescent literacy programs, as they relate to a reduction in the dropout rate.
The State Board shall report its findings to the Joint Legislative Education Oversight Committee by January 2006.
Bill text: http://www.ncleg.net/Sessions/2005/Bills/Senate/PDF/S408v3.pdf
Preliminary report to the Joint Legislative Education Oversight Committee: http://www.ncpublicschools.org/sbe_meetings/0512/0512_HSP09.pdf
Title: S.B. 408
Source: StateNet
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| CO | Signed into law 06/2005 | P-12 | Standardizes the calculation of graduation rates and dropout rates that are required to be reported by school districts for accreditation. Standardizes and requires the reporting of continuing education rates and mobility rates by school districts for accreditation. Requires one accreditation indicator to be the percentage of students enrolled in an Advanced Placement, International Baccalaureate diploma program, or institution of higher education through a dual enrollment program. Requires districts to report achievement of accreditation indicators disaggregated for student year, race, low family income, students with disabilities, and English language learners. Requires districts and the state charter school institute to annually report the status of students who have not graduated in 4 years and remain enrolled in the district or an institute charter school. Permits the state board of education to audit accreditation data.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/DFD64504612C4BC587256F5800587C38?Open&file=091_enr.pdf
Title: S.B. 91
Source: www.leg.state.co.us
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| SC | Signed into law 05/2005 | P-12
Postsec.
Community College | Adds a new chapter (59) establishing the South Carolina Education and Economic Development Act. Provides for the development of a curriculum organized around a career cluster system that must provide students with both strong academics and real-world problem solving skills. During the 2005-06 school year, the department of education must develop a guidance and counseling model that provides standards and strategies for school districts to use and follow in developing and implementing a comprehensive guidance and counseling program for pre-kindergarten through 12th grade students in their districts. Before July 1, 2006, the department of education is required to develop state models and prototypes for individual graduation plans and the curriculum framework for career clusters of study. Beginning with the 2006-07 school year, counseling and career awareness programs on clusters of study must be provided to students in the sixth, seventh, and eighth grades, and they must receive career interest inventories and information to assist them in the career decision-making process. Before the end of the second semester of the eighth grade, eighth grade students in consultation with their parents, guardians, or individuals appointed by the parents or guardians to serve as their designee shall select a preferred cluster of study and develop an individual graduation plan. By the 2006-07 school year, middle schools and by 2007-08 high schools shall provide students with the services of a career specialist who has obtained a bachelor's degree and who has successfully completed the national Career Development Facilitator (CDF) certification training or certified guidance counselor having completed the Career Development Facilitator certification training.Provides for the traits that must be incorporated into school board policies addressing character education. Expands the report card to include dropout data. Establishes and sets membership for the Education and Economic Development Coordinating Council. Sets the functions as:
(1) advise the Department of Education on the implementation of this chapter;
(2) review accountability and performance measures for implementation of this chapter;
(3) designate and oversee the coordination and establishment of the regional centers;
(4) report annually by December first to the Governor, the General Assembly, the state board and other appropriate governing boards on the progress, results, and compliance with the provisions of this chapter and its ability to provide a better prepared workforce and student success in postsecondary education;
(5) make recommendations to the department of education for the development and implementation of a communication and marketing plan to promote statewide awareness of the provisions of this chapter; and
(6) provide input to the state board of education and others as appropriate.
http://www.scstatehouse.net/sess116_2005-2006/prever/3155_20050519.htm
Title: H.B. 3155
Source: http://www.scstatehouse.net
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| WA | Rule Adoption 05/2005 | P-12 | Amends rules to require school districts and schools to set high school graduation rate improvement goals and to align these goals with requirements of the federal No Child Left Behind Act. WASHINGTON REG 24131 (SN)
Title: WAC 3-20-390
Source: StateNet
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| AR | Signed into law 04/2005 | P-12 | Modifies procedures for conducting the school enrollment census. Requires school census to reflect students transferring into or out of the school from October 1 to September 30th of the following school year, rather than from October 1 to the end of the same school year. Clarifies that the number of students transferring out is to be determined only by the number of official transcripts requested by other schools. Makes other technical changes to school enrollment census procedures.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/sb1044.pdf
Title: S.B. 1044 (section 18)
Source: www.arkleg.state.ar.us
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| CO | Signed into law 04/2005 | P-12 | Requires districts to provide written notification to parents of a high school dropout who is not subject to compulsory education laws. States that the notice should have the goal of attempting to return the student to school and of conveying ot the student's parent the long-term ramifications to the student of dropping out of school.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/3482A575C7AF359787256F81006BF303?Open&file=164_enr.pdf
Title: S.B. 164
Source: www.leg.state.co.us
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| TX | Signed into law 06/1999 | P-12 | Makes former Section 39.071 new Section 39.051, and repeals portions of existing 39.051, "Academic Excellence Indicators." Provides that in determining a district's accreditation status, the commissioner must evaluate performance on the student achievement indicators described by revised Section 39.053(c). Adds that a school district's accreditation status may be raised or lowered based on the district's performance or may be lowered based on the performance of one or more campuses in the district that is below the standard the commissioner establishes. Adds that the commissioner must notify a campus performing below a standard set in statute, in the same manner that districts with accredited-warned or accredited-probation accreditation status are already notified.
Former Section 39.053 was "Performance Report." Section 39.053 is now "Performance Indicators: Student Achievement." New Section 39.053 directs the commissioner to adopt a set of indicators of the quality of learning and student achievement, and to review those indicators on a biennial basis for potential revision (this was formerly the state board's duty). Eliminates provision requiring student achievement indicators to be based on information disaggregated by gender. Requires indicators of student achievement adopted according to these provisions to include the results of assessments required for graduation retaken by a student. Requires indicators related to assessment results to be aggregated across grade levels by subject area, including the percentage of students who performed satisfactorily on state assessments, and for students who did not perform satisfactorily, the percentage of students who met the standard for annual improvement; and for the college readiness performance standard, the percentage of students who performed satisfactorily on the assessment instruments, and for students who did not perform satisfactorily, the percentage of students who met the standard for annual improvement on the assessment instruments.
Directs the commissioner to determine by rule the period within which a student must retake an assessment for that assessment to be considered in the district's performance rating determination. Deletes numerous former performance indicators by which schools were evaluated. Deletes references to rankings in former accreditation system ("exemplary," "recognized" and "unacceptable" performance for each academic excellence indicator). Directs the commissioner to periodically raise the state standards for the college readiness performance standard for accreditation as necessary to reach the goals of achieving, by the 2019-20 school year, student performance, disaggregated by race, ethnicity and socioeconomic status, that ranks nationally in the top 10 states in terms of college readiness, and student performance, including the percentage of students graduating under the recommended or advanced high school program, with no significant achievement gaps by race, ethnicity and socioeconomic status.
Provides that in computing dropout and completion rates for purposes of accreditation and performance evaluation, the commissioner must exclude students who are ordered by a court to attend a high school equivalency certificate program but who have not yet earned a high school equivalency certificate; students who were previously reported to the state as dropouts; students in attendance who are not in membership for purposes of average daily attendance; students whose initial enrollment in a U.S. school in grades 7-12 was as unschooled refugees or asylees; students who are in the district exclusively as a function of having been detained at a county detention facility but are otherwise not students of the district in which the facility is located; and students who are incarcerated in state jails and federal penitentiaries as adults and as persons certified to stand trial as adults.
Former Section 39.054 was assigned to "Uses of Performance Report." New Section 39.054 is "Methods and Standards for Evaluating Performance." Directs the commissioner to adopt rules to evaluate district and campus performance, and by August 8 each year, assign each district and campus a performance rating reflecting acceptable or unacceptable performance. Provides that if a district or campus received a performance rating of unacceptable performance for the preceding school year, the commissioner the district must be notified of a subsequent such designation on or before June 15. In evaluating performance, requires the commissioner to evaluate against state standards and consider the performance of each campus in a school district and each charter school based on the campus's or school's performance on the
student achievement indicators adopted under Section 39.053(c).
Adds that consideration of the effectiveness of district programs for special populations and of career and technology programs must be based on data collected through the Public Education Information Management System (PEIMS) and on state assessment results, and may be based on the results of a special accreditation investigation. Provides that in evaluating district and campus performance on the student achievement indicators, acceptable performance must be defined as as meeting the state standard determined by the commissioner under 39.053(e) for the current school year using either student performance in the current school year, or student performance as averaged over the current school year and preceding two school years. Authorizes the commissioner to assign an acceptable performance rating if a campus or district performs satisfactorily on 85% of the measures the commissioner determines appropriate with respect to the student achievement indicators and performs satisfactorily by the same measure for two consecutive school years. Provides the commissioner may grant such an exception only if the performance of the district or campus is within a certain percentage, as determined by the commissioner, of the minimum performance standard established by the commissioner for the measure of evaluation, and authorizes the commissioner to establish other performance criteria for a district or campus to obtain an exception. Provides the commissioner may grant the 85% exception only in special circumstances, including campus or district performance on the same measure for student groups that are substantially similar in composition to all students on the same campus or district.
Eliminates Section 39.0721, "Gold Performance Rating System," a rating system based on enhanced performance. Deletes most provisions of former 39.073, "Determining Accreditation Status."
Adds section 39.055, which clarifies that for purposes of determining district and school performance, a student ordered by a juvenile court into a residential program or facility operated by or under contract with the Texas Youth Commission, the Texas Juvenile Probation Commission, a juvenile board or any other governmental entity is not considered to be a student of the school district in which the program or facility is physically located. Also provides that such a student's performance on a state assessment or other student achievement indicator is to be considered separately from the performance of students attending schools in the district in which the program or facility is located.
Authorizes commissioner, based on the results of a special accreditation investigation, to change the accreditation status of a district, change the accountability rating of a district or campus, or withdraw a distinction designation. Pages 67-86 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 59 - Part I
Source: www.legis.state.tx.us
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| High School--Dual/Concurrent Enrollment |
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| High School--Early Colleges/Middle Colleges |
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| High School--Exit Exams |
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| High School--GED (General Education Development) |
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| High School--Graduation Requirements |
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| High School--International Baccalaureate |
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| Instructional Approaches |
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| Instructional Approaches--Constructivism |
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| Instructional Approaches--Grading Practices |
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| Instructional Approaches--Homeschooling |
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| Instructional Approaches--Homework/Study Skills |
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| Instructional Approaches--Official English |
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| Instructional Approaches--Problem Based Learning |
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| Instructional Approaches--Single-Sex Education |
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| Instructional Approaches--Time/Time on Task |
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| Instructional Approaches--Tracking/Ability Grouping |
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| Integrated Services/Full-Service Schools |
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| International Benchmarking |
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| Leadership |
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| Leadership--District Superintendent |
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| Leadership--District Superintendent--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership |
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| Leadership--Principal/School Leadership--Certification and Licensure |
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| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
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| Leadership--Principal/School Leadership--Induction Programs and Mentoring |
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| Leadership--Principal/School Leadership--Preparation |
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| Leadership--Principal/School Leadership--Preparation--Alternative |
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| Leadership--Principal/School Leadership--Professional Development |
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| Leadership--Principal/School Leadership--Recruitment and Retention |
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| Leadership--Principal/School Leadership--Tenure |
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| Middle School |
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| Minority/Diversity Issues |
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| Minority/Diversity Issues--African American |
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| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
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| Minority/Diversity Issues--Hispanic |
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| No Child Left Behind |
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| No Child Left Behind--Adequate Yearly Progress |
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| No Child Left Behind--Assessment |
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| No Child Left Behind--Choice/Transfer |
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| No Child Left Behind--Consequences for Schools |
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| No Child Left Behind--Finance |
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| No Child Left Behind--Parent Involvement |
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| No Child Left Behind--Reauthorization Issues/Waivers |
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| No Child Left Behind--Report Cards |
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| No Child Left Behind--School Support |
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| No Child Left Behind--Special Populations |
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| No Child Left Behind--Supplemental Services |
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| Online Learning--Digital/Blended Learning |
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| Online Learning--Virtual Schools/Courses |
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| P-16 or P-20 |
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| P-3 |
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| P-3 Brain Development |
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| P-3 Child Care |
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| P-3 Content Standards and Assessment |
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| P-3 Data Systems |
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| P-3 Early Intervention (0-3) |
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| P-3 Ensuring Quality |
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| P-3 Evaluation/Economic Benefits |
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| P-3 Family Involvement |
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| P-3 Finance |
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| P-3 Governance |
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| P-3 Grades 1-3 |
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| P-3 Health and Mental Health |
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| P-3 Kindergarten |
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| P-3 Kindergarten--Full-Day Kindergarten |
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| P-3 Kindergarten--Full Day Kindergarten |
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| P-3 Preschool |
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| P-3 Public/Private Partnerships |
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| P-3 Special Ed./Inclusion |
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| P-3 Teaching Quality/Professional Development |
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| Parent/Family |
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| Parent/Family--Parent Rights |
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| Parent/Family--Research |
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| Partnerships--University/School |
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| Postsecondary |
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| Postsecondary Accountability |
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| Postsecondary Accountability--Accreditation |
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| Postsecondary Accountability--Diploma Mills |
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| Postsecondary Accountability--Licensing/Program Review and Approval |
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| Postsecondary Accountability--Student Learning |
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| Postsecondary Affordability |
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| Postsecondary Affordability--Financial Aid |
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| Postsecondary Affordability--Textbooks |
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| Postsecondary Affordability--Tuition/Fees |
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| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
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| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
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| Postsecondary Faculty |
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| Postsecondary Faculty--Compensation |
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| Postsecondary Faculty--Intellectual Property |
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| Postsecondary Faculty--Teaching Assistants |
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| Postsecondary Faculty--Tenure |
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| Postsecondary Finance |
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| Postsecondary Finance--Efficiency/Performance-Based Funding |
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| Postsecondary Finance--Facilities |
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| Postsecondary Finance--Revenue and Expenditures |
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| Postsecondary Governance and Structures |
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| Postsecondary Governance and Structures--Administrative/Leadership Issues |
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| Postsecondary Governance and Structures--State Executives/State Agencies |
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| Postsecondary Institutions |
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| Postsecondary Institutions--Community/Technical Colleges |
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| Postsecondary Institutions--For-Profit/Proprietary |
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| Postsecondary Institutions--Four-Year Baccalaureate |
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| Postsecondary Institutions--HBCUs/Minority-Serving Institutions |
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| Postsecondary Institutions--Private/Independent |
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| Postsecondary Online Instruction |
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| Postsecondary Participation |
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| Postsecondary Participation--Access |
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| Postsecondary Participation--Admissions Requirements |
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| Postsecondary Participation--Affirmative Action |
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| Postsecondary Participation--Enrollments (Statistics) |
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| Postsecondary Participation--Outreach |
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| Postsecondary Students |
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| Postsecondary Students--Adults |
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| Postsecondary Students--Disabled |
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| Postsecondary Students--Foster Youth |
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| Postsecondary Students--Graduate/Professional |
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| Postsecondary Students--International |
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| Postsecondary Students--Low-Income |
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| Postsecondary Students--Military |
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| Postsecondary Students--Minority |
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| Postsecondary Success |
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| Postsecondary Success--Completion |
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| Postsecondary Success--Completion--Completion Rates (Statistics) |
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| Postsecondary Success--Developmental/Remediation |
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| Postsecondary Success--Retention/Persistence |
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| Postsecondary Success--Transfer/Articulation |
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| Private Schools |
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| Privatization |
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| Privatization--Education Management Agencies (EMOs) |
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| Proficiency-Based Approaches |
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| Promising Practices |
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| Promotion/Retention |
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| Public Attitudes |
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| Public Involvement |
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| Purposes of Public Education |
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| Reading/Literacy |
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| Reading/Literacy--Adult Literacy |
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| Religion |
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| Religion--Prayer/Meditation |
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| Religion--Scientific Creationism (Evolution) |
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| Rural |
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| Scheduling/School Calendar |
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| Scheduling/School Calendar--Day/Class Length |
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| Scheduling/School Calendar--Extended Day Programs |
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| Scheduling/School Calendar--Summer School |
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| Scheduling/School Calendar--Week |
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| Scheduling/School Calendar--Year |
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| Scheduling/School Calendar--Year Round |
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| School Climate/Culture |
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| School Safety |
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| School Safety--Bullying Prevention/Conflict Resolution |
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| School Safety--Code of Conduct |
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| School Safety--Corporal Punishment |
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| School Safety--Disaster/Emergency Preparedness |
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| School Safety--Expulsion/Suspension |
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| School Safety--No Child Left Behind--Safe Schools |
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| School Safety--Sexual Harassment and Assault |
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| School Safety--Special Education |
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| School Safety--Uniforms/Dress Codes |
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| School/District Structure/Operations |
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| School/District Structure/Operations--District Consolidation/Deconsolidation |
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| School/District Structure/Operations--District Size |
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| School/District Structure/Operations--Facilities |
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| School/District Structure/Operations--Food Service |
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| School/District Structure/Operations--Libraries |
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| School/District Structure/Operations--Org. (K-3/K-8 etc.) |
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| School/District Structure/Operations--Personnel (Non-Teaching) |
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| School/District Structure/Operations--School Size |
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| School/District Structure/Operations--Shared Services |
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| School/District Structure/Operations--Staffing Ratios |
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| School/District Structure/Operations--Transportation |
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| Service-Learning |
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| Special Education |
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| Special Education--Federal Law/Regulations |
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| Special Education--Finance |
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| Special Education--Inclusion (Mainstreaming) |
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| Special Education--Placement |
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| Special Education--Transition |
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| Special Populations--Corrections Education |
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| Special Populations--Foster Care |
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| Special Populations--Gifted and Talented |
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| Special Populations--Homeless Education |
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| Special Populations--Immigrant Education |
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| Special Populations--Migrant Education |
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| Special Populations--Military |
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| Standards |
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| Standards--Common Core State Standards |
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| Standards--Implementation |
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| State Comparisons/Statistics |
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| State Longitudinal Data Systems |
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| State Policymaking |
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| State Policymaking--Ballot Questions |
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| State Policymaking--Constitutional Clauses |
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| State Policymaking--Politics |
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| State Policymaking--Task Forces/Commissions |
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| STEM |
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| Student Achievement |
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| Student Achievement--Closing the Achievement Gap |
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| Student Achievement--State Trends |
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| Student Supports |
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| Student Supports--Counseling/Guidance |
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| Student Supports--Mentoring/Tutoring |
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| Student Supports--Remediation |
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| Student Surveys |
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| Students |
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| Students--Athletics/Extracurricular Activities |
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| Students--Employment |
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| Students--Incentives |
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| Students--K-12 Exchange Students |
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| Students--Mobility |
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| Students--Records/Rights |
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| Teaching Quality |
| |
| Teaching Quality--Certification and Licensure |
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| Teaching Quality--Certification and Licensure--Alternative |
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| Teaching Quality--Certification and Licensure--Assignment |
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| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
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| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
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| Teaching Quality--Certification and Licensure--Special Education |
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| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
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| Teaching Quality--Certification and Licensure--Substitute Teachers |
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| Teaching Quality--Compensation and Diversified Pay |
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| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
| |
| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
| |
| Teaching Quality--Evaluation and Effectiveness |
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| Teaching Quality--Induction Programs and Mentoring |
| |
| Teaching Quality--Paraprofessionals |
| |
| Teaching Quality--Preparation |
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| Teaching Quality--Professional Development |
| |
| Teaching Quality--Recruitment and Retention |
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| Teaching Quality--Recruitment and Retention--At-Risk Schools |
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| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
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| Teaching Quality--Reduction in Force |
| |
| Teaching Quality--Teacher Attitudes |
| |
| Teaching Quality--Teacher Contracts (Not Tenure) |
| |
| Teaching Quality--Teacher Rights |
| |
| Teaching Quality--Tenure or Continuing Contract |
| |
| Teaching Quality--Unions/Collective Bargaining |
| |
| Teaching Quality--Unions/Collective Bargaining--Strikes |
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| Teaching Quality--Working Conditions |
| |
| Technology |
| |
| Technology--Computer Skills |
| |
| Technology--Devices/Software/Hardware |
| |
| Technology--Equitable Access |
| |
| Technology--Funding Issues |
| |
| Technology--Internet Safety |
| |
| Technology--Research/Evaluation |
| |
| Technology--Teacher/Faculty Training |
| |
| Textbooks and Open Source |
| |
| Urban |
| |
| Urban--Change/Improvements |
| |
| Urban--Governance |
| |
| Whole-School Reform Models |
| |
| Whole Child |
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