 |
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 |
| |
| Accountability--Sanctions/Interventions--No Pass No Drive |
| |
| Accountability--Sanctions/Interventions--No Pass No Play |
| |
| Accountability--Sanctions/Interventions--Takeovers |
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| Accountability--School Improvement |
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| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--College Entrance Exams |
| |
| Assessment--Computer Based |
| |
| 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 |
| |
| 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 |
| |
| 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 |
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| 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 |
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| Choice of Schools--Vouchers |
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| Choice of Schools--Vouchers--Privately Funded |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Civic Knowledge and Literacy |
| |
| Civic Education--Curriculum/Standards |
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| Civic Education--Pledge of Allegiance |
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| Class Size |
| |
| Curriculum |
| |
| Curriculum--Alignment |
| |
| Curriculum--Arts Education |
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| Curriculum--Censorship |
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| Curriculum--Core Curriculum |
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| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
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| Curriculum--Excusal |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
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| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Geography Education |
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| Curriculum--Health/Nutrition Education |
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| Curriculum--Home Economics |
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| Curriculum--International Education |
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| Curriculum--Language Arts |
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| Curriculum--Language Arts--Writing/Spelling |
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| 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 |
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| 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 |
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| Federal |
| |
| 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 |
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| Finance--Local Foundations/Funds |
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| 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 |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--Mandates |
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| Governance--Regional Entities |
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| Governance--School Boards |
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| Governance--School Boards--Training |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
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| Health |
| |
| Health--Child Abuse |
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| Health--Mental Health |
| |
| 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 |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
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| High School--Credit Recovery |
| |
| High School--Dropout Rates/Graduation Rates |
| |
| High School--Dual/Concurrent Enrollment |
| |
 | High School--Early Colleges/Middle Colleges |
| |
| CA | Signed into law 07/2012 | P-12 | From bill summary: States findings and declarations regarding the pupils for whom an early college high school is designed and the key elements of an early college high school. Exempts an early college high school and a middle college high school from the 240-minute minimum schoolday. Instead provides that a day of attendance for an early college high school pupil or middle college high school pupil is 180 minutes if the pupil is a special part-time student enrolled in a community college under specified provisions, or the pupil is in grades 11 and 12 and is also enrolled part time in classes of the California State University or the University of California. Provides that a day of attendance for an early college high school pupil or middle college high school pupil who is neither a special part-time student enrolled in a community college nor enrolled part time in classes of the California State University or the University of California is 240 minutes. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_1301-1350/sb_1316_bill_20120709_chaptered.pdf
Title: S.B. 1316
Source: www.leginfo.ca.gov
| |
| ME | Issued 07/2011 | P-12
Postsec. | Establishes the Governor's Task Force on Expanding Early Post-Secondary Access for High School Students. Provides that the purpose of the task force is to develop recommendations for short-term and long-term solutions to expand access to early post-secondary opportunities for Maine's high school students. Requires the task force to identify existing barriers to access and provide recommendations for removing those barriers and for expanding access to early post-secondary opportunities, including necessary implementing legislation.
http://www.maine.gov/tools/whatsnew/attach.php?id=277671&an=1
Title: Executive Order 19 FY 11/12
Source: http://www.maine.gov
| |
| CA | Signed into law 06/2011 | P-12
Postsec. | From bill summary: Existing law requires the governing board of a community college district to assign a low enrollment priority to middle college high school students, to ensure that these students do not displace regularly admitted students. This bill provides that the low enrollment priority provisions do not apply to a student attending a middle college high school, if the student is seeking to enroll in a community
college course that is required for the student's middle college high school program. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0201-0250/ab_230_bill_20110701_chaptered.pdf
Title: A.B. 230
Source: www.leginfo.ca.gov
| |
| MI | Signed into law 06/2011 | P-12 | From Legislative Staff Summary: Eliminates middle college grants and funding that provides districts additional funds for educating students of limited English-speaking ability. Eliminates language protecting Intermediate School District operational funding from falling below certain levels paid in 1994-95. Revises the fall pupil membership count day from the last Wednesday in September to the first Wednesday in October. Requires districts to post the health care bid required under state law to their web sites. Provides a one-time incentive grant to districts that satisfy four out of five criteria before July 1, 2012: (1) Charging employees at least 10% of health care services costs; (2) Serving as the policyholder for health care service plans; (3) Continuing to implement consolidation plans to reduce school operating costs; (4) Obtaining competitive bids on non-instructional services; and (5) Providing to parents and community members a dashboard or report card demonstrating the district's efforts to manage its finances responsibly. http://www.legislature.mi.gov/documents/2011-2012/publicact/htm/2011-PA-0062.htm
Title: H.B. 4325 - K-12 Provisions
Source: http://www.legislature.mi.gov
| |
| NC | Veto overridden: legislature has overridden governor's veto 06/2011 | P-12
Postsec. | Directs the state board of education and North Carolina Community College System to establish the Career and College Promise program to offer opportunities for high school students to dually enroll in community college courses that provide pathways (CTE pathway, college transfer pathway, cooperative innovative high schools program) leading to a certificate, diploma, or degree and providing entry-level jobs skills. Requires that credits earned through Promise allow students to complete a postsecondary credential in less time than would normally be required. Directs all existing dual enrollment programs (i.e., Huskins, Concurrent Enrollment, Cooperative and Innovative High Schools, Learn and Earn, and Learn and Earn Online) to be consolidated and replaced by Career and College Promise. Permits University of North Carolina (UNC) System institutions, subject to approval by the UNC Board of Governors, to offer as a Career and College pathway a cooperative innovative high schools program; requires that the pathway align with the K-12 curriculum and career and college ready standards adopted by the state board. Requires the North Carolina Community College System and department of public instruction to jointly develop and implement a program accountability plan to evaluate short- and long-term outcomes for Career and College Promise. Identifies minimum outcomes to be measured. Directs community colleges to generate budget FTE for instruction provided through the Promise. Establishes reporting requirement regarding the number and cost of high school FTE served as a result of the Career and College Promise program. Repeals § 115D-1.1 (permitting enrollment of a student under 16 in a community college) and § 115D-1.2 (providing for the Learn and Earn Online program).
Repeals language (1) prohibiting generation of community college budget FTE if a community college contracts with a local school administrative unit for a high school teacher to teach a college course, and (2) permitting local community college administrative boards and local school boards to establish cooperative programs permitting high school students to complete college courses for credit. Replaces with language permitting community colleges to offer (in collaboration with local school administrative units), cooperative innovative high school programs, academic transition pathways leading to a career technical education certificate or diploma, and college transfer certificates requiring completion of 30 semester credit hours transfer courses, including English and math, for high school juniors and seniors.
Pages 37-38 of 342: http://www.ncleg.net/Sessions/2011/Bills/House/PDF/H200v9.pdf
Title: H.B. 200 - Career and College Promise
Source: www.ncleg.net
| |
| NC | Veto overridden: legislature has overridden governor's veto 06/2011 | P-12 | Establishes new criteria for a school to be defined a cooperative innovative high school, and requires a cooperative innovative high school approved by the state board prior to July 2011 to meet new requirements by July 2014; provides any program that fails to meet the requirements by that date is no longer authorized as a cooperative innovative high school. Extends purpose of cooperative innovative high school programs to permit programs to target first-generation college students. Requires that all cooperative innovative high school programs (1) Enable students to concurrently obtain a high school diploma and begin or complete an associate degree program, certificate or vocational program, or earn up to 2 years of college credit within 5 years, and (2) provide outreach to potential participating students to promote academic preparation for and awareness of programs. Specifies that no additional state funds may be offered to an approved cooperative innovative high school unless appropriated by the general assembly.
Removes (1) several previously-required program components, (2) specifications for programs targeted at students at risk of dropping out, (3) specifications for programs offering accelerated learning, (4) provision specifiying program locations (i.e., school within a school, etc.), (5) provisions related to five-year career academy operating as a cooperative innovative high school.
Pages 39-41 of 342: http://www.ncleg.net/Sessions/2011/Bills/House/PDF/H200v9.pdf
Title: H.B. 200 - Cooperative Innovative High School Programs
Source: www.ncleg.net
| |
| OH | Signed into law 06/2011 | P-12 | Permits any early college high school operated by a big eight school district (as defined in statute http://codes.ohio.gov/orc/3314.02) in partnership with a private university to operate as a new start-up community school beginning in the 2007-2008 school year, if all of specified conditions are met. Pages 2-3 of 264: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part4.pdf
Title: H.B. 153 - Early College Start-Up Community School
Source: www.legislature.state.oh.us
| |
| MS | Signed into law 04/2011 | Postsec. | Directs the state superintendent of public education, the commissioner of higher education and the executive director of the state board for community and junior colleges to develop a comprehensive report and recommendations on the implementation and operations of early college high schools. Requires that the report be submitted to the 2012 legislature with recommendations on the establishment of an early college high school pilot program. http://billstatus.ls.state.ms.us/documents/2011/pdf/HB/1100-1199/HB1163SG.pdf
Title: H.B. 1163
Source: http://billstatus.ls.state.ms.us/
| |
| GA | Adopted 07/2010 | P-12 | Rule 160-4-8-.12, "Alternative Education Programs" has been repealed and a new rule adopted. Defines "alternative/non-traditional education program" as a program operating in affiliation with a school; a program does not report full-time equivalent (FTE) or receive an Adequate Yearly Progress (AYP) designation. Achievement data for students enrolled in the program are reported back to the school where the student is reported for FTE. Provides a program may be housed within a school, on the same site or at a different location. Provides that programs may include Attendance Recovery, Credit Recovery, Disciplinary Program, Early College, Evening School, and Open Campus.
Clarifies that an "Alternative/Non-traditional Education School" has an official school code and serves as the home school for students enrolled. The school receives an AYP designation; reports FTE counts for all enrolled students; and earns Quality Basic Education (QBE) formula funds directly. Defines "Community-based Alternative Education/Non-traditional Program" as a type of alternative education/non-traditional program where students are engaged in educationally relevant and meaningful learning experiences in the school and larger community. The academic curriculum is integrated into work-based learning and structured work experiences using partnerships among business, industry, government, community and school, including Performance Learning Centers. Defines "sparsity grant" as a grant provided to each LEA that is unable to offer its students or a portion of its students educational programs and services comparable to those which are typically being offered to students in the state; the inability to offer students comparable programs and services is attributable, at least in part, to the fact that the LEA has full-time equivalent counts less than base size specified in state law.
Requires each LEA to provide an alternative/non-traditional education program/school for students in grades 6-12 with appropriate due process, who have been suspended from his/her regular classroom. Permits LEAs to provide an alternative/non-traditional education program/school to serve a student who is eligible to remain in his/her regular classroom but is more likely to succeed in a non-traditional educational setting. Authorizes an LEA to provide an alternative/non-traditional education program/school jointly with one or more LEAs. Authorizes an LEA to contract with educational management organizations to provide a non-traditional/alternative education program/school. Sets requirements/parameters for such contracts. Permits an LEA to use sparsity grant funds for all alternative/non-traditional education program(s)/school(s), but specifies that funds must be used exclusively for salaries and benefits for certified positions and assistants/paraprofessionals working in the program/school. Requires that all alternative/non-traditional education programs/schools only provide curriculum aligned to Georgia Performance Standards (GPS); permits curriculum to be delivered through computer-assisted instruction and online courses. Requires that programs/schools participate in state testing program, provide counseling services, operate in full compliance with federal and state laws and state board rules governing special education students and students with special needs, provide teachers that meet the requirements of the Georgia Professional Standards Commission in all classes, adhere to maximum class size provisions, and allocate to all Alternative/Non-traditional Education Programs/Schools the same expenditure per segment(s) based on what the student earns at his or her Full Time Equivalent reporting school, including federal and state funds allocated to the LEA for the student.
For students in grades 9-12, permits LEAs to (1) award course credit based on demonstrated competency on course examination(s) for course work completed while enrolled in the program/school in lieu of the 150/135 clock hours of instruction and (2) determine the length of the school day in lieu of the school day length set in state board rule.
Establishes reporting requirements for alternative/non-traditional education programs/schools. Requires each LEA to maintain and annually report to the state department of education on each alternative/non-traditional education program/school. Requires each program/school school improvement plan to demonstrate how the alternative/non-traditional education program/school modified SBOE rules, including methods to measure competency as well as what is defined as a full school day. Requires LEAs to seek parental and public input before submitting a program/school's improvement plan to the department of education. http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-8-.12.pdf
Title: 160-4-8-.12
Source: www.doe.k12.ga.us
| |
| NC | Signed into law 07/2010 | P-12 | Provides that cooperative innovative high schools have the same exemptions from statutes and rules as charter schools, other than those pertaining to personnel. http://www.ncga.state.nc.us/Sessions/2009/Bills/Senate/PDF/S1201v3.pdf
Title: S.B. 1201
Source: http://www.ncga.state.nc.us
| |
| TX | Adopted 11/2009 | P-12 | Clarifies the distinctions between early college high schools and middle colleges. Clarifies student eligibility. Clarifies that for early college high schools the exemption from dual credit restrictions is dependent upon designation by the Texas Education Agency.
Note: The Texas Register states that the higher education coordinating board's assistant commissioner, P-16 Initiatives, has "determined that for each year of the first five years the sections are in effect, the public benefit anticipated as a result of administering these sections will be a greater assurance of quality of the programs and services offered by these entities and a greater coordination between the Texas Education Agency and the Texas Higher Education Coordinating Board, resulting in more seamless application procedures for participating entities.
Adopted as published in the August 7, 2009 issue of the Texas Register (pages 12-13 of 100): http://www.sos.state.tx.us/texreg/pdf/backview/0807/0807prop.pdf
Title: 19 TAC 1.4.G.4.151, .153, .155, .161
Source: www.sos.state.tx.us
| |
| OH | Signed into law 07/2009 | P-12 | Provides that any early college high school operated by a big eight school district in partnership with a private university may operate as a new start-up community school (charter school) beginning in the 2007-08 school year if all of the following conditions are met:
(1) The governing authority and school sponsor enter into a contract in accordance with Section 3314.03 and both parties sign the contract by July 2007.
(2) The school's governing authority enters into a contract with the private university under which the university will be the school's operator.
(3) The school provides the same educational program the school provided while part of the big eight school district.
Pages 2833-2834 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 265.50.90
Source: www.legislature.state.oh.us
| |
| TX | Signed into law 06/2009 | P-12
Postsec. | Authorizes a school district and an institution of higher education located wholly or partially in the county in which the district is located to contract for the district to pay a portion of the costs of designing or building an instructional facility or stadium or other athletic facilities owned by or under the control of the institution of higher education. Provides for such a partnership only if both parties enter into a written agreement authorizing the district to use the facility.
Authorizes one or more districts to enter into an agreement with an institution of higher education for the district(s) to pay a portion of the costs of the design, improvement or construction of an instructional facility owned by or under the control of the institution of higher education. Provides for such a partnership only if both parties enter into a written agreement authorizing the district to use that facility, including authorizing the enrollment of district students in courses offered
at that facility. Pages 72-73 of 108: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Section 74
Source: www.legis.state.tx.us
| |
| TX | Vetoed 06/2009 | Postsec. | From Bill Analysis (http://www.legis.state.tx.us/tlodocs/81R/analysis/pdf/SB01343F.pdf):
Students in a four-year institution are required to have 120 credit hours in order to receive their degree. Currently, there is a "30-hour rule" that allows students to take up to 30 extra hours before graduating without being penalized with out-of-state tuition rates. This rule exempts students who have previously earned a baccalaureate degree, allowing them to complete a second degree with possibly more than 150 hours on their transcript. The rule does not, however, exempt students who have previously earned an associate degree, about 66 hours of transferrable coursework.
In Texas, there are 29 Early College high schools and many programs around the state that allow high school students to graduate with an associate degree along with their high school diploma. When these students transfer to a four-year institution, their 66 associate degree hours transfer either toward their baccalaureate degree or as elective hours, depending on the university. Normally, about half of the hours are counted as elective hours, putting students over the 30-extra hours they are allowed to take before being penalized with higher tuition rates by the time they reach junior or senior status.
The purpose of this bill is to add students with associate degrees to the list of exemptions in order for them to be able to continue to four-year institutions without worrying about higher tuition rates toward the end of their college careers.
S.B. 1343 relates to the formula funding for public institutions of higher education for certain credit hours that do not count toward a degree.
Bill text: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB01343F.pdf
Governor's veto message: http://www.lrl.state.tx.us/scanned/vetoes/81/sb1343.pdf#navpanes=0
Title: S.B. 1343
Source: www.legis.state.tx.us
| |
| CO | Signed into law 05/2009 | P-12
Postsec.
Community College | Repeals the high school fast track program, the Postsecondary Enrollment Options Act, and the Fast College Fast Jobs Act. Allows school districts to partner with institutions of higher education to offer college courses to qualified high school students. Requires school districts to notify middle school, junior high school, and high school students and their parents or legal guardians of the opportunity for qualified students' concurrent enrollment in courses offered by institutions.
http://www.leg.state.co.us/clics/clics2009a/csl.nsf/fsbillcont3/1E0CD0AF8CFD8C268725753C006E97B4?open&file=1319_enr.pdf
Title: H.B. 1319
Source: http://www.leg.state.co.us
| |
| TN | Signed into law 06/2007 | Postsec.
Community College | Authorizes public postsecondary institutions and local education agencies to jointly establish cooperative innovative programs in high schools and public postsecondary institutions, including, but not limited to universities, community colleges and technology centers, that will expand students' opportunities for educational success through high quality instructional programming; provides that these programs shall target at risk students or students who would benefit from accelerated academic instruction.
http://www.legislature.state.tn.us/bills/currentga/Chapter/PC0459.pdf
Title: H.B. 99
Source: http://www.legislature.state.tn.us
| |
| CO | Signed into law 04/2007 | P-12
Community College | Concerns simultaneous enrollment in secondary and postsecondary institutions.Creates the Fast College Fast Jobs pilot program to allow students enrolled in target high schools to simultaneously complete a high school diploma and an associate's degree or career and technical education certificate in five years, beginning in the ninth grade.
http://www.leg.state.co.us/Clics/Clics2007A/csl.nsf/fsbillcont3/C7315D527C63422287257251007C0374?Open&file=148_enr.pdf
Title: S.B. 148
Source: Colorado Legislature
| |
| LA | Signed into law 06/2006 | P-12
Community College | Requires and provides incentives for high schools and postsecondary institutions to maximize the shared use of facilities, technology, faculty, and other resources to provide articulated and reciprocal technical training to high school students and recent high school dropouts age 16-21.
Defines "shared student" as any secondary student who is at least 16 and is enrolled as a regular education student in a public high school and enrolled in a technical training program at a community or technical college. Defines "technical training" as training based on national standards of performance and for which articulated postsecondary technical college credit and Carnegie unit credit toward high school graduation are reciprocally provided for successful completion of units of training regardless of whether the training occurred in a community or technical college or high school.
Requires state board of education and the board of supervisors of community and technical colleges to establish by January 1, 2007 a basis for schools to award postsecondary technical college credit and high school credit for units taken in either a technical college or high school. Requires the agreement to include:
(1) A description of students most likely to benefit from the dual enrollment program, and to make encouraging such students' participation in the program a main focus of partnership agreements between local boards and community/technical colleges.
(2) List of courses that can be most effectively offered on a dual enrollment basis, taking into account courses have been effectively offered on a dual enrollment basis across the state, the availability of courses, access to courses, preparation necessary for such courses, and other information relevant to making workable, desirable, and effective options available to potential dropouts.
(3) An evaluation of the high school and postsecondary resources and facilities available and applicable to dual enrollment partnerships. Requires such evaluation to include information regarding the best practice for high schools and postsecondary institutions to most effectively share such facilities and resources.
(4) An evaluation of the financial resources available to support the costs of dual enrollment partnerships, including funding sources that are public and private, K-12 and postsecondary, and state, federal, and local.
(5) Recommendations about a financing scheme that is adequate to provide high quality programming for students and meet the needs of participating high schools and postsecondary institutions.
Requires the final basis to be sent to all local boards and each public high school not under the jurisdiction of a local board, and to all community and technical colleges. Requires every community and technical college to notify every public high school in its service area of the institution's technical training programs, and to meet with appropriate local board representatives and representatives of local high schools not under the jurisdiction of a local board to establish articulation agreements aimed at enrolling at least 10% of the potential dropouts identified by the local board. Requires every local board and every high school not under the jurisdiction of a local board whose mission includes technical training to meet with their local community and technical colleges to implement technical training programs for shared students, with the goal of enrolling at least 10% of the potential dropouts identified by the local board.
Directs the state board, during the 2007-2008 school year, to select at least two such partnerships to undertake sharing at least 10% of the potential dropouts identified by the local board in the high schools under its jurisdiction and providing for the dual enrollment of such students. Directs the state board and the board of supervisors to provide assistance and support to the piloting partnerships. Directs the participating schools and institutions to report the effect of the implementation on students, the difficulties of such partnership, and all other relevant information to the board of supervisors and the state board. Authorizes the state board, based on information gathered during the pilot year, to extend the pilot and increase the number of partnerships for a second school year, or scale dual enrollment partnerships up to include any number of partnerships that appear viable and supportable.
Provides that by the beginning of the 2010-2011 school year or as soon as funding is available, any eligible student age 16-21 must have the opportunity to be simultaneously enrolled in high school and in a technical training program at a community or technical college, in addition to any other option available to such student to gain such training. Specifies that to be eligible to participate in such a program, a student must have an up-to-date career option program plan, be enrolled in a public high school and not suspended or expelled, and if a minor, have written parental permission.
Requires local boards to establish systems to share postsecondary students with community or technical colleges in order to provide access for such students to the facilities, resources, and faculty of any technical training program existing at any such school or to provide any academic classwork to such students in a manner that does not jeopardize the safe and appropriate operation of a high school. Directs the state board to estabish rules and guidelines, including on (1) incorporating programs for alternative and recognized completer programs to high school graduation such as GED diploma completion, into a range of programming available to shared students and (2) local board/community or technical college agreements permitting community or technical college students to enroll in a
program or class offered on the high school campus.. Directs the board of supervisors to adopt rules, including on providing assistance to local boards and leadership in the development of the minimum standards of technical and skill programs in order for such programs to meet the standard necessary to be included in an industry certification program.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=405975
Title: S.B. 749
Source: www.legis.state.la.us
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| LA | Signed into law 05/2006 | P-12
Postsec.
Community College | Requires the Board of Supervisors of Community and Technical Colleges to work with Board of Elementary and Secondary Education (BESE) to improve linkages and career and technical education pathways between high schools and community and technical colleges. Requires collaboration to include:
(a) Aligning existing career and technical education programs to more industry-driven programs.
(b) Expanding career and technical education programs and related opportunities for high school students.
(c) Creating articulated courses and programs between high schools and community and technical colleges.
Title: H.B. 1023
Source: Lexis-Nexis/StateNet
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| TX | Adopted 08/2005 | P-12
Postsec. | New rules concerning Early College High Schools (ECHS). Provides appropriate oversight by the Board of ECHS by requiring notification of intent to develop an ECHS entity, assessment of students, appropriate faculty selection, supervision, and evaluation, oversight of curricula, transcripting of credit, program evaluation, funding, and removal of dual credit restrictions. http://www.thecb.state.tx.us/Rules/Tac3.cfm?Chapter_ID=4&Subchapter=G&Print=1
Title: 19 TAC 1.4.G.4.151 thru .161
Source: http://www.thecb.state.tx.us/Rules
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| NC | Signed into law 07/2005 | P-12
Community College | Provides that tuition will be waived for all courses taken by high school students at community colleges colleges, including students in early college and middle college high school programs. http://www.ncga.state.nc.us/Sessions/2005/Bills/Senate/HTML/S566v3.html
Title: S.B. 566
Source: http://www.ncga.state.nc.us
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| TX | Signed into law 06/2005 | P-12 | Expands the early college education program to allow participants in grades 9 and 10 to participate in an early college education program and to provide at-risk and other students accelerated high school graduation and college credit. From analysis: The 78th Texas Legislature created a Middle College Education Pilot Program, which was designed to test the effectiveness of a combined high school/college program in Texas as part of the Texas High School Project. Based on the success of this program and other similar programs around the country, S.B. 1146 permanently establishes this type of program in Texas. The Early College Education Program will allow at-risk students from grades 9 through 12 to simultaneously complete high school, and either an associate's degree or 60 hours of college credit. The program will provide students with the services they need to overcome educational obstacles and succeed after graduation. The program will also use the lessons learned through the pilot program to improve the articulation agreements between school districts and institutions of higher education, and to involve the P-16 Council throughout the project.
http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=79&SESS=R&CHAMBER=S&BILLTYPE=B&BILLSUFFIX=01146&VERSION=5&TYPE=B
Title: S.B. 1146
Source: http://www.capitol.state.tx.us
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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 |
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| 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 |
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| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
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| Teaching Quality--Evaluation and Effectiveness |
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| Teaching Quality--Induction Programs and Mentoring |
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| Teaching Quality--Paraprofessionals |
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| Teaching Quality--Preparation |
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| Teaching Quality--Professional Development |
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| Teaching Quality--Recruitment and Retention |
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| Teaching Quality--Recruitment and Retention--At-Risk Schools |
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| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
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| Teaching Quality--Reduction in Force |
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| Teaching Quality--Teacher Attitudes |
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| Teaching Quality--Teacher Contracts (Not Tenure) |
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| Teaching Quality--Teacher Rights |
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| Teaching Quality--Tenure or Continuing Contract |
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| Teaching Quality--Unions/Collective Bargaining |
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| Teaching Quality--Unions/Collective Bargaining--Strikes |
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| Teaching Quality--Working Conditions |
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| Technology |
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| Technology--Computer Skills |
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| Technology--Devices/Software/Hardware |
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| Technology--Equitable Access |
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| Technology--Funding Issues |
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| Technology--Internet Safety |
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| Technology--Research/Evaluation |
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| Technology--Teacher/Faculty Training |
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| Textbooks and Open Source |
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| Urban |
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| Urban--Change/Improvements |
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| Urban--Governance |
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| Whole-School Reform Models |
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| Whole Child |
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