 |
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 |
| |
| GA | Signed into law 05/2012 | P-12 | Directs the state board to establish rules and regulations to maximize the number of students, beginning with students entering ninth grade in the 2014-2015 school year (Class of 2018), who complete at least one course containing online learning through (1) an online course offered by the Georgia Virtual School, (2) an online dual enrollment course offered by a postsecondary institution, or (3) an approved provider. Directs the state board to make all end-of-course tests available online, and to establish rules and regulations to maximize the number of students and school systems using such online assessments. Repeals provision that gave public school students priority for enrollment in the Georgia Virtual School. Bars a local school system from prohibiting a student from taking a Georgia Virtual School course, regardless of whether the student's school offers the same course. Permits students enrolled in the Georgia Virtual School to be counted by a district for state funding purposes. Repeals certain provision relating to fund requests by the state board for the Georgia Virtual School grant account. Provides that funds from the account are to be used to cover department costs associated with the maintenance of the Georgia Virtual School, such as new course development, credit recovery, blended learning training, and operating a clearinghouse. Removes provision requiring state board to adopt provisions allowing students to participate in Georgia Virtual School courses in excess of any annual maximum number of courses at a tuition rate to be established by the state board. Requires local school systems to pay tuition, materials, and fees for student participation in Georgia Virtual School
Beginning with the 2013-14 school year, requires each local school system to provide opportunities for all public school students in grades 3-12 to participate in part-time and full-time virtual instruction program options. Requires local school systems to notify parents of such opportunities, and identifies mechanisms by which local school systems may facilitate virtual instruction program participation. Requires a local school system's virtual instruction program to provide for at least two full-time options and one part-time option for students enrolled in dropout prevention and academic intervention programs or Department of Juvenile Justice education programs. Directs the department to annually provide local school systems with a list of providers approved to offer virtual instruction programs, and establishes quality and accountability indicators providers must meet to be approved by the department. Requires each contract with an approved provider to set forth a detailed curriculum plan that illustrates how students will be provided services for, and be measured for attainment of, proficiency in state curriculum requirements for each grade level and subject. Directs the department, by December 2012, to submit a report to the governor and legislative leadership that (1) includes a plan under which local boards may voluntarily pool their bids for acquiring digital learning, and (2) identifies criteria to enable local boards to differentiate between the level of service as well as pricing based on specified criteria. Also requires that the report examine ways to increase student access to digital learning. Pages 1-6 of 7: http://www.legis.ga.gov/Legislation/20112012/127888.pdf
Title: S.B. 289 - Online Learning
Source:
| |
| WY | Signed into law 03/2012 | P-12 | Creates an integrated district and statewide assessment system. Requires state superintendent to establish a program for administering a standardized computer-adaptive college placement and job skills assessment to all students in grades 11 and 12. Finds that districts must include scores from two exams on high school transcripts. Requires the district assessment system to be designed to determine various levels of student achievement, high school attainment. Provides duties of state superintendent in implementing assessment system. Directs school districts to administer common benchmark adaptive assessments in grades 1 through 8. Provides state board has authority to review, approve each district's assessment system. Stipulates waivers may be granted consistent with NCLB and IDEA statutes.
http://legisweb.state.wy.us/2012/Enroll/SF0057.pdf
Title: S.F. 57
Source: http://legisweb.state.wy.us
| |
| DE | Signed into law 06/2011 | P-12 | Amends Delaware Code to reflect changes from the Delaware Student Testing program (DSTP) to the new state assessment system, including language changes removing the "DSTP" references and changes in test security because of the on-line nature of the new Delaware Comprehensive Assessment (DCAS). Changes the number of performance levels on the DCAS to 4 from 5. Simplifies school accountability, including changing the number of school classification ratings from 5 to 3.
http://legis.delaware.gov/LIS/lis146.nsf/vwLegislation/SB+78/$file/legis.html?open
Title: S.B. 78
Source: http://legis.delaware.gov/
| |
| FL | Signed into law 06/2011 | P-12 | Creates Digital Learning Now Act. Requires school districts to establish virtual instruction options. Authorizes establishment of virtual charter schools. Authorizes blended learning courses. Authorizes Florida Virtual School (FLVS) to provide full-time instruction to students in kindergarten through grade 12 and provides additional requirements for FLVS. Provides funding and accountability requirements. Requires high school students entering grade 9 in the 2011-12 school year to complete at least one online course within the 24 credit requirement for high school graduation. Redefines FTE student for purposes of virtual instruction. Requires the Department of Education (DOE) to issue a report identifying and explaining the best methods and strategies for increasing student access to digital learning. Requires the DOE to develop an evaluation method for providers of part-time virtual programs. Provides that all statewide end-of-course assessments be administered online by the 2014-15 school year. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7197er.docx&DocumentType=Bill&BillNumber=7197&Session=2011
Title: H.B. 7197
Source: http://www.myfloridahouse.gov
| |
| UT | Signed into law 03/2010 | P-12 | Provides for the statewide assessment of students in grades 2-12 in basic skills courses using criterion-referenced tests or online computer adaptive tests, as determined by the state board of education. Eliminates the requirement to administer a statewide norm-referenced test in grades 3, 5 and 8. Allows the state board of education to exempt a district or charter school from one or more of the Utah Performance Assessment System for Students (U-PASS) testing requirements if the district or charter school pilots an assessment system that incorporates certain elements. Eliminates a cap on the number of school districts and charter schools that may participate in a pilot assessment system. Extends the pilot assessment systems through July 1, 2015. http://le.utah.gov/~2010/bills/sbillenr/sb0016.pdf
Title: S.B. 16
Source: le.utah.gov
| |
| UT | Signed into law 03/2010 | P-12
Postsec. | Section 1: Directs the state board, by December 31, 2010, to review mandates provided for in administrative rule, to determine whether some could be waived to remove funding pressures on public schools temporarily.
Sections 2-4: Eliminates the requirement to administer criterion-referenced tests to students in grade 2. Directs the state board, before the October 2010 Education Interim Committee meeting, to present its plan for a pilot program for the 2010-11 and 2011-12 school years to (1) replace the 10th-grade basic skills competency test with computer adaptive testing of basic skills, and (2) administer the ACT exam to high school students. Directs the state board to implement such a pilot program during the 2010-11 and 2011-12 school years. Exempts districts and charter schools from administering the 10th-grade basic skills competency test during the the 2010-11 and 2011-12 school years. Directs the state board to re-direct the money saved by not administering the 10th-grade basic skills competency test to fund implementation of the pilot program during the 2010-11 and 2011-12 fiscal years. Exempts a student from the 10th-grade basic skills competency test requirement if the student was in 10th grade in the 2008-09 or 2009-10 school years and did not pass the competency test (10th-grade basic skills competency test functions as exit exam unless certain waivers apply).
Section 5: Exempts local boards from the requirement to develop and administer activity disclosure statements for high school-level extracurricular activities (as called for in Section 53A-3-420) until the 2012-13 school year.
Section 6: Exempts the state board, until the 2012-13 school year, from the requirements called for in Section 53A-3-602.5 to annually (1) develop a school performance report for schools, districts and charter schools, and (2) collect and electronically report specified performance data for schools, districts and charter schools.
Section 7: Exempts a school district from certain requirements related to the disposal of textbooks until the 2012-13 school year.
Section 8: Until the 2012-13 school year, releases districts from the requirement in Section 53A-13-107 that an annual presentation on adoption be given to students in grades 7-12.
Section 9: Until the 2012-13 school year, releases districts from the requirement in Section 53A-14-107 regarding alignment of primary instructional materials aligned with the core curriculum adopted under Section 53A-1-402.
http://le.utah.gov/~2010/bills/hbillenr/hb0166.pdf
Title: H.B. 166
Source: le.utah.gov
| |
| TX | Signed into law 06/2009 | P-12 | Directs the state education agency, in developing state assessments for math, reading, writing, social studies and science for grades 3-8, to allow student scores to provide reliable information relating to a student's satisfactory performance for each performance standard under Section 39.0241, and an appropriate range of performances to serve as a valid indication of growth in student achievement. Amends language in 39.023(b) regarding the assessment of students with disabilities. Eliminates provision allowing a student with disabilities to be exempted from an end-of-course assessment. Excludes assessments that students may retake (i.e., an end-of-course assessment) from those whose questions and answer keys are released to the public every third year. Makes grade 5 final grade in which limited-English proficient students may take statewide assessments in reading, writing, math and science in Spanish (previous provision extended such assessments to students in grade 6.)
Directs the commissioner of education and commissioner of higher education to study the feasibility of allowing students to satisfy end-of-course requirements by successfully completing a dual credit course through an institution of higher education. Requires the commissioner of education and commissioner of higher education to make recommendations based on the study to the legislature by December 2010.
By September 1 of each year, requires the state education agency Web site to report the following information for state assessments in grades 3-8 and end-of-course assessments:
(1) The number of questions on the assessment
(2) The number of questions that must be answered correctly to achieve satisfactory performance
(3) The number of questions that must be answered correctly to achieve satisfactory performance under the college readiness performance standard
(4) The corresponding scale scores.
Previous law required questions indicating college readiness in end-of-course assessments to be administered in a separate section of the assessment. New enactment bars these items from being included in a separate section of the assessment.
Provides the commissioner may not require a school district or charter school to administer an assessment instrument by computer.
Pages 45-50 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 50 through 52
Source: www.legis.state.tx.us
| |
| UT | Adopted 04/2009 | P-12 | Adds a new section regarding student achievement testing exceptions. Provides the state board may exempt a district or charter school from U-PASS testing requirements if a district or charter school pilots an assessment system that incorporates:
(1) online classroom-based assessment that utilizes adaptive testing in all grades
(2) online writing assessment in grades 4 through 12
(3) assessments administered in grades 8, 10 and 11
(4) college placement assessments in grades 11 to provide information for 12th grade high school course selections
and is subject to an accountability plan and high school graduation standards that are based on the assessment system described in R277-705-11A(1), (2), (3), (4) above and developed and adopted by the state board.
Provides exemptions may not exceed three rural school districts, two urban school districts and five charter schools, and may not continue beyond July 2010. Adds provisions for students transfering from an exempted district to an unexempted district in grade 11 or 12. http://www.rules.utah.gov/publicat/bulletin/2009/20090201/32314.htm
Title: R277-705
Source: www.rules.utah.gov
| |
| UT | Signed into law 03/2009 | P-12 | Modifies the State Performance Assessment System for Students by requiring online writing assessments in grades 5 and 8. Encourages a school district or charter school, as applicable, to administer an online writing assessment to students in grade 11. Allows the state board of education to award a grant to a school district or charter school to pay for an online writing assessment and instruction program that may be used to assess the writing of students in grade 11. http://le.utah.gov/~2009/bills/hbillenr/hb0334.pdf
Title: H.B. 334
Source: Lexis-Nexis/StateNet
| |
| UT | Signed into law 10/2008 | P-12 | Allows the State Board of Education to exempt a school district or charter school from testing requirements under the Utah Performance Assessment System for Students (U-PASS) if the school district or charter school pilots an assessment system that incorporates online classroom-based assessment that utilizes adaptive testing in all grades, online writing assessment in grades 4-12, and assessments administered in grades 8, 10, and 11 to determine readiness for postsecondary education. Authorizes the state board to provide such exemptions to up to three rural districts, up to two urban districts, and up to five charter schools.
Provides that a district or charter school that receives such an exemption is subject to an accountability plan and high school graduation standards based on the piloted assessment system, and that are developed and adopted by the state board of education.
Directs the state board, by the November 2009 meeting of the interim education committee, to develop recommendations on the state's assessment system.
Provides that a student in a district or charter school that is exempt from administering the 10th grade basic skills competency test is subject to high school graduation standards adopted by the state board.
Title: S.B. 2002A
Source: www.lexis.com
| |
| OK | Signed into law 06/2008 | P-12 | Relates to schools; provides a school district which has a certain amount of students participating in a summer reading program may be allocated a base amount of moneys for the program which shall be in addition to the per-student reimbursement amount provided; provides a student in a certain grade who is an English language learner and is found not to be reading at a certain level shall be eligible to participate in a summer reading remediation program. One section slated NOT to be codified requires the state department to conduct a survey of districts to determine their ability to administer the criterion-referenced tests at 8th grade and the end-of-instruction tests at the secondary level online and within the limitations of the testing window dates established by the state board of education. Requires the department to report to the legislature and governor by December 2008 and to recommend solutions.
http://www.sos.state.ok.us/documents/Legislation/51st/2008/2R/SB/1769.pdf
Title: S.B. 1769
Source: http://www.sos.state.ok.us
| |
| LA | Adopted 03/2008 | P-12 | Incorporates guidelines for usage of the statewide online assessment data systems and updates the names of content areas to be assessed through end-of-course tests. Pages 431-432: http://doa.louisiana.gov/osr/reg/0803/0803.doc
Title: LAC 28:CXI.305 and 1801
Source: doa.louisiana.gov
| |
| UT | Adopted 09/2007 | P-12 | Defines "Formative assessment" as an activity, such as questioning, observation, interview and assessment, engaged in by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes. "Online formative assessment system" means a system coordinated by the USOE for the online delivery of formative assessments that can be created by teachers, school districts/charter schools, or the USOE. One part of the system is the Utah Test Item Pool Service (UTIPS). Adds new application and awards procedures.
http://www.rules.utah.gov/publicat/bulletin/2007/20071015/30482.htm
Title: R277-402
Source: http://www.rules.utah.gov
| |
| OK | Signed into law 05/2006 | P-12 | Clarifies that testing for grades 3, 4, 6 and 7 is contingent on the availability of federal and state funds. Eliminates grade 3 stand-alone language arts test. Clarifies that grade 5 social studies assessment must include U.S. history, the Constitution and government, and geography. Adds a criterion-referenced test in geography in grade 7. Eliminates references to arts assessments.
Requires the grade 8 reading and math assessments to be administered online with raw score test results reported immediately and complete results reported in less than 2 weeks, beginning in the 2007-08 school year.
Adds English III end-of-course exam as requirement for high school diploma once test is implemented. Requires the end-of-course tests in English III, Geometry, and Algebra II to be developed and field tested during the 2006-07 school year, and implemented during the 2007-08 school year. Requires the the multiple choice portion of the end-of-instruction tests to be administered online with raw score test results reported immediately and complete results reported in less than 2 weeks beginning in the 2008-09 school year. Clarifies that only students who do not score at at least the satisfactory level are eligible to retake end-of-course tests. Increases number of possible retakes from once before graduation to up to 3 times each calendar year until at least achieving at the satisfactory level.
Provides that, beginning with students who enter grade 9 in the 2008-09 school year, districts must report the student's performance levels of satisfactory and above on the end-of-instruction tests, rather than the the highest achieved state test performance level, on the student's high school transcript.
Provides that state content standards must be aligned with American Diploma Project benchmarks.
Directs the state board to review, realign, and recalibrate, as necessary, the grade 3-8 tests in reading and math and the end-of-instruction tests. Directs the state board to determine the cut scores for the performance levels on the end-of-instruction tests, which must be phased in over a multi-year period. Directs the board to conduct an ongoing review to compare the end-of-instruction test content and performance descriptors with those of other states and, upon receipt of the review, to adjust the cut scores as necessary.
Directs the state board, for the purposes of conducting reliability and validity studies, monitoring contractor adherence to professionally accepted testing standards, and providing recommendations for testing program improvement, to retain the services of an established, independent agency or organization that is nationally recognized for its technical expertise in educational testing but is not engaged in the development of aptitude or achievement tests for elementary or secondary level grades. Requires these national assessment experts to annually conduct reliability and validity studies of the end-of-instruction tests. Provides that validity studies must include studies of decision validity, concurrent validity and the validity of performance level cut scores.
Moves deadline for vendor delivery of school, district and state assessment results from July 1 to September 1.
Eliminates obsolete/outdated language.
http://webserver1.lsb.state.ok.us/2005-06bills/SB/SB1792_ENR.RTF
Title: S.B. 1792 - Section 4
Source: webserver1.lsb.state.ok.us
| |
| IN | Signed into law 03/2006 | P-12 | Mandates that the department and the state board review the current statewide testing program and develop a long term plan that is subject to the approval of the state board for the transition to a testing program with the following objectives:
(1) To provide a long term plan for student assessments.
(2) To review the existing annual tests for students in grades 3 through 10.
(3) To develop a testing program that:
(A) reflects a student's proficiency in and mastery of the state's academic standards;
(B) is, to the greatest extent possible, more concise, less time consuming, and less expensive to administer than the current tests while maintaining the current level of rigor of the tests;
(C) provides prompt results to students, parents, and teachers;
(D) explores all options for timing and use of summative tests, including giving a summative test in the fall or the spring;
(E) measures individual student growth from school year to school year;
(F) explores all options for diagnostic tests for use by teachers to support ongoing remediation;
(G) is compatible with a transition to the use of online testing; and
(H) assesses student proficiency in written communication.
(4) To move to the use of online assessments for Core 40 subjects.
In developing the plan for the testing program, requires the state board and the department to:
(1) solicit information from educators, administrators, parents, and the public concerning the program;
(2) look at tests and testing practices in use by or in development by other states;
(3) solicit information from testing companies concerning:
(A) parameters and costs of tests;
(B) steps to be taken to ensure the validity and reliability of the tests;
(C) steps to move the longitudinal data from the current testing program to the new testing program; and
(D) any other information the department or the state board considers useful in developing the testing program;
(4) develop a plan to move to online tests;
(5) determine the most effective means to assess student proficiency in written communication; and
(6) include specifications for diagnostic tests for use by teachers during the school year.
Requires the state board, before November 2006, to submit a report on the testing program to the budget committee, the legislative council, and the office of management and budget. Specifies that the report must provide the estimated costs for the program beginning with tests given during the 2007-2008 school year.
Allows a contract for testing students during the 2006-2007 school year to be issued, but requires testing contracts for any subsequent school year to follow the state board's approval of the testing plan.
http://www.in.gov/legislative/bills/2006/HE/HE1240.1.html
Title: H.B. 1240
Source: www.in.gov/legislative
| |
| VA | Signed into law 03/2006 | P-12 | Adds a condition to the release of Standards of Learning assessments by the state board that the release of such assessments to the public may not limit the ability to test students on demand and provide immediate results in the web-based assessment system.
http://leg1.state.va.us/cgi-bin/legp504.exe?061+ful+HB1059ER, http://leg1.state.va.us/cgi-bin/legp504.exe?061+ful+CHAP0038
Title: H.B. 1059, S.B. 34
Source: http://leg1.state.va.us
| |
| UT | Signed into law 03/2005 | P-12 | Establishes the value of the weighted pupil unit at $2,280; establishes a ceiling for the state contribution to the maintenance and operations
portion of the Minimum School Program for fiscal year 2005-06 of $1,795,446,575; modifies the funding formula for the Enrollment Growth Program; makes one-time appropriations to the state board for fiscal year 2004-05 for: the Electronic High School; and youth in custody programs; and makes one-time appropriations to the state board for fiscal year 2005-06 for: teachers' supplies and materials; online testing; the Enrollment Growth Program; and the Public Education Job Enhancement Program. Appropriates $2.500,000 to the state board for fiscal year 2005-06 to implement a uniform online summative test system. http://www.le.state.ut.us/~2005/bills/hbillenr/hb0382.pdf
Title: H.B. 382
Source: http://www.le.state.ut.us
| |
| CA | Signed into law 09/2004 | P-12 | Requires the Superintendent of Public Instruction to require the California Learning Resource Network to establish review criteria and a process for the identification and review of electronic learning assessment resources by December 31, 2004. Requires the review to include a descriptive model for use by administrators and teachers that differentiates and compares the capabilities of the different types of electronic learning assessment resources. Relates to online customer feedback. http://www.leginfo.ca.gov/pub/bill/sen/sb_1351-1400/sb_1384_bill_20040909_chaptered.html
Title: S.B. 1384
Source: California Legislative Web site
| |
| UT | Rule Adoption 08/2004 | P-12 | Establishes rules concerning online testing. Provides additional definitions and a timeline for expeditious implementation of an educational technology infrastructure for school districts/charter schools to use to satisfy Utah Performance Assessment System for Students (U-PASS) requirements through an online testing system. UTAH REG 27202 (SN)
Title: R277-402
Source: StateNet
| |
| UT | Signed into law 03/2004 | P-12 | This bill:
< allows the State Board of Education to award grants to school districts and charter
schools to implement a system for the online delivery of summative tests required
under U-PASS (Utah Performance Assessment System for Students);
< provides that an online test delivery system shall: be coordinated by the Utah State Office of Education; ensure the reliability and security of U-PASS tests; and be selected through collaboration between Utah State Office of Education and school district representatives with expertise in technology, assessment, and administration;
< specifies how grant monies may be used; and
< directs the State Board of Education to make rules.
Monies Appropriated in this Bill: $5,000,000 from the Uniform School Fund for fiscal year 2004-05 only to the state board.
http://bb.utahsenate.org/perl/bb/bb_find.pl
Title: S.B. 51
Source: http://www.utah.gov/government/legislative
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| Assessment--End-of-Course |
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| Assessment--Formative/Interim |
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| Assessment--High Stakes/Competency |
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| Assessment--Legal Issues |
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| Assessment--NAEP (NAEP Results and NAEP Organization) |
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| Assessment--Performance Based/Portfolio |
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| Assessment--Value Added |
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| At-Risk (incl. Dropout Prevention) |
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| At-Risk (incl. Dropout Prevention)--Alternative Education |
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| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
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| Attendance |
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| Attendance--Compulsory |
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| Attendance--Statutory Ages (Upper and Lower) |
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| Attendance--Truancy |
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| Background Checks |
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| Bilingual/ESL |
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| Brain Research |
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| Business Involvement |
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| Career/Technical Education |
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| Career/Technical Education--Career Academies/Apprenticeship |
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| Cheating |
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| Choice of Schools |
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| Choice of Schools--Charter Schools |
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| Choice of Schools--Charter Schools--Charter Districts |
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| Choice of Schools--Charter Schools--Closings |
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| Choice of Schools--Charter Schools--Cyber Charters |
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| Choice of Schools--Charter Schools--Finance |
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| Choice of Schools--Charter Schools--Research |
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| Choice of Schools--Choice/Open Enrollment |
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| Choice of Schools--Choice/Open Enrollment--Research |
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| Choice of Schools--Innovation Schools |
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| Choice of Schools--Magnet or Specialized Schools |
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| Choice of Schools--Tax Credits |
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| Choice of Schools--Vouchers |
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| Choice of Schools--Vouchers--Privately Funded |
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| Civic Education |
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| Civic Education--Character Education |
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| Civic Education--Civic Knowledge and Literacy |
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| Civic Education--Curriculum/Standards |
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| Civic Education--Pledge of Allegiance |
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| Class Size |
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| Curriculum |
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| Curriculum--Alignment |
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| Curriculum--Arts Education |
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| Curriculum--Censorship |
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| Curriculum--Core Curriculum |
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| Curriculum--Drivers Education |
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| Curriculum--Environmental Education |
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| Curriculum--Excusal |
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| Curriculum--Family Living Education |
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| Curriculum--Financial Literacy/Economics Ed. |
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| Curriculum--Foreign Language/Sign Language |
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| 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 |
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| Curriculum--Social Studies/History |
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| Curriculum--Speech Education |
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| Data-Driven Improvement |
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| Demographics |
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| Demographics--Condition of Children/Adults |
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| Demographics--Enrollments |
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| Desegregation |
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| Economic/Workforce Development |
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| Education Research |
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| Equity |
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| Federal |
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| Finance |
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| Finance--Adequacy/Core Cost |
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| Finance--Aid to Private Schools |
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| Finance--Bonds |
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| Finance--District |
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| Finance--Does Money Matter? |
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| Finance--Equity |
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| Finance--Facilities |
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| Finance--Federal |
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| Finance--Funding Formulas |
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| Finance--Litigation |
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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 |
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| Finance--Taxes/Revenues |
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| Finance--Taxes/Revenues--Alternative Revenues |
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| Governance |
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| Governance--Deregulation/Waivers/Home Rule |
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| Governance--Ethics/Conflict of Interest |
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| Governance--Mandates |
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| Governance--Regional Entities |
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| Governance--School Boards |
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| Governance--School Boards--Training |
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| Governance--Site-Based Management |
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| Governance--State Boards/Chiefs/Agencies |
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| Health |
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| Health--Child Abuse |
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| Health--Mental Health |
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| Health--Nutrition |
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| Health--School Based Clinics or School Nurses |
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| Health--Suicide Prevention |
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| Health--Teen Pregnancy |
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| High School |
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| High School--Advanced Placement |
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| High School--College Readiness |
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| High School--Credit Recovery |
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| High School--Dropout Rates/Graduation Rates |
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| High School--Dual/Concurrent Enrollment |
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| High School--Early Colleges/Middle Colleges |
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| High School--Exit Exams |
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| High School--GED (General Education Development) |
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| High School--Graduation Requirements |
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| High School--International Baccalaureate |
| |
| Instructional Approaches |
| |
| 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 |
| |
| Instructional Approaches--Official English |
| |
| 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 |
| |
| 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 |
| |
| 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 |
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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 |
| |
| 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 |
| |
| 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 |
| |
| 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 |
| |
| Postsecondary Institutions |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Institutions--Four-Year Baccalaureate |
| |
| Postsecondary Institutions--HBCUs/Minority-Serving Institutions |
| |
| Postsecondary Institutions--Private/Independent |
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| Postsecondary Online Instruction |
| |
| Postsecondary Participation |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Admissions Requirements |
| |
| Postsecondary Participation--Affirmative Action |
| |
| Postsecondary Participation--Enrollments (Statistics) |
| |
| Postsecondary Participation--Outreach |
| |
| Postsecondary Students |
| |
| Postsecondary Students--Adults |
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| Postsecondary Students--Disabled |
| |
| Postsecondary Students--Foster Youth |
| |
| Postsecondary Students--Graduate/Professional |
| |
| Postsecondary Students--International |
| |
| Postsecondary Students--Low-Income |
| |
| Postsecondary Students--Military |
| |
| Postsecondary Students--Minority |
| |
| Postsecondary Success |
| |
| Postsecondary Success--Completion |
| |
| Postsecondary Success--Completion--Completion Rates (Statistics) |
| |
| Postsecondary Success--Developmental/Remediation |
| |
| Postsecondary Success--Retention/Persistence |
| |
| Postsecondary Success--Transfer/Articulation |
| |
| Private Schools |
| |
| Privatization |
| |
| Privatization--Education Management Agencies (EMOs) |
| |
| Proficiency-Based Approaches |
| |
| Promising Practices |
| |
| Promotion/Retention |
| |
| Public Attitudes |
| |
| Public Involvement |
| |
| Purposes of Public Education |
| |
| Reading/Literacy |
| |
| Reading/Literacy--Adult Literacy |
| |
| Religion |
| |
| Religion--Prayer/Meditation |
| |
| Religion--Scientific Creationism (Evolution) |
| |
| Rural |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Week |
| |
| Scheduling/School Calendar--Year |
| |
| Scheduling/School Calendar--Year Round |
| |
| School Climate/Culture |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Code of Conduct |
| |
| School Safety--Corporal Punishment |
| |
| School Safety--Disaster/Emergency Preparedness |
| |
| School Safety--Expulsion/Suspension |
| |
| School Safety--No Child Left Behind--Safe Schools |
| |
| School Safety--Sexual Harassment and Assault |
| |
| School Safety--Special Education |
| |
| School Safety--Uniforms/Dress Codes |
| |
| School/District Structure/Operations |
| |
| School/District Structure/Operations--District Consolidation/Deconsolidation |
| |
| School/District Structure/Operations--District Size |
| |
| School/District Structure/Operations--Facilities |
| |
| School/District Structure/Operations--Food Service |
| |
| School/District Structure/Operations--Libraries |
| |
| School/District Structure/Operations--Org. (K-3/K-8 etc.) |
| |
| School/District Structure/Operations--Personnel (Non-Teaching) |
| |
| School/District Structure/Operations--School Size |
| |
| School/District Structure/Operations--Shared Services |
| |
| School/District Structure/Operations--Staffing Ratios |
| |
| School/District Structure/Operations--Transportation |
| |
| Service-Learning |
| |
| Special Education |
| |
| Special Education--Federal Law/Regulations |
| |
| Special Education--Finance |
| |
| Special Education--Inclusion (Mainstreaming) |
| |
| Special Education--Placement |
| |
| Special Education--Transition |
| |
| Special Populations--Corrections Education |
| |
| Special Populations--Foster Care |
| |
| Special Populations--Gifted and Talented |
| |
| Special Populations--Homeless Education |
| |
| Special Populations--Immigrant Education |
| |
| Special Populations--Migrant Education |
| |
| Special Populations--Military |
| |
| Standards |
| |
| Standards--Common Core State Standards |
| |
| Standards--Implementation |
| |
| State Comparisons/Statistics |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
| State Policymaking--Ballot Questions |
| |
| State Policymaking--Constitutional Clauses |
| |
| State Policymaking--Politics |
| |
| State Policymaking--Task Forces/Commissions |
| |
| STEM |
| |
| Student Achievement |
| |
| Student Achievement--Closing the Achievement Gap |
| |
| Student Achievement--State Trends |
| |
| Student Supports |
| |
| Student Supports--Counseling/Guidance |
| |
| Student Supports--Mentoring/Tutoring |
| |
| Student Supports--Remediation |
| |
| Student Surveys |
| |
| Students |
| |
| Students--Athletics/Extracurricular Activities |
| |
| Students--Employment |
| |
| Students--Incentives |
| |
| Students--K-12 Exchange Students |
| |
| Students--Mobility |
| |
| Students--Records/Rights |
| |
| Teaching Quality |
| |
| Teaching Quality--Certification and Licensure |
| |
| Teaching Quality--Certification and Licensure--Alternative |
| |
| Teaching Quality--Certification and Licensure--Assignment |
| |
| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
| |
| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
| |
| Teaching Quality--Certification and Licensure--Special Education |
| |
| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
| |
| Teaching Quality--Certification and Licensure--Substitute Teachers |
| |
| Teaching Quality--Compensation and Diversified Pay |
| |
| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
| |
| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
| |
| Teaching Quality--Evaluation and Effectiveness |
| |
| Teaching Quality--Induction Programs and Mentoring |
| |
| Teaching Quality--Paraprofessionals |
| |
| Teaching Quality--Preparation |
| |
| Teaching Quality--Professional Development |
| |
| Teaching Quality--Recruitment and Retention |
| |
| Teaching Quality--Recruitment and Retention--At-Risk Schools |
| |
| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
| |
| Teaching Quality--Reduction in Force |
| |
| Teaching Quality--Teacher Attitudes |
| |
| Teaching Quality--Teacher Contracts (Not Tenure) |
| |
| Teaching Quality--Teacher Rights |
| |
| Teaching Quality--Tenure or Continuing Contract |
| |
| Teaching Quality--Unions/Collective Bargaining |
| |
| Teaching Quality--Unions/Collective Bargaining--Strikes |
| |
| Teaching Quality--Working Conditions |
| |
| Technology |
| |
| Technology--Computer Skills |
| |
| Technology--Devices/Software/Hardware |
| |
| Technology--Equitable Access |
| |
| Technology--Funding Issues |
| |
| Technology--Internet Safety |
| |
| Technology--Research/Evaluation |
| |
| Technology--Teacher/Faculty Training |
| |
| Textbooks and Open Source |
| |
| Urban |
| |
| Urban--Change/Improvements |
| |
| Urban--Governance |
| |
| Whole-School Reform Models |
| |
| Whole Child |
| |