 |
State |
Status/Date |
Level |
Summary |
|
 | 21st Century Skills |
| |
| Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
| |
| Accountability--Rewards |
| |
| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--Learnfare |
| |
| Accountability--Sanctions/Interventions--No Pass No Drive |
| |
| Accountability--Sanctions/Interventions--No Pass No Play |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
| |
| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--College Entrance Exams |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--High Stakes/Competency |
| |
| Assessment--Legal Issues |
| |
| Assessment--NAEP (NAEP Results and NAEP Organization) |
| |
| Assessment--Performance Based/Portfolio |
| |
| Assessment--Value Added |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Compulsory |
| |
| Attendance--Statutory Ages (Upper and Lower) |
| |
| Attendance--Truancy |
| |
| 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 |
| |
| 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 |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Civic Knowledge and Literacy |
| |
| Civic Education--Curriculum/Standards |
| |
| Civic Education--Pledge of Allegiance |
| |
| 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 |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--Home Economics |
| |
| Curriculum--International Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Multicultural |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Curriculum--Speech Education |
| |
| Data-Driven Improvement |
| |
| Demographics |
| |
| Demographics--Condition of Children/Adults |
| |
| Demographics--Enrollments |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Education Research |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Aid to Private Schools |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Does Money Matter? |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Litigation |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| Finance--Performance Funding |
| |
| Finance--Private Giving |
| |
| Finance--Resource Efficiency |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--Mandates |
| |
| Governance--Regional Entities |
| |
| Governance--School Boards |
| |
| Governance--School Boards--Training |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--Mental Health |
| |
| Health--Nutrition |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| Health--Teen Pregnancy |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
| |
| High School--Credit Recovery |
| |
| High School--Dropout Rates/Graduation Rates |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Early Colleges/Middle Colleges |
| |
| High School--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches |
| |
| Instructional Approaches--Constructivism |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
| |
| Instructional Approaches--Homework/Study Skills |
| |
| Instructional Approaches--Official English |
| |
| Instructional Approaches--Problem Based Learning |
| |
| Instructional Approaches--Single-Sex Education |
| |
| Instructional Approaches--Time/Time on Task |
| |
| Instructional Approaches--Tracking/Ability Grouping |
| |
| Integrated Services/Full-Service Schools |
| |
| International Benchmarking |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--District Superintendent--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership |
| |
| Leadership--Principal/School Leadership--Certification and Licensure |
| |
| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
| |
| Leadership--Principal/School Leadership--Induction Programs and Mentoring |
| |
| Leadership--Principal/School Leadership--Preparation |
| |
| Leadership--Principal/School Leadership--Preparation--Alternative |
| |
| Leadership--Principal/School Leadership--Professional Development |
| |
| Leadership--Principal/School Leadership--Recruitment and Retention |
| |
| Leadership--Principal/School Leadership--Tenure |
| |
| Middle School |
| |
 | Minority/Diversity Issues |
| |
| VA | Signed into law 04/2012 | P-12 | Requires the Board of Education to annually publish disciplinary offense and outcome data by race, ethnicity, gender, and disability for each public school in the Commonwealth on its website.
http://lis.virginia.gov/cgi-bin/legp604.exe?121+ful+HB367ER+pdf
Title: H.B. 367
Source: http://lis.virginia.gov/
| |
| NM | Adopted 02/2012 | P-12 | Requests the creation of a working group to develop a comprehensive strategic education plan to eliminate the achievement gap and increase the graduation rates of
Hispanic, Native American and African American students.
http://www.nmlegis.gov/Sessions/12%20Regular/memorials/house/HM067.pdf
Title: H.M. 67
Source: http://www.nmlegis.gov
| |
| CA | Signed into law 07/2011 | P-12 | From bill summary: Updates references to certain categories of persons and requires instruction in social sciences to include a study of the role and contributions of lesbian, gay, bisexual, and transgender Americans, persons with disabilities, and members of other cultural groups, to the development of California and the U.S..
Amends provision prohibiting instruction or school sponsored activities that promote a discriminatory bias because of certain characteristics (i.e., race, gender), so that such provisions refer to race or ethnicity, gender, religion, disability, nationality, and sexual orientation, or other characteristic listed. Amends provision prohibiting a district governing board from adopting instructional materials that contain any matter
reflecting adversely upon persons because of specified characteristics, to refer to race or ethnicity, gender, religion, disability, nationality, sexual orientation, and occupation, or other characteristic listed as specified. Amends provision requiring adopted instructional materials to accurately portray the role and contributions of culturally and racially diverse groups, to include Pacific Islanders, lesbian, gay, bisexual,
and transgender Americans, and persons with disabilities. Clarifies legislative intent to require that alternative and charter schools take notice of these provisions in light of existing provisions that prohibit discrimination in any aspect of their operation. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0001-0050/sb_48_bill_20110714_chaptered.pdf
Title: S.B. 48
Source: www.leginfo.ca.gov
| |
| CT | Signed into law 07/2011 | P-12 | State Education Resource Center - Clarifies the status of the State Education Resource Center as a nonstock corporation and nonprofit tax exempt organization within the Department of Education.
Health Assessment - Allows certain medical professionals from military bases who are not licensed by the state to conduct health assessments in schools.
Data Collection Requirements - Eliminates the requirement that regional educational service centers collect and analyze data on school efforts to reduce racial, ethnic and economic isolation. Eliminates the requirement that superintendents submit data on the reduction of racial, ethnic and economic isolation in the district to the regional educational service center and instead submit such data directly to the Commissioner of Education.
International Teachers - Requires that a teacher maintain a valid J-1 Visa issued by the United States Department of State as a condition of renewal of an international teacher permit.
Magnet Schools - Requires all interdistrict magnet schools to file annual financial audits with the education commissioner.
Charter Schools - Extends, from 75 to 90 days after it receives the application, the deadline for the State Board of Education to review and vote to approve or disapprove an application to establish a state charter school. Adds, as the most important factor in determining which newly approved charter schools are funded, the quality of the school's proposed program as measured against criteria required by the statutory charter school application process. http://www.cga.ct.gov/2011/ACT/Pa/pdf/2011PA-00179-R00SB-01039-PA.pdf
Title: S.B. 1039
Source: http://www.cga.ct.gov
| |
| TX | Became law without governor's signature 05/2011 | P-12 | Establishes the Interagency Council for Addressing Disproportionality to: (1) Examine the level of disproportionate involvement of children who are racial/ethnic minorities at each stage in the juvenile justice, child welfare and mental health systems; (2) Examine issues relating to the disproportionate delivery of various educational services to children who are racial/ethnic minorities in the education system; (3) make recommendations to reduce the involvement of children who are racial/ethnic minorities in the juvenile justice, child welfare and mental health systems and improve the children's success in the education system; and (4) Assist the Health and Human Services Commission in eliminating health and health access disparities in Texas among racial, multicultural, disadvantaged, ethnic and regional populations. Establishes the composition of the council and requires the council to meet at least quarterly. Sets forth the duties of the council, including reviewing current best practice standards addressing the disproportionate use of children's services by children who are members of a racial or ethnic minority group. Directs the council by December 2012 to prepare a report with the council's findings and recommendations for addressing the disproportionate representation of children who are racial/ethnic minorities in the use of children's services and the council's recommendation as to whether to continue the council. Provides these provisions expire December 1, 2013. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/SB00501F.pdf#navpanes=0
Title: S.B. 501
Source: www.capitol.state.tx.us
| |
| NM | Signed into law 03/2010 | P-12
Postsec.
Community College | Enacts the Hispanic Education Act; creates the Hispanic Education Office of the Public Education Department; provides for powers and duties; creates an advisory council. Provides for the study, development and implementation of educational systems that affect the educational success of Hispanic students to close the achievement gap, increase graduation rates, and increase college participation and completion; encourages and foster parental involvement; provides mechanisms for all stakeholders to work together to improve educational opportunities for Hispanic students.
http://nmlegis.gov/Sessions/10%20Regular/final/HB0150.pdf
Title: H.B. 150; S.B. 132
Source: http://nmlegis.gov/
| |
| UT | Signed into law 03/2010 | P-12 | Adds Section 53A-17a-105.5. Defines "qualifying program" as (1) the at-risk flow through program; (2) the homeless and disadvantaged minority students program [both created in 53A-17a-121]; (3) the gifted and talented program; (4) the advanced placement program; (5) the concurrent enrollment program. Allows a district or charter school that receives a state allocation of less than $10,000 for a qualifying program to either (1) combine the funds with certain other program funds and use the combined funds in accordance with the program requirements for any of the qualifying programs that are combined; or (2) transfer the funds to a qualifying program for which the district or charter school received an allocation of funds that is greater than or equal to $10,000; and use the combined funds in accordance with the program requirements for the qualifying program to which the funds are transferred. Pages 5-6 of 6: http://le.utah.gov/~2010/bills/hbillenr/hb0149.pdf
Title: H.B. 149 - Section 3
Source: le.utah.gov
| |
| CA | Vetoed 10/2009 | P-12 | Enacts the State School Racial Equality Designation Act. Expresses legislative findings and declarations relating to the collection of data on the race or ethnicity of persons who identify themselves as members of more than one race. Requires any agency, board or commission that directly, or by contract, collects demographic data on the race or ethnicity of pupils in any elementary or secondary school to provide instructions for reporting racial information that specify that multiracial pupils may select 2 or more racial categories.
Bill: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1251-1300/ab_1281_bill_20090908_enrolled.pdf
Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1251-1300/ab_1281_vt_20091012.html
Title: A.B. 1281
Source: Lexis-Nexis/StateNet
| |
| NY | Vetoed 08/2009 | P-12
Postsec. | Enacts the Minority Mental Health Act. Establishes the Division of Minority Mental Health within the Office of Mental Health. Provides the division is responsible for assuring that mental health programs and services are culturally and linguistically appropriate to meet the needs of racial and ethnic minorities. Directs the division to assist professional schools and state agencies to develop comprehensive programs to improve the supply of minority mental health personnel by promoting minority mental health clinical training and curriculum improvement, and disseminating minority mental health career information to high school and college students. Establishes the Minority Mental Health Council. Establishes duties of the council. http://assembly.state.ny.us/leg/?bn=A05055&sh=t
Title: A.B. 5055
Source: assembly.state.ny.us
| |
| IN | Signed into law 05/2009 | P-12 | Creates the board for the coordination of programs serving vulnerable individuals to coordinate the delivery of services to vulnerable individuals in need of services; requires the Superintendent of the Department of Education or designee to serve on the board. Board is to meet every two months and provide quarterly reports to the governor and the general assembly. Public Law 173 http://www.in.gov/legislative/bills/2009/PDF/HE/HE1289.1.pdf
Title: H.B. 1289 - Section 1
Source: http://www.state.in.us/legislative
| |
| AR | Signed into law 04/2009 | Postsec.
Community College | Repeals the faculty/administrator development fellows program that assists state institutions of higher education in increasing the academic qualifications of minority faculty, administrative, and other employees and alumni.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act1219.pdf
Title: S.B. 857
Source: http://www.arkleg.state.ar.us/
| |
| OR | Adopted 06/2008 | P-12 | Prohibits discrimination based on sexual orientation and color in schools, programs, services and activities. OREGON 29387
Title: OAR 581-021-0045, -0046, -024-0205, -0245, -045-001, -049-0020
Source: Lexis-Nexis/StateNet
| |
| MN | Signed into law 05/2008 | P-12 | Provides for the establishment of a teachers of diverse backgrounds financial aid pilot program, to be implemented by Winona State University in partnership with the Rochester school
district and St. Cloud State University in partnership with the Robbinsdale school district, to increase the diversity of teachers in school districts with a significant concentration of minority students and attain the state's interest in enhancing the academic achievement of diverse student populations. Defines student eligibility requirements and grant amounts.
https://www.revisor.leg.state.mn.us/bin/getbill.php?number=HF1812&session=ls85&version=list&session_number=0&session_year=2007
Title: H.B. 1812
Source: https://www.revisor.leg.state.mn.us
| |
| MN | Signed into law 05/2007 | P-12 | Authorizes a school district to apply to the commissioner for a waiver from the requirement to maintain racial balance within a district school if the racial imbalance in that school results from: (1) The enrollment of protected multiracial students and the proportion of enrolled multiracial students reflects the proportion of multiracial students who reside in the school attendance area or who are enrolled in the grade levels served by the district; or (2) The enrollment of limited English proficiency students in a transition program that includes an intensive English component. The commissioner must grant the waiver if the district in which the school is located offers the multiracial students or the limited English proficiency students, as appropriate, the
option of enrolling in another school with the requisite racial balance, and the students' parents choose not to pursue that option..
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H2245.2.html&session=ls85
Title: H.F. 2245 [Multiracial Diversity]
Source: http://www.revisor.leg.state.mn.us/
| |
| VA | Signed into law 02/2007 | P-12 | Amends the Virginia Teaching Scholarship Loan Program to increase the number of teacher candidates pursuing careers in critical teacher shortage areas as defined by the Board of Education; expands eligibility to teacher candidates, including graduate students and paraprofessionals, enrolled full-time or part-time in approved teacher education programs; increases diversity of persons pursuing careers in teaching, including male teacher candidates enrolled in elementary or middle school education programs and minority teacher candidates enrolled in any teaching endorsement area; eliminates the Diversity in Teaching Initiative, as it has not been funded. http://leg1.state.va.us/cgi-bin/legp504.exe?071+ful+HB1913ER
Title: H.B. 1913
Source: Lexis-Nexis/StateNet
| |
| ME | Issued 01/2007 | P-12
Postsec.
Community College | Creates the Multicultural Affairs Sub-Cabinet to promote interdepartmental collaboration on multicultural policy development and program implementation. Provides that the commissioner of the state department of education, the president of the Maine Community College System and the chancellor of the University of Maine system (or designee) must serve on the council.
Creates the Multicultural Affairs Advisory Council to advise the sub-cabinet of service delivery issues and multicultural needs and to recommend strategies and policies for improving the delivery of services to the state's multicultural population. Requires the council to include representation from school districts with significant multicultural populations. Directs the council to assist the sub-cabinet with duties related to data assessment, planning and policy development, program integrity, public awareness, interdepartmental service delivery, and the development and function of subcommittees.
http://www.maine.gov/tools/whatsnew/index.php?topic=Gov_Executive_Orders&id=29854&v=Article
Title: EXECUTIVE ORDER NO. 25 FY 06/07
Source: www.maine.gov
| |
| UT | Adopted 05/2006 | P-12 | Changes made to definitions, proposal criteria, budget, state board funding priorities, proposal applications and timelines. http://www.rules.utah.gov/publicat/code/r277/r277-717.htm#T8
Title: R277-717
Source: Lexis-Nexis/StateNet
| |
| IL | Adopted 02/2006 | Postsec. | Establishes the Diversifying Higher Education Faculty in Illinois Program (DFI), which combines two former programs, the Illinois Consortium for Educational Opportunity Program (ICEOP) and the Illinois Minority Graduate Incentive Program (IMGIP). The purpose of the program is to encourage minority students to enroll and complete academic programs at the post-baccalaureate level and to enhance the diversity of faculty and professional staff at Illinois higher education institutions
and agencies.
Requires eligible candidates to meet the following criteria:
--Ilinois resident
--U.S. citizens or lawful resident alien
--Racial minority
--Completed baccalaureate degree from accredited postsecondary institution
--Has been admitted as a student pursuing a doctoral, master's, or post-baccalaureate professional degree and will pursue this degree objective as a full-time student, as defined by the institution, for at least 9 months of the year
--Has signed an agreement to meet the Act's employment conditions if a DFI award is accepted
--Candidate's financial resources are such that in the absence of a DFI grant the individual will be prevented from pursuing a graduate or professional degree at the institution
--Possesses above-average academic ability to pursue a graduate or
professional degree as evidenced by (A) minimum grade point average of C+ (2.75 on a grade scale of 4.00 = A) in the last 60 hours of undergraduate work; and (B) admission to a post-baccalaureate degree program at a qualified institution of higher education.
As a condition for acceptance of the award, requires the recipient to agree to:
(1) Accept a teaching or nonteaching full-time appointment at an Illinois institution of higher education; or
(2) Accept a position as an employee of this State in an administrative, education-related position, such as administrative positions in Illinois elementary/secondary and higher education agencies; or
(3) Make a good faith effort to secure such position for a time period of no less than 5 years. A good faith effort includes actively seeking employment and maintaining contact with the institutional representative and Program Board.
Requires the recipient to accept such positions for a period equal to the number of years that he or she was a participant in the DFI grant program.
Requires the Program Board, in determining the recipients of the awards, to consider only members of traditionally underrepresented minority groups
who are underrepresented in particular fields of study.
http://www.ibhe.state.il.us/Board/agendas/2006/February/Item%20CA-4%20text.pdf
Title: 23 IAC 1080.100, 110, 200, 210, 220, 230, 300, 310, 320, 330
Source: Lexis-Nexis/StateNet, www.ibhe.state.il.us
| |
| FL | Issued 01/2006 | P-12
Postsec. | Governor Bush signed Executive Order 06-05 creating the Access and Diversity Commission. The 17-member commission, set to complete their duties on June 30, 2006, will work with the Florida Board of Governors to evaluate the issues surrounding minority enrollment and advocate for the following recommendations: a) need-based financial aid; b) first generation matching grants: c) College Board partnership: d) STARS scholarship program; e) college outreach program; and f) a mentoring partnership program.
http://sun6.dms.state.fl.us/eog_new/eog/orders/2006/January/06-05-enrollment.pdf
Title: Executive Order 06-05
Source: Florida Governor's Office
| |
| CA | Vetoed 10/2005 | P-12 | Social sciences curriculum. This bill would encourage a school district to provide instruction in social sciences that accurately reflects the role of affected populations of the continent of Asia, the subcontinent of South Asia, and the Pacific Islands in the many historical events leading up to and during World War II.
Title: S.B. 684
Source: StateNet
| |
| CO | Vetoed 06/2005 | P-12 | Section 4: Repeals and reenacts 22-7-605 pertaining to the content and format of state-mandated school accountability reports.
Section 5: Adds new subsection requiring the department to print selected school accountability reports in Spanish. Requires the department to work with each district and the state charter school institute to determine whether a school's report will be printed in Spanish and the number of reports to be printed in Spanish for each selected public school.
Section 6: Requires state acceditation process to be based on individual student improvement (in addition to student achievement), both in the subjects tested in the state assessment system (reading, writing, math and science) and in subjects for which there are state model content standards but no statewide assessment.
http://www.leg.state.co.us/clics2005a/csl.nsf/fsbillcont3/489B14D223FBDD2087256F5D006BE665?open&file=214_enr.pdf
Title: S.B. 214 (Section 4-6)
Source: www.leg.state.co.us
| |
| TX | Signed into law 05/2005 | Postsec. | From bill analysis: Enables the Texas Higher Education Coordinating Board to better monitor universities' minority outreach efforts by requiring universities and colleges to provide information on their efforts/strategies to increase minority enrollment. http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=79&SESS=R&CHAMBER=S&BILLTYPE=B&BILLSUFFIX=00302&VERSION=5&TYPE=B
Title: S.B. 302
Source: http://www.capitol.state.tx.us
| |
| CA | Vetoed 09/2004 | P-12 | Establishes the Racial Mascots Act. Prohibits public schools from using the term Redskins as a school or athletic team name, mascot, or nickname. Provides that the act does not apply to a school or campus if certain conditions regarding prior expenditures on uniforms and other materials are met. Provides that the act does not apply to certain schools located within or with enrollment boundaries that include a portion of Indian country. Also provides that this prohibition may not be waived by the State Board of Education. http://www.leginfo.ca.gov/pub/bill/asm/ab_0851-0900/ab_858_bill_20040818_enrolled.html
Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_858_veto.pdf
Title: A.B. 858
Source: California Legislative Web site
| |
| IL | Signed into law 08/2004 | Postsec.
Community College | Amends the Illinois Consortium for Educational Opportunity Act. Changes the short title to the Diversifying Higher Education Faculty in Illinois Program. Provides that institutions that grant doctoral degrees must have representatives on the Board. Makes changes concerning the definition of "institution of higher education", the Program Board, assistance to graduates, subcommittees, reporting, grants, and other matters.http://www.legis.state.il.us/legislation/publicacts/fulltext.asp?Name=093-0862
Title: S.B. 3107
Source: Illinois Legislative Web site
| |
| IL | Signed into law 08/2004 | P-12
Postsec.
Community College | Creates the African-American Family Commission Act. Establishes a 15-member African-American Family Commission to serve as a coordinating and advocating body that acts on behalf of the interests of African-Americans to improve and expand existing human services and educational and community development programs. Provides for funding through appropriations. http://www.legis.state.il.us/legislation/publicacts/fulltext.asp?Name=093-0867
Title: S.B. 3208
Source: Illinois Legislative Web site
| |
| HI | Became law without GOVERNOR'S signature. 07/2004 | P-12
Community College | Authorizes Leeward Community College to develop a program to provide services for Freely Associated States students as well as the Microesian, Marshallese and Palauan community at large, to ensure their success in school through cultural education and integration, language, employment, training and legal services, that may include by not limited to skill for success in school, development of a multidisciplinary community-based family support system. http://www.capitol.hawaii.gov/sessioncurrent/bills/sb214_cd1_.htm
Title: S.B. 214
Source: Hawaii Legislative Web site
| |
| HI | Signed into law 06/2004 | P-12 | Establishes a Hawaiian language medium education program. http://www.capitol.hawaii.gov/sessioncurrent/bills/hb2667_cd1_.htm
Title: H.B. 2667
Source: Hawaii Legislative web site
| |
| LA | Signed into law 05/2004 | Postsec. | Adds promotion of Master Plan goals to the Board of Regents authority to advertise and specifies postsecondary learning centers to advertise; relates to increasing the number of other race students enrolled in a public institution of higher learning.
Title: S.B. 629
Source: StateNet
| |
| OK | Signed into law 05/2004 | Postsec. | Creates the Advancement of Hispanic Students in Higher Education Task Force; provides for termination of task force; states purpose; provides for membership; requires annual report; provides for staffing; provides for reimbursement of travel expenses; provides for codification; provides an effective date; declares an emergency.
Title: H.B. 2145
Source: StateNet
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| AL | Signed into law 04/2004 | Postsec. | Urges the Secretary of the United States Department of Homeland Security to designate a university-based center for homeland security that responds to national technical manpower shortages of minorities in science and engineering. http://alisdb.legislature.state.al.us/acas/ACASLogin.asp
Title: H.J.R. 339
Source: Alabama Legislative Web site
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| IN | Signed into law 03/2004 | P-12
Postsec. | Defines "cultural competency" and sets forth teacher training, professional development, and school plan requirements for achieving cultural competency. http://www.in.gov/legislative/bills/2004/HE/HE1308.1.html
Title: H.B. 1308
Source: Indiana Legislative web site
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| CA | Signed into law 10/2003 | P-12 | Requires the Commission on Teacher Credentialing, in consultation with the department of education, to contract with an independent evaluator to conduct a study of the availability and effectiveness of cultural competency training for teachers and administrators. Requires the study to focus on 10 culturally diverse schools that reflect the diverse demography and geography of California and prescribes criteria for selecting those schools. Requires the independent evaluator submit to recommendations (based on the study) to the appropriate policy committees of the Legislature by May 1, 2005. http://www.leginfo.ca.gov/pub/bill/asm/ab_0051-0100/ab_54_bill_20031011_chaptered.html
Title: A.B. 54
Source: California Legislative Web site
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| CA | Signed into law 09/2003 | P-12 | Establishes the Brown v. Board of Education of Topeka Advisory Commission. Requires the commission to develop community and educational awareness programs to commemorate the 50th anniversary of the U.S. Supreme Court decision in Brown v. Board of Education of Topeka only after it is determined that private donations sufficient to fund those programs have been deposited with the State. Law is repealed effective January 1, 2006. http://www.leginfo.ca.gov/pub/bill/asm/ab_0601-0650/ab_648_bill_20030917_chaptered.html
Title: A.B. 648
Source: California Legislative Web site
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| NY | Signed into law 09/2003 | Postsec. | Requires state colleges to develop and implement policies and procedures regarding bias related crimes and bias related violations.
Title: A.B. 7517
Source: StateNet
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| ME | Signed into law 05/2003 | P-12 | Establishes the Committee to Investigate the Feasibility of and Need for Regulation of Spoken Language Interpreters. Establishes committee membership, which must include a member representing the Portland schools multilingual program. Requires the committee to examine: 1. The current state of spoken language interpreting throughout the state; 2. The need for spoken language interpreting in the state; 3. The potential harm to public safety if this profession is not regulated; and 4. The costs involved in regulating the profession. Requires the committee to report its findings and recommendations, including suggested legislation, to the legislature by December 10, 2003.
http://www.mainelegislature.org/legis/bills/billtexts/LD090901-1.asp
Title: S.P. 305 (LD 909)
Source: www.mainelegislature.org
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| SC | Became Law Without Governor's Signature 05/2003 | Postsec. | Establishes the South Carolina Higher Education Equalization Program; requires the Commission on Higher Education to enter into contracts with private, historically black colleges and universities to be used for certain purposes intended to enhance the educational opportunities of low-income, educationally and socially disadvantaged students.
Title: S.B. 203
Source: StateNet
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| AR | Signed into law 04/2003 | P-12
Postsec. | Amends the critical needs minority teacher scholarship program; creates a commission for selecting scholarship recipients. http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB2187.pdf
Title: H.B. 2187
Source: Arkansas Legislative Web site
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| IN | Signed into law 03/2002 | P-12 | Requires every district to review district's programs to judge if district's practices of separating students by ability, placing students into educational tracks, or using test results to screen students result in the systematic separation of students by race, color, creed, national origin or socioeconomic status.
Title: S.B. 292
Source: www.state.in.us/legislative
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| NM | Vetoed 03/2002 | P-12 | Enacts to the Indian Education Act. Creates the "Indian education division" within the department of education to (A.) provide assistance to school districts and tribes to meet the educational needs of American Indian students; (B.) provide assistance to school districts and tribes in the planning, development, implementation and evaluation of curricula in native languages, culture and history designed for American Indian students; (C.) provide assistance to school districts and tribes to develop curricula and instructional materials in native languages, culture and history in conjunction and by contract with native language practitioners and tribal elders, unless the use of written language is expressly prohibited by the tribe; (D.) establish an advisory council; (E.) by January 2005, enter into agreements with each tribe or authorized tribal educational entity to share programmatic information and to coordinate technical assistance for public schools that serve American Indian students; (F.) seek funds to establish an Indian education office in the northwest corner of the state; (G.) require school districts to obtain a signature of approval by the tribal governments or tribal government designees residing within school district boundaries, verifying that the tribes agree to Indian policies and procedures pursuant to federal requirements; and (H.) seek funds to help increase the number of American Indian teachers and principals and providing continued professional development for teachers and principals serving American Indian students.
Title: S.B. 198
Source: http://www.technet.nm.org/legislature
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| ME | Signed into law 06/2001 | P-12 | Public Law No. 403., (LD 291)Requires that Maine Native American history and culture be taught in all elementary and secondary schools; requires the Department of Education to include Maine Native American history and culture in the system of learning results; establishes a commission to investigate and recommend how the Department will accomplish this task.
Title: H.B. 255
Source: Lexis-Nexis/StateNet
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| AR | Signed into law 03/2001 | P-12 | The Department of Education may withhold state aid from any district that fails to file its assurance of compliance with civil rights responsibilities by October 15 each year, or fails to file any other information with a published deadline requested from school districts by the Equity Assistance Center so long as 30 calendar days are given between the request for the information and the published deadline. Thirty days notice shall not be required when the request comes from a member or committee of the general assembly.
Title: H.B. 2198
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 09/2000 | P-12 | Requires staff development activities included in school development plans to assist personnel at the local schoolsite to develop tolerance programs.
Title: A.B. 1945
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 09/2000 | P-12 | Requires the State Department of Education to revise the state curriculum frameworks and guidelines and the moral and civic education curricula to include human relations education, with the aim of fostering an appreciation of the diversity of California's population and discouraging the development of discriminatory attitudes and practices.
Title: A.B. 1785
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 09/2000 | Postsec. | Authorizes the Trustees of the California State University to establish an African American Political Institute and an Institute for Central American Studies at California State University, Northridge, and a center for Portuguese Studies of California State University, Stanislaus, with nonpublic funds or with other funds that the California State University Northridge, and Stanislaus are authorized to expend, and make available, for these purposes.
Title: S.B. 1721
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 09/2000 | P-12 | Requires the State Department of Education to provide regional training to assist school district personnel in the identification and determination of hate violence on school campuses, subject to funds being appropriated in the Budget Act of 2000. Establishes a grant program for school districts to enable pupils and teachers to participate in educational programs focused on fostering ethnic sensitivity, overcoming racism and prejudice, and countering hatred and intolerance.
Title: A.B. 1931
Source: Lexis-Nexis/StateNet
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| CA | Vetoed 09/2000 | P-12 | Makes a legislative finding that the prohibition on preferential treatment on the basis of race or sex in public employment, public education, and public contracting does not prevent governmental agencies from engaging in public sector outreach programs that may include focused outreach and recruitment of minority groups and women if any group is underrepresented in entry level positions or in an educational institution.
Title: S.B. 2047
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 08/2000 | P-12 | Chapter No.213, Requires the State Board of Education to adopt a model curriculum guide for use by public schools for exercises related to Cesar Chavez Day. Requires the State Board of Education to ensure that the state curriculum framework, where appropriate, includes instruction in Cesar Chavez and the history of the farm labor movement in the United States. Creates the Cesar Chavez Day of Service and Learning Program.
Title: S.B. 984
Source: Lexis-Nexis/StateNet
| |
| CA | Vetoed 08/2000 | P-12 | Appropriates, without regard to fiscal year, a specified amount from the General Fund to the California Postsecondary Education Commission for the purpose of preparing and submitting to the governor, certain members of the legislature, and prescribed state officials, a long-term self-sustaining strategic action plan for language development, teaching, and learning. Provides conditions for a contract with the Center for Intensive Language and Culture.
Title: S.B. 576
Source: Lexis-Nexis/StateNet
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| AK | Signed into law 05/2000 | P-12 | Relates to a curriculum for Native language education.
Title: S.B. 103
Source: Lexis-Nexis/StateNet
| |
| AR | Signed into law 03/1999 | Postsec. | Requires state supported colleges and universities to establish programs to enhance the retention of minority students, faculty and staff; and for other purposes.
Title: H.B. 1805
Source: Lexis-Nexis/StateNet
| |
| MT | Signed into law 02/1999 | P-12 | Implements the Montana Constitution regarding the State of Montana's recognition of the distinct and unique cultural heritage of American Indians and the State's commitment to establish educational goals that will preserve the cultural integrity of American Indians.
Title: H.B. 528
Source: Lexis-Nexis/StateNet
| |
| MD | Signed into law 04/1997 | P-12 | Creates a State Debt not to exceed a specified amount, with a matching fund requirement, the proceeds to be used as a grant to the Board of Directors of Raising Hispanic Achievement, Inc. for the acquisition, repair, and renovation of a facility near Montgomery Blair High School, the facility to be used for academic counseling of Hispanic students, the counseling services to include career development programs, course reviews for students, and project management. http://mlis.state.md.us/1997rs/bills/hb/hb1442f.rtf
Title: H.B. 1442 Raising Hispanic Achievement, Inc.
Source: Lexis-Nexis/StateNet
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| WA | Signed into law 06/1994 | Postsec. | Permits members of 32 specific tribes to be considered residents of Washington for tuition purposes if they live in Washington, Oregon, Idaho, or Montana. (Legislative Summary 1994)
Title: ESB 6044 (Ch. 188, Laws of 1994) Postsecondary Native American Policy
Source: Education Committee
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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 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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