 |
State |
Status/Date |
Level |
Summary |
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 | 21st Century Skills |
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| Accountability |
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| Accountability--Accreditation |
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| Accountability--Measures/Indicators |
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| Accountability--Reporting Results |
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| Accountability--Rewards |
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| Accountability--Sanctions/Interventions |
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| Accountability--Sanctions/Interventions--Learnfare |
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| Accountability--Sanctions/Interventions--No Pass No Drive |
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| Accountability--Sanctions/Interventions--No Pass No Play |
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| Accountability--Sanctions/Interventions--Takeovers |
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| Accountability--School Improvement |
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| Adult Basic Education |
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| Assessment |
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| Assessment--Accommodations |
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| Assessment--College Entrance Exams |
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| Assessment--Computer Based |
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| Assessment--End-of-Course |
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| Assessment--Formative/Interim |
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| Assessment--High Stakes/Competency |
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| Assessment--Legal Issues |
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| Assessment--NAEP (NAEP Results and NAEP Organization) |
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| Assessment--Performance Based/Portfolio |
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| Assessment--Value Added |
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| At-Risk (incl. Dropout Prevention) |
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| At-Risk (incl. Dropout Prevention)--Alternative Education |
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| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
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| Attendance |
| |
| Attendance--Compulsory |
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| Attendance--Statutory Ages (Upper and Lower) |
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| Attendance--Truancy |
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| Background Checks |
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| Bilingual/ESL |
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| Brain Research |
| |
| Business Involvement |
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| Career/Technical Education |
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| Career/Technical Education--Career Academies/Apprenticeship |
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| Cheating |
| |
| Choice of Schools |
| |
| 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 |
| |
| Choice of Schools--Choice/Open Enrollment--Research |
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| Choice of Schools--Innovation Schools |
| |
| 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 |
| |
| Civic Education--Character Education |
| |
| Civic Education--Civic Knowledge and Literacy |
| |
| Civic Education--Curriculum/Standards |
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| Civic Education--Pledge of Allegiance |
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| Class Size |
| |
| Curriculum |
| |
| Curriculum--Alignment |
| |
| Curriculum--Arts Education |
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| Curriculum--Censorship |
| |
| Curriculum--Core Curriculum |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Excusal |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
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| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Geography Education |
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| Curriculum--Health/Nutrition Education |
| |
| Curriculum--Home Economics |
| |
| Curriculum--International Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| Curriculum--Mathematics |
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| Curriculum--Multicultural |
| |
| Curriculum--Physical Education |
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| 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 |
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| Education Research |
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| Equity |
| |
| Federal |
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| Finance |
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| Finance--Adequacy/Core Cost |
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| Finance--Aid to Private Schools |
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| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Does Money Matter? |
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| 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 |
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| Leadership--Principal/School Leadership--Recruitment and Retention |
| |
| Leadership--Principal/School Leadership--Tenure |
| |
| Middle School |
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| Minority/Diversity Issues |
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| Minority/Diversity Issues--African American |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| 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) |
| |
| P-3 Ensuring Quality |
| |
 | P-3 Evaluation/Economic Benefits |
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| AZ | Signed into law 04/2010 | P-12 | Establishes the Task Force on K-3 Accountability and Assessment within the state department of education and describes the membership. Requires the task force to meet quarterly and elect a new chairperson annually. Members serve at the pleasure of the superintendent of public instruction. Requires the task force to: (1) examine and evaluate the best practices in accountability and assessment measures and measures in academic gains for K-3 schools; (2) conduct trial examinations of K-3 pupils; (3) solicit and accept funding from any lawful public or private source to carry out the task force activities and hold the monies in a separate account on the books of the department of education that is maintained by the superintendent; and (4) submit an annual findings report to the governor, the speaker of the house, the president of the senate, and the secretary of state on or before December 1. Allows school districts and charter schools to voluntarily participate in the measurement of academic goals developed by the task force. Requires the department of education to develop mechanisms to allow a school district or charter school voluntarily participating in the measurement of academic gains developed by the task force to improve its school classification designated pursuant to statute relating to school accountability if the school district or charter school's academic gains meet the criteria developed by the department of education and approved by the state board of education. Requires the state board of education to review and approve the mechanisms developed by the department of education. Requires the department of education to establish procedures to maintain the integrity of its testing process that will be used to measure academic gains developed by the task force, including procedures for testing and scoring validity and reliability. Requires the state board of education to review and approve the testing process developed by the task force. Contains a delayed repeal date from and after June 30, 2016. Chapter 142
http://www.azleg.gov/legtext/49leg/2r/bills/sb1119s.pdf
Title: S.B. 1119
Source: http://www.azleg.gov
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| OH | Signed into law 08/2009 | P-12 | Partially from DOE summary of H.B. 1: Reduces the number of annual inspections of preschool programs and licensed school child programs by the department of education from twice during each 12-month period of operation to once each 12-month period of operation. Permits the department of education to inspect any program more than once during any 12-month period if considered necessary by the department. Existing provision required at least one annual inspection to be unannounced. Amendment allows all inspections to be unannounced.
DOE summary of H.B. 1: http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Pages 1023-1024 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.57
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | Partially from DOE summary of H.B. 1:
Continues the GRF-funded early childhood education program at school districts, joint vocational school districts or educational service centers for children at least three years old as of the district entry date for kindergarten (except that children with an IEP where the early childhood education program is the least restrictive environment may be enrolled on their third birthday), not eligible for kindergarten, and whose families earn not more than 200% of the federal poverty guidelines. Requires providers to develop a sliding fee scale based on family income, for families that earn more than 200% of the federal poverty guidelines.
To receive state funding, an early childhood education program must:
(1) Meet teacher qualification requirements applicable to early childhood education programs
(2) Align its curriculum to the department of education's early learning content standards
(3) Comply with any child or program assessment requirements prescribed by the department
(4) Require teachers, except those working toward an associate's or bachelor's degree in a related field, to attend at least 20 hours of professional development every two years
(5) Document and report child progress
(6) Meet and report compliance with the department's early learning program guidelines.
Authorizes the department to examine a provider's financial and program records. Provides that if the program's financial practices are not in keeping with standard accounting principles or do not meet specified financial standards, or if the program fails to substantially meet the early learning program guidelines or exhibits below average performance as measured against the guidelines, the early childhood education program must propose and implement a department-approved corrective action plan, which must include a schedule for monitoring by the department. Defines activities that may be categorized under "monitoring". Authorizes the department to withhold funding pending corrective action. Provides that if an early childhood education program fails to satisfactorily complete a corrective action plan, the department may deny expansion funding to the program or withdraw all or part of the program's funding and establish a new eligible provider through a department-determined selection process.
Page 2798-2801 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
DOE summary of H.B. 1: http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Legislative analysis of H.B. 1 (starting page 219): http://www.lsc.state.oh.us/analyses128/h0001-i-128.pdf
Title: H.B. 1 - Section 265.10.20
Source: www.legislature.state.oh.us
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| OH | Adopted 06/2009 | P-12 | -01: Adds or amends definitions related to early learning programs, including of "alignment," "curriculum," "early learning program guidelines," "group size". http://www.registerofohio.state.oh.us/pdfs/3301/0/37/3301-37-01_PH_FF_A_RU_20090615_1020.pdf
-02: Identifies violations that constitute "serious risk" violations of a license due to the great risk of harm to children. Provides that any serious risk violation may result in prohibition of the issuance of a license, revocation or non-renewal of a license to operate a preschool program. Requires any entity with serious risk violations to provide documentation of correction to the department within 30 days of the entity's receipt of notification of the violation. http://www.registerofohio.state.oh.us/pdfs/3301/0/37/3301-37-02_PH_FF_A_RU_20090615_1020.pdf
-03: Amends napping provisions. http://www.registerofohio.state.oh.us/pdfs/3301/0/37/3301-37-03_PH_FF_A_RU_20090615_1020.pdf
-04: Adds provisions requiring 3 references for all staff members, including the director to be kept on file, and for all staff and volunteers to annually sign a non-guilty/non-conviction statement. Identifies each program director's obligations as regards numerous areas, including health and safety, student records, and supervision and evaluation of staff. Adds to and amends types of credential an individual may have to be eligible to serve as a director of a preschool program or preschool special education program. Amends head teacher and substitute teacher requirements. http://www.registerofohio.state.oh.us/pdfs/3301/0/37/3301-37-04_PH_FF_A_RU_20090615_1020.pdf
-05: Makes adjustments to criteria that preschool facilities must meet. http://www.registerofohio.state.oh.us/pdfs/3301/0/37/3301-37-05_PH_FF_A_RU_20090615_1020.pdf
-06: Makes minor adjustments to equipment and supplies requirements. http://www.registerofohio.state.oh.us/pdfs/3301/0/37/3301-37-06_PH_FF_A_RU_20090615_1020.pdf
-07: Makes minor adjustments to preschool program policies and procedures. Requires programs funded through the department of education to conduct health and developmental screening. Amends provisions related to a staff member being required to complete a child abuse identification training. http://www.registerofohio.state.oh.us/pdfs/3301/0/37/3301-37-07_PH_FF_A_RU_20090615_1020.pdf
-08: Adds provision that a preschool child with a disability shall not be excluded from the program for lack of a medical statement until the team responsible for the individualized education plan (IEP) reconvenes. Specifies that the the medical statement must be provided by a physician, physician's assistant, clinical nurse specialist or certified nurse. http://www.registerofohio.state.oh.us/pdfs/3301/0/37/3301-37-08_PH_FF_A_RU_20090615_1020.pdf
-10: Specifies that behavior management/discipline policies and procedures must ensure the safety, physical and emotional well-being of all individuals on the premises. http://www.registerofohio.state.oh.us/pdfs/3301/0/37/3301-37-10_PH_FF_A_RU_20090615_1020.pdf
Title: OAC 3301-37-01 through -12
Source: www.registerofohio.state.oh.us
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| MN | Signed into law 05/2009 | P-12 | Establishes a voluntary, standards-based quality rating and improvement system for early learning and care programs. Requires the state to consider the cost of administering and staffing the system and collecting evaluation and assessment data when establishing the system. Requires the state to use the Parent Aware quality rating tool prior to the creation of the voluntary statewide quality rating and improvement system.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0002.5.html&session=ls86
Title: H.F. 2
Source: https://www.revisor.leg.state.mn.us
| |
| UT | Signed into law 03/2008 | P-12 | Establishes UPSTART, a pilot project that uses a home-based educational technology program to develop the school readiness skills of children age 4-5 who have not entered kindergarten. Provides that UPSTART is created to evaluate the effectiveness of giving preschool children access, at home, to online interactive individualized instruction to prepare them academically for success in school, and to test the feasibility of scaling an online home-based curriculum in reading, math and science to all preschool children in Utah.
Requires the state board of education to use an RFP process to select an education technology provider to deliver the home-based technology program. Provides standards that the home-based educational technology program must meet. Among these:
The contractor must:
--Provide technical support to families for the installation and operation of the instructional software
--Provide for the installation of computer and Internet access in the homes of low-income families that cannot afford the equipment and service
--Work in cooperation with school district personnel who will provide administrative and technical support for the program
--Solicit families to participate in the program
--In implementing the home-based educational technology program, seek the advice and expertise of early childhood education professionals in the Utah System of Higher Education on issues such as:
(i) soliciting families to participate in the program
(ii) providing training to families
(iii) motivating families to regularly use the instructional software.
In addition, the contractor must have the capability to perform specified tasks through the Internet. These include:
--Communicating with parents
--Storing research data
--Producing reports for parents, schools and the legislature
--The capability to quickly and efficiently modify, improve and support the product.
Provides the program must include:
--Computer-assisted, individualized instruction in reading, mathematics, and science
--A multisensory reading tutoring program
--A validated computer adaptive reading test that does not require the presence of trained adults to administer and is an accurate indicator of reading readiness of children who cannot read.
Provides that the contract must provide funding for a home-based educational technology program for preschool children for one year with an option to extend the contract for additional years or to expand the program to a greater number of preschool children, subject to legislative appropriation.
Provides a school district may participate in UPSTART if the local school board agrees to work in cooperation with the contractor to provide administrative and technical support for the pilot project. Provides a school district that participates in UPSTART will receive funding for paraprofessional and technical support staff, and must agree to adopt standardized policies and procedures in implementing the pilot project.
Requires the contractor to solicit families to participate in UPSTART through a public information campaign and referrals from participating school districts. Provides that at least 30% of participating children must be from low-income families, and that participating children must be from families with diverse ethnic backgrounds and reside in both urban and rural areas in different regions of the state. Requires the contractor to make the home-based educational technology program available to families at an agreed-upon cost if the number of families who would like to participate in UPSTART exceeds the number of participants funded by the legislative appropriation.
Directs the state auditor to either conduct an annual audit of the contractor's use of funds for UPSTART or contract with an independent certified public accountant to conduct an annual audit. Directs the state board of education to:
--Require by contract that the contractor will open its books and records relating to its expenditure of funds pursuant to the contract to the state auditor or the state auditor's designee
--Reimburse the state auditor for the actual and necessary costs of the audit
--Contract with an independent, qualified evaluator, selected through an RFP process, to evaluate the home-based educational technology program for preschool children.
Also directs the state board to make an annual report on UPSTART to the Education Interim Committee. Provides that the report must address the extent to which UPSTART is accomplishing the purposes for which it was established as set forth in statute, and must include:
--The number of families:
(i) volunteering to participate in the program
(ii) selected to participate in the program
(iii) requesting computers
(iv) furnished computers
--The frequency of use of the instructional software
--Obstacles encountered with software usage, hardware or providing technical assistance to families
--Student performance on pre-kindergarten and post-kindergarten assessments conducted by school districts and charter schools for participating and non-participating students
--As available, the evaluation of the program conducted pursuant to statute.
Section 26 of S.B. 2 establishes a repeal date of July 1, 2014.
Pages 10-15: http://le.utah.gov/~2008/bills/sbillenr/sb0002.pdf
Title: S.B. 2 - Sections 3-9
Source: le.utah.gov
| |
| VA | Passed 02/2007 | P-12 | This joint resolution of the legislature directs the Joint Legislative Audit and Review Commission to study the Virginia Preschool Initiative. In conducting its study, the Joint Legislative Audit and Review Commission shall (i) review the statutory authorization for the Virginia Preschool Initiative and funding therefor; (ii) determine the costs of the program to the state and localities since its inception; (iii) assess the manner in which the program has been implemented in the several school divisions and the effectiveness of the current program in preparing at-risk four-year-olds for school readiness and success; (iv) evaluate the continued K-12 academic performance of students who participated in the current preschool program; (v) identify and assess the program's accountability measures to promote effective programs and efficient use of public funds; (vi) study the concept of the Universal Preschool or Pre-K, including which other states have adopted these programs and their success, if any; (vii) evaluate the additional costs, if any, of aligning components of the Virginia Preschool Initiative with the Quality Standards checklist recommended by the National Institute for Early Education Research; (viii) determine whether research has been conducted concerning the efficacy of preschool programs for children of middle- and upper-income parents and report the findings and recommendations; and (ix) consider such other related matters as the Commission deems appropriate to meet the objectives of this study. The Commission must submit its executive summary and report to the 2008 Regular Session of the General Assembly. http://leg1.state.va.us/cgi-bin/legp504.exe?071+ful+HJ729H1
Title: H.J. 729
Source: http://legis.state.va.us/
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| LA | Adopted 06/2006 | P-12 | Requests the governor and commissioner of administration to include in the FY 2007-2008 executive budget additional funding for adequately staffing, equipping, and evaluating state early childhood education programs. http://www.legis.state.la.us/billdata/streamdocument.asp?did=403578
Title: H.R. 132
Source: Lexis-Nexis/StateNet
| |
| VT | Became law without GOVERNOR'S signature. 05/2006 | P-12 | Creates a prekindergarten education study committee. Directs the committee to gather the following information:
(1) How many private and public or publicly funded prekindergarten education services currently exist in Vermont.
(2) What kinds of services and educational programs are offered by existing prekindergarten education programs.
(3) The costs of existing prekindergarten education programs and how they are funded.
(4) Current department of education and agency of human services standards for prekindergarten education facilities.
Directs the committee to study and make findings regarding:
(1) What the research says about the effects of prekindergarten education.
(2) Whether prekindergarten education services should be offered at public expense and, if so:
(A) whether services should be provided by public schools, private providers, or both;
(B) the estimated costs of providing public prekindergarten programs and what public monies should be used to support them;
(C) what would be the mechanism for dispersing these monies; and
(D) what state agency or agencies should have responsibility for developing standards regarding the quality and content of prekindergarten education programs and for determining educator qualifications, and whether standards for public schools should differ from those for private providers.
(3) Which groups of children benefit academically and socially from receiving prekindergarten educational services.
(4) Whether all groups of prekindergarten children benefit from an inclusionary educational environment.
(5) Whether enrollment in a prekindergarten education program should be voluntary.
(6) Whether participation may take place outside the district of residence.
(7) Whether a community should conduct a needs assessment before starting or expanding a program, and if so, how private providers and school districts should be involved in the assessment.
(8) Whether publicly funded early education services are an effective economic development strategy.
Directs the committee to report its findings and recommendations to the senate and house committees on education, the senate committee on health and welfare, and the house committee on human services by January 30, 2007. Bars the state board from changing, repealing or adopting any rules on early childhood or prekindergarten education services prior to June 30, 2008.
During the 2007–2008 school year, requires a district that begins a new prekindergarten program to contract with qualified early childhood education service providers in the district unless it determines that it cannot efficiently and effectively provide quality services using these providers, or that no qualified programs exist in the district or no private programs are interested in providing the services in collaboration with the school district. In determining efficiency and effectiveness, requires districts to emphasize affordability, access, and high quality in early learning experiences. Directs the commissioner of education to determine whether a school district has met these requirements, and provdies that the commissioner's decision shall be final. http://www.leg.state.vt.us/docs/legdoc.cfm?URL=/docs/2006/acts/ACT186.HTM
Title: S.B. 314
Source: www.leg.state.vt.us
| |
| WA | Signed into law 03/2006 | P-12 | Finds that the early years of a child's life are critical to the child's healthy brain development and that the quality of caregiving during the early years can significantly impact the child's intellectual, social, and emotional development. Declares that the purpose of this act is: (1) To establish the department of early learning, the purpose of which is to coordinate and consolidate child care and early learning programs; (2) To safeguard the health, safety, and well-being of children receiving child care and early learning services, which is paramount over the right of any person to provide care; (3) To promote linkages and alignment between early learning programs and elementary schools and support the transition of children and families from prekindergarten environments to kindergarten; (4) To promote the development of a sufficient number and variety of adequate child care and early learning facilities, both public and private; and (5) To license agencies and to a ssure the users of such agencies, their parents, the community at large and the agencies themselves that adequate minimum standards are maintained by all child care and early learning facilities. Provides that two years after the implementation of the department's early learning program, and every two years thereafter by July 1st, the department shall submit to the governor and the legislature a report measuring the effectiveness of its programs in improving early childhood education. The first report shall include program objectives and identified valid performance measures for evaluating progress toward achieving the objectives, as well as a plan for commissioning a longitudinal study comparing the kindergarten readiness of children participating in the department's programs with the readiness of other children, using nationally accepted testing and assessment methods. Such comparison shall include, but not be limited to, achievement as children of both groups progress through the K-12 system and identify year-to-year changes in achievement, if any, in later years of elementary, middle school, and high school education.
http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Session%20Law%202006/2964-S2.SL.pdf
Title: H.B. 2964
Source: http://www.leg.wa.gov
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| CT | Issued 02/2006 | P-12 | Establishes the Governor's Early Childhood Research and Policy Council and defines membership and duties. The Council will: (1) Advise the Early Childhood Education Cabinet on research findings, policy solutions and strategic financing opportunities related to investments in early childhood initiatives; (2) Recommend ways to build and support a network of early childhood researchers across Connecticut's education systems, including academic scholars at business and other professional schools; (3) Engage Connecticut's academic researchers in design of a longitudinal study of children's development and review existing research that evaluates early childhood programs; (4) Examine, from a business perspective, possible strategies to increase the efficiency and effectiveness of Connecticut's early care and education "industry"; (5) Propose additional "return on investment" (ROI) studies necessary to evaluate and support early childhood care and education, quality improvement and expansion proposals; (6) Consult with the Cabinet in its preparation of the Cabinet's Early Childhood Investment Plan, to be submitted to the Governor, regarding the expansion of high quality early childhood education services leading to the readiness for kindergarten of all Connecticut children upon entry into kindergarten; and (7) Consult with the Cabinet in monitoring the ongoing implementation of the Connecticut Early Childhood Investment Plan.
http://www.ct.gov/governorrell/cwp/view.asp?A=1719&Q=309862
Title: EXECUTIVE ORDER NO. 13
Source: http://www.ct.gov/
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| IA | Signed into law 06/2005 | P-12 | Relates to the Iowa Early Intervention Block Grant Program. Requires a report that includes district-by-district information showing the allocation received for early intervention block grant program purposes, the total number of students enrolled in grade four in each district, and the number of students in each district who are not proficient in reading in grade four for the most recent reporting period, as well as for each reporting period starting with the school year beginning July 1, 2001. http://coolice.legis.state.ia.us/legislation/enrolled/HF742.html
Title: H.F. 742
Source: http://coolice.legis.state.ia.us
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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 Kindergarten--Full-Day Kindergarten |
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