 |
State |
Status/Date |
Level |
Summary |
|
 | 21st Century Skills |
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| Accountability |
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| Accountability--Accreditation |
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| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
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| 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 |
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| Accountability--School Improvement |
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| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--College Entrance Exams |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--High Stakes/Competency |
| |
| Assessment--Legal Issues |
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| Assessment--NAEP (NAEP Results and NAEP Organization) |
| |
| Assessment--Performance Based/Portfolio |
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| 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 |
| |
| Minority/Diversity Issues--African American |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| Minority/Diversity Issues--Hispanic |
| |
| No Child Left Behind |
| |
| No Child Left Behind--Adequate Yearly Progress |
| |
| No Child Left Behind--Assessment |
| |
| No Child Left Behind--Choice/Transfer |
| |
| No Child Left Behind--Consequences for Schools |
| |
| No Child Left Behind--Finance |
| |
| No Child Left Behind--Parent Involvement |
| |
| No Child Left Behind--Reauthorization Issues/Waivers |
| |
| No Child Left Behind--Report Cards |
| |
| No Child Left Behind--School Support |
| |
| No Child Left Behind--Special Populations |
| |
| No Child Left Behind--Supplemental Services |
| |
| Online Learning--Digital/Blended Learning |
| |
| Online Learning--Virtual Schools/Courses |
| |
| P-16 or P-20 |
| |
| P-3 |
| |
| P-3 Brain Development |
| |
| P-3 Child Care |
| |
| P-3 Content Standards and Assessment |
| |
| P-3 Data Systems |
| |
| P-3 Early Intervention (0-3) |
| |
| P-3 Ensuring Quality |
| |
| P-3 Evaluation/Economic Benefits |
| |
| P-3 Family Involvement |
| |
| P-3 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Health and Mental Health |
| |
 | P-3 Kindergarten |
| |
| CA | Vetoed 09/2012 | P-12 | From bill summary: Authorizes the Commission on Teacher Credentialing to convene a workgroup of specified members to develop program standards for the issuance of a recognition of study in transitional kindergarten (defined as the 1st year of a two-year kindergarten program that uses a modified kindergarten curriculum) for holders of a multiple subject teaching credential who will be teaching transitional kindergarten. Authorizes the commission to work with the superintendent of public instruction to gather and post, on an appropriate website, best practices from districts and schools on curriculum development and
professional development relating to implementing and sustaining transitional kindergarten programs. Provides that the holder of a multiple subject teaching credential who has received a recognition of study in transitional kindergarten is not authorized to teach English learners, except as specified, and that a recognition of study in transitional kindergarten is not considered a type of authorization, cannot be used as a condition of employment, does not replace subject matter competence requirements, and cannot be used in making employment decisions relating to reductions in employee positions.
Require the commission to use private funds to support the development of the recognition of study in transitional kindergarten; prohibits the use of general fund moneys for this purpose. Requires the workgroup to be convened only after the department of finance determines, and files a written statement with specified persons, that private funds have been deposited with the state.
Bill text: http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1851-1900/ab_1853_bill_20120823_enrolled.pdf
Governor's veto message: http://gov.ca.gov/docs/AB_1853_Veto_Message.pdf
Title: A.B. 1853
Source: www.leginfo.ca.gov
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| MI | Signed into law 07/2012 | P-12 | Updates cut-off date for entrance ages into kindergarten. For the 2013-14 school year, a child must be five years of age by November 1. For the 2014-15 school year, the child must be five years of age by October 1. For the 2015-16 school year, the child must be five years of age by September 1. However, permits a child that will be five years of age by December 1 of a school year to enter kindergarten if the parent or
legal guardian notifies the school district in writing. The school district is permitted to make a recommendation that the child is not ready, but the parent retains full discretion to make that determination. Directs a school district or public school academy that enrolls any children under the age of five in kindergarten for a school year to notify the department of the number of those children enrolled. http://www.legislature.mi.gov/documents/2011-2012/billconcurred/House/pdf/2011-HCB-4513.pdf
Title: H.B. 4513
Source: legislature.mi.gov
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| NY | Signed into law 07/2012 | P-12 | Authorizes the New York City board of education to require children who turn five by December 1 to attend kindergarten. Provides exceptions. http://assembly.state.ny.us/leg/?default_fld=%0D%0A&bn=A09861&term=&Summary=Y&Memo=Y&Text=Y
Title: A.B. 9861
Source: assembly.state.ny.us
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| DE | Signed into law 06/2012 | P-12 | Provides that the Department of Education establish a statewide readiness tool that will review a child's readiness for learning when they enter kindergarten. The tool will be phased in starting in Fall 2012 with statewide implementation no later than Fall 2015.
http://www.legis.delaware.gov/LIS/lis146.nsf/vwLegislation/HB+317/$file/legis.html?open
Title: H.B. 317
Source: http://www.legis.delaware.gov/
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| HI | Signed into law 06/2012 | P-12 | Provides legislative findings. Establishes the executive office on early learning, to be temporarily placed in the office of the governor, and permanently established within the department of education for administrative purposes only, effective July 2015. Establishes a director of the executive office on early learning, and requirements for and duties of the director. Establishes the duties of the executive office on early learning in developing the state's early learning system, including among others: (1) Establishing additional early learning programs and services, including public and private partnerships; (2) Establishing policies and procedures governing the inclusion of children with special needs; (3) Developing incentives to enhance the quality of early learning programs, services, and educational professionals; (4) Coordinating efforts to develop a highly-qualified, stable, and diverse workforce; (5) Developing standards of accountability to ensure that early learning experiences are high-quality; (6) Collecting, interpreting, and releasing state early learning data; (7) Recommending the appropriate proportion of state funds to be distributed to programs and services across the early learning system; and (8) Consulting with community groups, including statewide
organizations involved in early learning professional development, policy and advocacy, and early childhood programs. Transfers the state head start state collaboration office from the department of human services to the executive office on early learning.
Establishes the early learning advisory board to replace the early learning council, and repeals provisions related to the early learning council. Establishes the membership and responsibilities of the early learning advisory board. Transfers administration of the pre-plus program to expand access to affordable and high-quality early childhood education for low-income children from the department to the executive office on early learning. Makes provisions regarding charter school occupancy of vacant school facilities also applicable to pre-plus programs seeking facilities. Requires the executive office on early learning, no later than 20 days before the convening of the 2013 regular session, to suhmit a report to the legislature on the status of an implementation plan for the development of the early learning system, including a timeline of the implementation plan and projected funding needs, with a focus on targeting four-year-old children.
Repeals junior kindergarten programs at the end of the 2013-2014 school year. Starting with the 2014-2015 school year, requires students to be at least 5 years of age on July 31 of the school year in order to attend kindergarten. http://www.capitol.hawaii.gov/session2012/bills/SB2545_CD1_.pdf
Title: S.B. 2545
Source: www.capitol.hawaii.gov
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| HI | Adopted 06/2012 | P-12 | Requests that the department of education conduct research on the correlation between children who are late-born (born after August 1) and educational outcomes. Resolves the report on the research conducted may include the raw numbers and percentages of dropouts by month born and quarter of the year born, access to early learning or preschool programs, ability to read at the appropriate grade level, gender, socioeconomic status, ethnicity, identification of special needs, and school complex area. Requests that the department of education collaborate with the governor's early learning coordinator, institutions of higher education, and the regional educational laboratory. Requests that the department of education submit a report of its findings and recommendations, including any proposed legislation, to the legislature no later than 20 days prior to the convening of the 2013 regular session. http://www.capitol.hawaii.gov/session2012/bills/SCR80_SD1_.pdf
Title: S.C.R. 80
Source: www.capitol.hawaii.gov
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| IL | Adopted 06/2012 | P-12 | From Illinois Register: This rulemaking resulted from the State Board of Education's application for funding under the American Recovery and Reinvestment Act of 2009 (ARRA) for a Race to the Top-Early Learning Challenge (RTT-ELC) grant to design and implement early learning and development systems that are comprehensive in scope and coordinated among the various state agencies charged with administering the programs. As set forth in RTT-ELC, the goals of the federal grant program were to increase the number and percentage of low-income and disadvantaged children enrolled in high-quality early learning programs; design and implement an integrated system of high-quality early learning programs and services; and ensure the use of certain nationally recommended assessments.
As a support to the RTT-ELC application, the State Board in October considered a rulemaking to require school districts to administer a kindergarten readiness survey, starting in school year 2014-15. Funding from the federal grant was for the design and implementation of a survey that would be used to gauge a student's progress during the school year. Unfortunately, Illinois was not successful in its effort to win a RTT-ELC
grant.
The lack of federal funding now available for the Illinois Kindergarten Individual Development Survey, or KIDS, initiative has resulted in staff's recommendation that the implementation date for districts to begin administering the kindergarten survey be delayed until the 2015-16 school year, provided state funding is available to pay the cost of the survey's administration. It is anticipated that the limited statewide implementation of the KIDS be conducted during two school years – 2013-14 and 2014-15 – rather than one, and the proposed rule is being modified to note the second year.
Additionally, the agency removed a requirement for school districts to participate either in a pilot of the survey or a limited statewide implementation, to align with a modification to 23 Ill. Adm. Code 235 (Early Childhood Block Grant), effective April 18, 2012.
Finally, the amendments also acknowledge that the Illinois Learning Standards, set forth in Section 1.Appendix D (State Goals for Learning) of the rules, apply to kindergarten. This Section lists the goals and standards for all students, including the common core standards that are for K-12 in English language arts and math. The remaining State-developed goals and standards are the same for kindergarten as they are for other grade levels, with the benchmarks (which are not stated in the rules) specific to the kindergarten level.
Page 250-276 of 403: http://www.cyberdriveillinois.com/departments/index/register/register_volume36_issue22.pdf
Title: 23 IL ADC 1.420; 23 IL ADC 1.APP. D
Source: www.cyberdriveillinois.com
| |
| OH | Signed into law 06/2012 | P-12 | Repeals existing requirements providing exceptions to minimum ages for admission to kindergarten or 1st grade. Replaces with provision providing an exception for a child recommended for early admittance in accordance with the district's acceleration policy. Requires a child to be evaluated for early admittance upon referral by the child's parent/guardian, an educator employed by the district, or a preschool educator, pediatrician, or psychologist who knows the child. Provides that after a student has been admitted to kindergarten in a district or nonpublic school, no district to which the student transfers may deny that student admission based on the student's age. Repeals provision that previously allowed a district to, upon parental request, admit to 1st grade a student who had not successfully completed kindergarten and who meets certain age and other criteria. Repeals provisions related to "pupil personnel services committee," which each district was required to establish, and whose sole authority was to issue waivers allowing admittance to the first grade without the successful completion of kindergarten. Pages 220-223 of 592: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_Y.pdf
Title: S.B. 316 - Kindergarten, 1st Grade Entrance
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 06/2012 | P-12 | Directs the state board and the early childhood advisory council, in consultation with the governor's office of 21st century education, to develop legislative recommendations regarding the state's policies on literacy education for birth through 3rd grade with the goal of increasing kindergarten readiness, K-3 reading proficiency, and increasing school success and college- and career-readiness for Ohio's children. Directs the state board and early childhood advisory council to submit these recommendations no later than February 28, 2013. Requires that the recommendations address (1) alignment of state's policies and resources for reading readiness and proficiency from birth through 3rd grade; (2) identification of birth through kindergarten entry strategies to reduce the kindergarten readiness gap, increase literacy success throughout the K-12 continuum, and increase college- and career-readiness; and (3) recommendations for implementing reading proficiency strategies. Page 395 of 401: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_N.pdf
Title: S.B. 316 - Birth through 3rd Grade Literacy Education
Source: www.legislature.state.oh.us
| |
| CO | Signed into law 05/2012 | P-12 | Requires the education department to issue request for proposals for the purchase of an early literacy assessment tool that teachers may use to obtain real-time assessments of the reading skill levels of K-3 students, and, based on the results, create intervention plans and materials. Describes requirements for the assessment software and procedures for using the assessment tool/software in districts and schools. Requires the department to a report that includes the following information: percentage of students receiving services using the assessment tool; improvements in reading levels; and cost of purchasing the assessment tool and licenses.
http://www.leg.state.co.us/clics/clics2012a/csl.nsf/fsbillcont3/CD3C8673214EEF8C872579CD00625FE2?Open&file=1345_enr.pdf
Title: H.B. 1345 (sec. 7)
Source: http://www.leg.state.co.us
| |
| IA | Signed into law 05/2012 | P-12 | This section requires that a student who is enrolled in a district and is age 5 by 9/15 be considered of compulsory attendance age unless the parent files in writing an intent to remove the child from school. http://coolice.legis.state.ia.us/linc/84/external/govbills/SF2284.pdf
Title: S.F. 2284 - Division XIII
Source: http://coolice.legis.state.ia.us
| |
| IL | Adopted 05/2012 | P-12 | From Illinois Register: This rulemaking resulted from the state board's application for funding under the American Recovery and Reinvestment Act of 2009 (ARRA) to design and implement early learning and development systems that are comprehensive in scope and coordinated among the various state agencies charged with administering the programs. The state board served as the lead agency for the application. Agency staff worked with outside consultants, early childhood education advocates and staff from the Department of Human Services (DHS), Department of Children and Family Services (DCFS) and the Illinois Early Learning Council to prepare the application. Unfortunately, Illinois was not successful in this effort and did not receive the grant.
The lack of funding now available for the initiatives set forth in Part 235, coupled with the public comment received, have resulted in certain initiatives being removed from the rulemaking or their implementation dates being delayed.
Briefly, the amendments address several significant changes that relate to the core focus areas of the federal grant. In particular, efforts were made to coordinate the state board's Preschool for All Children (PFA) and Prevention Initiative grant programs with those offered through or licensed by DHS or DCFS. In particular, the proposed amendments required any recipient of these grants to use the DHS' Tiered Quality Rating and Improvement System (a requirement that has since been removed from the rulemaking) and continue to require that grantees register certain staff in DHS' Gateways to Opportunity staff registry and credentialing system.
Additionally, a portion of the federal grant was to be used to continue the agency's efforts to develop and implement a kindergarten readiness tool to gauge a student's progress during the school year. Under the rules as proposed any school district that offers kindergarten (whether full or half day) would be required to administer the Kindergarten Individual Development Survey, or KIDS. While this requirement was placed in 23 Ill. Adm. Code 1 (to be adopted later this spring), Section 235.70(o) of early childhood rules had required that all school districts with PFA grants participate in the limited statewide implementation of KIDS in the 2013-14 school year.
Part 235 amendments include expansion of program standards to address initiatives serving children ages 3 to 5 (see Section 235.Appendix B). While developmental guidelines for infants and toddlers have been removed from the rules due to public comment, the existing learning and developmental standards for children ages 3-5 have been updated and now align to the recently adopted Illinois Learning Standards for
English language arts and mathematics, commonly referred to as the common core standards.
Other changes in Part 235 include the following:
• Requesting in Section 235.20(c)(4) that applicants provide information about other similar programs operating in the same service area, including the number of children estimated to be served, if that figure is known
• Setting in Section 235.30(a)(1)(C) minimum criteria for procedures used to assess the progress of children enrolled in a PFA program
• Clarifying in Section 235.50(a)(1)(A) that consideration in the proposal review process will be given to applicants serving areas where the need for services exceeds the available resources, when that information is available to an applicant. Pages 48- of 95: http://www.cyberdriveillinois.com/departments/index/register/register_volume36_issue18.pdf
Title: 23 IL ADC 235.20, 30, 40, 45, 50, 60, 70; 23 IL ADC 235.APP. A, B, C
Source: www.cyberdriveillinois.com
| |
| TN | Signed into law 05/2012 | P-12 | Sets kindergarten entrance age. Children entering kindergarten shall be five years of age on or before August 31 for the 2013-2014 school year and on or before August 15 for all school years thereafter.
http://state.tn.us/sos/acts/107/pub/pc0991.pdf
Title: H.B. 2566
Source: http://www.capitol.tn.gov
| |
| GA | Signed into law 04/2012 | P-12 | Clarifies that provisions for child's entry into kindergarten and 1st grade for a child who was a legal resident of one or more states two years immediately prior to moving to Georgia also apply to children residing in one or more countries two years immediately prior to moving to Georgia. Pages 3-4 of 11: http://www.legis.ga.gov/Legislation/20112012/127649.pdf
Title: H.B. 706 - Age for Kindergarten or First Grade Entry for Children Moving from Abroad
Source: www.legis.ga.gov
| |
| KY | Signed into law 04/2012 | P-12 | Amends school entrance ages and compulsory school ages. Effective with the 2017-18 school year, kindergarten entrance age is 5 by August 1 and lower compulsory school age is 6 by August 1 (previous date for both was October 1). Directs local boards to adopt policies permitting a parent to petition the board to allow a child who does not meet such age requirements to attend school. Requires such policies to include an evaluation process to help determine a child's readiness for school. http://www.lrc.ky.gov/record/12RS/SB24/bill.doc
Title: S.B. 24
Source: www.lrc.ky.gov
| |
| SD | Signed into law 03/2012 | P-12 | Permits schools to charge a fee for early childhood services for any child who is under the age of compulsory attendance pursuant to § 13-27-1 and is not enrolled in kindergarten or a more advanced grade. http://legis.state.sd.us/sessions/2012/Bills/HB1195ENR.pdf
Title: H.B. 1195
Source: legis.state.sd.us
| |
| UT | Signed into law 03/2012 | P-12 | Creates an early intervention program to provide funds for applicant school districts and charter schools to offer an enhanced kindergarten program targeted to at-risk students, focused on building age-appropriate literacy and numeracy skills using an evidence-based early intervention model, and that includes an interactive computer software program. Prohibits a district or charter school from requiring a student to attend an enhanced kindergarten program. Requires funds to be appropriated to districts and charter schools based on the number of kindergarten students eligible for free and reduced lunch. Directs the state board, beginning November 1, 2013 and every year thereafter, to report to the governor and education interim committee final testing data regarding an interactive computer software program, including student learning gains as a result of the program. Makes appropriations. http://le.utah.gov/~2012/bills/hbillenr/hb0513.pdf
Title: H.B. 513
Source: le.utah.gov
| |
| WA | Signed into law 03/2012 | P-12 | Requires the Washington kindergarten inventory of developing skills, beginning in the 2012-2013 school year and to the extent funds are available, to be administered at the beginning of the school year to all students enrolled in state-funded full-day kindergarten programs with the exception of students who have been excused from participation by their parents or guardians. http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/House%20Passed%20Legislature/2586-S.PL.pdf
Title: H.B. 2586
Source: apps.leg.wa.gov
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| OH | Issued 10/2011 | P-12 | Creates the position of Early Education and Development Officer ("Officer") within the Governor's Office of 21st Century Education. Directs the Officer to work through and in conjunction with existing state agencies to (1) Define and measure kindergarten readiness, as well as develop and implement a comprehensive kindergarten readiness assessment process including academic, social and emotional, and physical health measures of readiness; (2) Break down silos that exist between agencies and programs; (3) Improve system performance by (i) Including outcome and performance measures in the statewide quality rating and improvement system; (ii) Ensuring that all publicly funded, licensed early learning and development providers are part of the quality rating system, (iii) Evaluating and implementing innovative financing strategies that support high-quality services for Ohio's young children; and (iv) Engaging parents as resources in the development of state policies and programs. Also establishes the Early Education and Development Innovation Committee ("Committee") to advise the governor, the Officer and the Office of 21st Century Education on (i) Efforts to mobilize business partnerships at the local level to achieve community and statewide kindergarten readiness goals; (ii) Opportunities to bring private-sector tools and resources to early education and development; (iii) Methods and opportunities to disseminate information to the legislature and leaders in local communities on the status of school readiness in Ohio. http://www.governor.ohio.gov/Portals/0/pdf/executiveOrders/2011-21K.pdf
Title: Executive Order 2011-21K
Source: www.governor.ohio.gov
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| CT | Signed into law 07/2011 | P-12 | Sec. 1 - Establishes a task force to address the academic achievement gaps in Connecticut by considering effective approaches to closing the achievement gaps in elementary, middle and high schools. Requires the task force to submit a master plan to the General Assembly by July 1, 2012. Provides that the task force must terminate on January 1, 2020.
Sec. 2 - Establishes an Interagency Council for Ending the Achievement Gap (the council) to assist the achievement gap task force, in the development of the master plan to eliminate the academic achievement gaps in Connecticut, implement the provisions of the master plan, and, if necessary, make recommendations for legislation relating to the master plan to the joint standing committee of the General Assembly. Directs the council to submit annual progress reports on the implementation of the master plan to the General Assembly.
Sec. 3 - Permits local or regional boards of education for schools designated as low-achieving under state law to increase the number of school sessions each year and the number of school hours each day in order to improve student performance and remove the school from the list of low-achieving schools.
Sec. 4 - Provides that the summer reading program required in priority school districts must be offered to children enrolled in kindergarten who are determined by their school to be substantially deficient in reading based on measures established by the State Board of Education. Directs each priority school district to require the schools under its jurisdiction to assess the reading level of students enrolled in kindergarten at the end of the school year and in grades 1-3 at the beginning, middles and end of the school year (assessment was previously only required in grades 1-3 at the middle and end of the school year). Required individual reading plans must be monitored by school literacy teams that will consist of, but not be limited to, teachers, school reading specialists, internal or external reading consultants, the school principal and the provider of the additional instruction. Adds kindergarten to the grade range for which priority school districts may require students found substantially deficient in reading to attend summer school.
Sec. 5 - Permits the Commissioner of Education to identify schools to participate in a pilot study for the purposes of promoting best practices in early literacy and closing the academic achievement gaps.
Sec. 6 - Provides that the required statement of educational goals (which identify specific expectations for students in terms of skills, knowledge and competence) prepared by the board of education be annually established.
Sec. 7 - Requires, on and after July 1, 2011, any person applying for a certification in the endorsement area of elementary education to achieve a satisfactory evaluation on the appropriate State Board of Education approved mathematics assessment in order to be eligible for such elementary education endorsement.
Sec. 8 - Requires, not later than July 1, 2012, the Department of Education to approve and make available model curricula and frameworks in reading and mathematics for grades prekindergarten to grade four, inclusive, for use by boards of education for school districts or individual schools identified by the department as having academic achievement gaps.
Sec. 9 - Requires the Connecticut School Reform Resource Center (the Center) to provide a program of professional development activities for teachers to educate such students that includes research-based child development and reading instruction tools and practices. Requires the Center to develop strategies for assisting such students who are in danger of failing and develop culturally-relevant methods for educating students whose primary language is not English. http://www.cga.ct.gov/2011/ACT/PA/2011PA-00085-R00SB-00929-PA.htm
Title: S.B. 929
Source: http://www.cga.ct.gov
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| FL | Signed into law 06/2011 | P-12 | Revises requirements for a good cause exemption for a Voluntary Prekindergarten (VPK) Program provider who fails to meet minimum student readiness rates for kindergarten. Eliminates the cap on the percentage of VPK providers who may fail to meet student readiness rates for kindergarten. Permits nonpublic schools to administer the statewide kindergarten screening to each kindergarten student in a nonpublic school who was enrolled in the VPK program.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1255er.docx&DocumentType=Bill&BillNumber=1255&Session=2011
Title: H.B. 1255 - Sec. 12
Source: http://www.myfloridahouse.gov/
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| LA | Signed into law 06/2011 | P-12 | Amends and reenacts existing statute relative to school readiness assessment. Provides relative to school readiness tests, inlcuding the selection, type, and content. Addresses the reporting of the results and implementation.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=760438
Title: H.B. 100
Source: http://www.legis.state.la.us
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| OR | Signed into law 06/2011 | P-12 | Statutes regarding the provision of half-day and supplemental kindergarten are scheduled to sunset with the 2011-2012 school year. S.B. 248 extends the applicability of law that requires school districts to offer half-day kindergarten and allows school districts and public charter schools to offer full-day kindergarten. changes the State School Fund distribution formula to a full weight (1.0) for each enrolled kindergarten student, commencing with the 2015-2015 distribution. Effective January 1, 2012
http://www.leg.state.or.us/11reg/measures/sb0200.dir/sb0248.en.html
Title: S.B. 248
Source: http://www.leg.state.or.us
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| ND | Signed into law 05/2011 | P-12 | Requires each board to provide at least a half-day kindergarten program for any student enrolled in the district or pay the tuition required for the student to attend a kindergarten program in another school district. Requires a kindergarten instructional calendar equal to at least fifty percent of the full-time instructional days required in accordance with section 15.1 - 06 - 04;
http://www.legis.nd.gov/assembly/62-2011/documents/11-0208-12000.pdf
Title: S.B. 2150 - Multiple Provisions
Source: http://www.legis.nd.gov
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| OK | Signed into law 05/2011 | P-12 | The measure delays the requirement for the requirement for districts to provide full-day, free kindergarten until the 2013-14 school year. http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/SB/SB260%20ENR.DOC
Title: S.B. 260
Source: http://webserver1.lsb.state.ok.us
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| AZ | Signed into law 04/2011 | P-12 | Arizona Revised Statute 15-821 is clarified. If a child who has not reached the age of five before September 1 of the current school year is admitted to kindergarten but withdraws and re-enroll the following year allows state age to be apportioned between the two years. Continues to limit funding to one year of kindergarten.
http://www.azleg.gov/legtest/50leg/1r/bills/sb1256s.pdf
Title: S.B. 1256--Kindergarten Finance
Source: http://www.azleg.gov/
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| MS | Signed into law 03/2011 | P-12 | Directs the department of education to conduct a survey of public school districts to determine the feasibility of enrolling children in public school kindergarten who attain five years of age on July 1, as opposed to September 1. Requires that a report of the findings be presented to the legislature by January 1, 2012.
http://billstatus.ls.state.ms.us/documents/2011/pdf/HB/0600-0699/HB0619SG.pdf
Title: H.B. 619
Source: http://billstatus.ls.state.ms.us
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| ND | Signed into law 03/2011 | P-12 | Allows districts to conduct readiness testing and formative assessments of incoming kindergarten students (within the regular school calendar or before the regular school calendar). Requires districts to provide to the parents of each incoming kindergarten student the date and time of the student's testing or assessment. Allows districts to consider up to two of the days set aside for readiness testing and formative assessments to be kindergarten instructional days. However, the attendance of a kindergarten student on those days is limited to the period of time during which the individual student's testing or assessment is scheduled.
http://www.legis.nd.gov/assembly/62-2011/documents/11-0363-02000.pdf
Title: H.B. 1273
Source: http://www.legis.nd.gov
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| ND | Signed into law 03/2011 | P-12 | Allows exceptions to the kindergarten enrollment cut-off date (age 5 by August 1) unless the child will be 5 by Dec. 1 and can demonstrate, by means of developmental and readiness screening instruments approved by the superintendent of public instruction and administered by the school district, SUPERIOR ACADEMIC-TALENTS OR ABILITIES and social, and emotional readiness.
http://www.legis.nd.gov/assembly/62-2011/documents/11-0682-02000.pdf
Title: H.B. 1436
Source: http://www.legis.nd.gov
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| OH | Signed into law 03/2011 | P-12 | Repeals provision requiring districts to provide all-day kindergarten to all students beginning in fiscal year 2011. Permits a district that did not receive for fiscal year 2009 poverty-based assistance for all-day kindergarten to charge tuition or fees for students in all-day kindergarten. Requires a district charging tuition or fees to develop a sliding fee scale based on family income. Requires the department of education's annual survey of kindergarten programs to include whether a district charges fees or tuition for all-day kindergarten, the amount of fees or tuition charged, and how many of the students for whom tuition is charged are eligible for free and reduced lunch. Prohibits a district from requiring a student to attend all-day kindergarten. Pages 37-39 of 41: http://www.legislature.state.oh.us/BillText129/129_HB_30_EN_N.pdf
Title: H.B. 30 - All-Day Kindergarten
Source: www.legislature.state.oh.us
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| CA | Signed into law 09/2010 | P-12 | Changes the required birthday for admission to kindergarten and first grade to November 1 for the 2012–13 school year, October 1 for the 2013–14 school year, and September 1 for the 2014–15 school year and each school year thereafter. Requires a child whose admission to a traditional kindergarten is delayed to be admitted to a transitional kindergarten program. Requires pupils who are participating in transitional kindergarten to be included in computing the average daily attendance of a school district in accordance with specified requirements. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1351-1400/sb_1381_bill_20100930_chaptered.pdf
Title: S.B. 1381
Source: www.leginfo.ca.gov
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| HI | Signed into law 06/2010 | P-12 | Amends kindergarten entrance age; provides that beginning with the 2013-14 school year, a child who is at least 5 on the first day of kindergarten may attend a public school kindergarten. Directs the department of education and the early learning council to jointly develop a plan to assess the success of public junior kindergarten programs at individual schools. (Junior kindergarten, created by Act 219 of 2004, is for children who turn 5 after August 1 and before January 1 of the school year.) Directs the department of education and early learning council to submit the plan and any proposed legislation to the legislature no later than 20 days before the start of the 2011 regular session. http://www.capitol.hawaii.gov/session2010/Bills/SB2068_CD1_.HTM
Title: S.B. 2068
Source: www.capitol.hawaii.gov
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| NE | Signed into law 03/2010 | P-12 | Children are eligible for kindergarten if they are 5 years old by July 31, beginning with the 2012-13 school year. Previously, the cutoff date was Oct. 15. The bill includes an exception for children who turn 5 between Aug. 1 and Oct. 15 if they perform adequately on a school assessment. The bill also requires school boards to adopt an assessment procedure to determine if a child is capable of kindergarten-level work.
http://www.nebraskalegislature.gov/FloorDocs/Current/PDF/Final/LB1006.pdf
Title: L.B. 1006
Source: http://www.nebraskalegislature.gov/
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| GA | Adopted 12/2008 | P-12 | Eliminates reference to Georgia Kindergarten Assessment Program - Revised (GKAP-R). Provides all kindergarten students must be assessed using the Georgia Kindergarten Inventory of Developing Skills (GKIDS). Eliminates provisions that all students at grades 3, 5, 8 be assessed with state board-approved norm-referenced test.
Title: GAC 160-3-1-.07
Source: www.lexis.com
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| NH | Signed into law 07/2008 | P-12 | Extends the kindergarten construction aid program until all school districts operate a kindergarten program; allows a school district to elect a construction grant to be applied to the costs of a kindergarten facility; provides classroom transition grants to eligible school districts which do not operate a public kindergarten program and which begin operation of such a program; requires that a school district providing a public kindergarten program as of the beginning of the 2009-2010 school year shall receive, in that same year, an additional adequate education grant amount based on the number of pupils attending kindergarten in the district as of the beginning of the school year. Requires certain school districts to submit a kindergarten implementation plan to the commissioner of the department of education detailing the district's plan to provide a public kindergarten program no later than the beginning of the 2009-2010 school year.
http://www.gencourt.state.nh.us/legislation/2008/SB0530.html
Title: S.B. 530
Source: http://www.gencourt.state.nh.us
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| GA | Adopted 09/2007 | P-12 | Adds language regarding the Assessing Comprehension and Communication in English State to State for English Language Learners (ACCESS for ELLs), an English language proficiency test administered annually to all English language learners (ELLs) to determine students' level of English language proficiency level.
Adds provision regarding "conditional administration," a test administration in which a more expansive accommodation is utilized to provide access for a small percentage of students with more severe disabilities who would not be able to access the assessment without such assistance.
Adds provision regarding Georgia Kindergarten Inventory of Developing Skills (GKIDS), a performance assessment designed to provide teachers with information about the level of instructional support needed by individual students entering kindergarten and first grade. Provides this assessment will replace the Georgia Kindergarten Assessment Program-Revised (GKAP-R).
Replaces Middle Grades Writing Assessment (IMGWA) with Grade 8 Writing Assessment.
Adds science to areas in which a first-year ELL student may participate in the appropriate state board approved language proficiency assessment rather than the standard assessment.
Clarifies that only state-approved accommodations may be included in an IEP or Section 504 IAP. Eliminates certain provisions regarding the Georgia Alternate Assessment.
Specifies that students with significant cognitive disabilities participating in the GAA must be provided access to the state-adopted curriculum. Clarifies that educators may adjust the learning expectations for this group of unique students provided the instruction is based on and aligned to the grade-level curriculum standards. Provides that instruction may reflect pre-requisite skills but must be sufficiently challenging for the individual student.
Directs local school systems to provide individual student score reports for all state-mandated assessments to the parent(s) or legal guardian(s) in a timely manner.
http://www.doe.k12.ga.us/_documents/doe/legalservices/160-3-1-.07.pdf
Title: GAC 160-3-1-.07
Source: www.doe.k12.ga.us
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| HI | Vetoed 07/2007 | P-12 | Directs the department to encourage inclusionary prekindergarten and kindergarten classes of both special education eligible and general education students, including consideration of the following options:
(1) Special education eligible preschool children may receive services in private preschool programs if required by their individual education program;
(2) Facilities for providing early education offer a variety of possibilities via partnerships between public and private offers;
(3) Special education staff may provide services at any site as provided in the individualized education plans process; and
(4) Departmental special education preschool staff may provide services to general education preschool students in their special education preschool classrooms.
Requires the department's kindergarten report card to assess an individual junior kindergarten or kindergarten student's readiness for first grade based on a range of characteristics.
Authorizes the department to give preference to teachers holding early childhood education credentials in placement in junior kindergarten and kindergarten programs.
Directs the department, prior to the 2008 legislative session, to
(1) Complete the planning and development of the appropriate curriculum for the junior kindergarten program; and
(2) Submit its findings and recommendations to the legislature on the planned junior kindergarten curricula, successful models, and assessments to be used in the placement and movement of students between junior kindergarten, kindergarten, and first grade, as well as facilities to be used for junior kindergarten.
Establishes in statute the pre-plus program, which was created as a private-public initiative in 2002. Directs the department of education and the department of human services to develop suitable pre-plus classrooms on department campuses statewide for early childhood education programs serving children ages 3-5. Directs the department to coordinate site selection for public school sites, giving first priority to sites that serve predominantly students who are low-income or with special needs who require full-inclusion opportunities, or schools in restructuring under the federal No Child Left Behind Act.
Directs the department to submit an annual report to the legislature on the number of classrooms that would be suitable for early childhood education programs and the cost of renovating these classrooms to meet early childhood education standards. Bill: http://www.capitol.hawaii.gov/sessioncurrent/Bills/SB613_CD1_.htm
Governor's veto message: http://www.capitol.hawaii.gov/sessioncurrent/bills/GM1037_.PDF
Title: S.B. 613
Source: www.capitol.hawaii.gov
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| HI | Signed into law 07/2004 | P-12 | Establishes a junior kindergarten and kindergarten program in the department of education; establishes a pilot program for the 2005-2006 school year; requires the establishment of the program in all public elementary schools beginning with the 2006-2007 school year, excluding new century charter schools and new century conversion charter schools; requires reporting from the department of education to the legislature for the next three years; requires the department of education to develop a protocol for the transition of students from junior kindergarten to kindergarten to grade one to aid in the placement of students in the appropriate classroom; appropriates $100,000. (CD2)
http://www.capitol.hawaii.gov/sessioncurrent/bills/sb17_cd2_.htm
Title: S.B. 17
Source: Hawaii Legislative Web site
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| CA | Signed into law 08/2003 | P-12
Postsec.
Community College | Relates to reimburse rates under the Child Care and Development Services Act, revenue limits for school districts and county superintendents of schools for 2003-04 and 2004-05 fiscal years, school district's school building maintenance account, school district and charter school funding for supplemental instruction, community college fee increase, teacher's incentive programs, community college funding, mental health services for special education pupils. Revenue limitations impacts including eliminating of the one time $10,000 merit award and fee assistance for teachers attaining National Certification, delays the Kindergarten Readiness Pilot Program until 2006-07 and prohibits loan assumptions warrants for the 2003-04 fiscal year for the Graduate Assumption Program of Loans for Education.
http://www.leginfo.ca.gov/pub/bill/asm/ab_1751-1800/ab_1754_bill_20030811_chaptered.html
Title: A.B. 1754
Source: California Legislative Web site
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| AR | Signed into law 04/2003 | P-12 | Amends §§ 6-15-402 - 6-15-406. Creates the Arkansas Comprehensive Testing, Assessment, and Accountability Program Act; including requiring the State Board of Education to establish standards defining what students should know in content areas and a system for reporting schools' performance on state mandated exams to comply with No Child Left Behind; requires the State Board to develop a mandatory school readiness screening system for kindergarten students; requires a school improvement system. http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB2697.pdf
Title: H.B. 2697 (Omnibus Bill)
Source: Arkansas Legislative Web site
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| AR | Signed into law 04/2001 | P-12 | Requires the Department of Education to develop and conduct readiness testing for children who are entering kindergarten.
Title: H.B. 2195
Source: Lexis-Nexis/StateNet
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| NH | Signed into law 06/2000 | P-12 | Relates to the establishment of an alternative kindergarten program within a school district; provides that school districts operating an approved alternative kindergarten program shall be eligible to receive adequate education grant distributions; provides for programs which were approved and in effect before a set date may continue to operate and receive per pupil adequate education grant amounts.
Title: H.B. 1188
Source: Lexis-Nexis/StateNet
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| NH | Signed into law 06/1997 | P-12 | Increases aid for kindergarten programs; establishes a kindergarten scholarship aid program.
Title: H.B. 50 Kindergarten Programs
Source: Lexis-Nexis/StateNet
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| P-3 Kindergarten--Full-Day Kindergarten |
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| P-3 Kindergarten--Full Day Kindergarten |
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| P-3 Preschool |
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| P-3 Public/Private Partnerships |
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| P-3 Special Ed./Inclusion |
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| P-3 Teaching Quality/Professional Development |
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| Parent/Family |
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| Parent/Family--Parent Rights |
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| Parent/Family--Research |
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| Partnerships--University/School |
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| Postsecondary |
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| Postsecondary Accountability |
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| Postsecondary Accountability--Accreditation |
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| Postsecondary Accountability--Diploma Mills |
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| Postsecondary Accountability--Licensing/Program Review and Approval |
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| Postsecondary Accountability--Student Learning |
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| Postsecondary Affordability |
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| Postsecondary Affordability--Financial Aid |
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| Postsecondary Affordability--Textbooks |
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| Postsecondary Affordability--Tuition/Fees |
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| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
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| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
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| Postsecondary Faculty |
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| Postsecondary Faculty--Compensation |
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| Postsecondary Faculty--Intellectual Property |
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| Postsecondary Faculty--Teaching Assistants |
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| Postsecondary Faculty--Tenure |
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| Postsecondary Finance |
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| Postsecondary Finance--Efficiency/Performance-Based Funding |
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| Postsecondary Finance--Facilities |
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| Postsecondary Finance--Revenue and Expenditures |
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| Postsecondary Governance and Structures |
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| Postsecondary Governance and Structures--Administrative/Leadership Issues |
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| Postsecondary Governance and Structures--State Executives/State Agencies |
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| Postsecondary Institutions |
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| Postsecondary Institutions--Community/Technical Colleges |
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| Postsecondary Institutions--For-Profit/Proprietary |
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| Postsecondary Institutions--Four-Year Baccalaureate |
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| Postsecondary Institutions--HBCUs/Minority-Serving Institutions |
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| Postsecondary Institutions--Private/Independent |
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| Postsecondary Online Instruction |
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| Postsecondary Participation |
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| Postsecondary Participation--Access |
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| Postsecondary Participation--Admissions Requirements |
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| Postsecondary Participation--Affirmative Action |
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| Postsecondary Participation--Enrollments (Statistics) |
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| Postsecondary Participation--Outreach |
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| Postsecondary Students |
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| Postsecondary Students--Adults |
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| Postsecondary Students--Disabled |
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| Postsecondary Students--Foster Youth |
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| Postsecondary Students--Graduate/Professional |
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| Postsecondary Students--International |
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| Postsecondary Students--Low-Income |
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| Postsecondary Students--Military |
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| Postsecondary Students--Minority |
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| Postsecondary Success |
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| Postsecondary Success--Completion |
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| Postsecondary Success--Completion--Completion Rates (Statistics) |
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| Postsecondary Success--Developmental/Remediation |
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| Postsecondary Success--Retention/Persistence |
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| Postsecondary Success--Transfer/Articulation |
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| Private Schools |
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| Privatization |
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| Privatization--Education Management Agencies (EMOs) |
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| Proficiency-Based Approaches |
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| Promising Practices |
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| Promotion/Retention |
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| Public Attitudes |
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| Public Involvement |
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| Purposes of Public Education |
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| Reading/Literacy |
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| Reading/Literacy--Adult Literacy |
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| Religion |
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| Religion--Prayer/Meditation |
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| Religion--Scientific Creationism (Evolution) |
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| Rural |
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| Scheduling/School Calendar |
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| Scheduling/School Calendar--Day/Class Length |
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| Scheduling/School Calendar--Extended Day Programs |
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| Scheduling/School Calendar--Summer School |
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| Scheduling/School Calendar--Week |
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| Scheduling/School Calendar--Year |
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| Scheduling/School Calendar--Year Round |
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| School Climate/Culture |
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| School Safety |
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| School Safety--Bullying Prevention/Conflict Resolution |
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| School Safety--Code of Conduct |
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| School Safety--Corporal Punishment |
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| School Safety--Disaster/Emergency Preparedness |
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| School Safety--Expulsion/Suspension |
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| School Safety--No Child Left Behind--Safe Schools |
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| School Safety--Sexual Harassment and Assault |
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| School Safety--Special Education |
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| School Safety--Uniforms/Dress Codes |
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| School/District Structure/Operations |
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| School/District Structure/Operations--District Consolidation/Deconsolidation |
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| School/District Structure/Operations--District Size |
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| School/District Structure/Operations--Facilities |
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| School/District Structure/Operations--Food Service |
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| School/District Structure/Operations--Libraries |
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| School/District Structure/Operations--Org. (K-3/K-8 etc.) |
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| School/District Structure/Operations--Personnel (Non-Teaching) |
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| School/District Structure/Operations--School Size |
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| School/District Structure/Operations--Shared Services |
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| School/District Structure/Operations--Staffing Ratios |
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| School/District Structure/Operations--Transportation |
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| Service-Learning |
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| Special Education |
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| Special Education--Federal Law/Regulations |
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| Special Education--Finance |
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| Special Education--Inclusion (Mainstreaming) |
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| Special Education--Placement |
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| Special Education--Transition |
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| Special Populations--Corrections Education |
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| Special Populations--Foster Care |
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| Special Populations--Gifted and Talented |
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| Special Populations--Homeless Education |
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| Special Populations--Immigrant Education |
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| Special Populations--Migrant Education |
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| Special Populations--Military |
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| Standards |
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| Standards--Common Core State Standards |
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| Standards--Implementation |
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| State Comparisons/Statistics |
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| State Longitudinal Data Systems |
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| State Policymaking |
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| State Policymaking--Ballot Questions |
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| State Policymaking--Constitutional Clauses |
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| State Policymaking--Politics |
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| State Policymaking--Task Forces/Commissions |
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| STEM |
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| Student Achievement |
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| Student Achievement--Closing the Achievement Gap |
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| Student Achievement--State Trends |
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| Student Supports |
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| Student Supports--Counseling/Guidance |
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| Student Supports--Mentoring/Tutoring |
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| Student Supports--Remediation |
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| Student Surveys |
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| Students |
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| Students--Athletics/Extracurricular Activities |
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| Students--Employment |
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| Students--Incentives |
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| Students--K-12 Exchange Students |
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| Students--Mobility |
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| Students--Records/Rights |
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| Teaching Quality |
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| Teaching Quality--Certification and Licensure |
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| Teaching Quality--Certification and Licensure--Alternative |
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| Teaching Quality--Certification and Licensure--Assignment |
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| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
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| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
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| Teaching Quality--Certification and Licensure--Special Education |
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| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
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| Teaching Quality--Certification and Licensure--Substitute Teachers |
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| Teaching Quality--Compensation and Diversified Pay |
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| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
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| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
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| Teaching Quality--Evaluation and Effectiveness |
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| Teaching Quality--Induction Programs and Mentoring |
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| Teaching Quality--Paraprofessionals |
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| Teaching Quality--Preparation |
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| Teaching Quality--Professional Development |
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| Teaching Quality--Recruitment and Retention |
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| Teaching Quality--Recruitment and Retention--At-Risk Schools |
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| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
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| Teaching Quality--Reduction in Force |
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| Teaching Quality--Teacher Attitudes |
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| Teaching Quality--Teacher Contracts (Not Tenure) |
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| Teaching Quality--Teacher Rights |
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| Teaching Quality--Tenure or Continuing Contract |
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| Teaching Quality--Unions/Collective Bargaining |
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| Teaching Quality--Unions/Collective Bargaining--Strikes |
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| Teaching Quality--Working Conditions |
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| Technology |
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| Technology--Computer Skills |
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| Technology--Devices/Software/Hardware |
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| Technology--Equitable Access |
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| Technology--Funding Issues |
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| Technology--Internet Safety |
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| Technology--Research/Evaluation |
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| Technology--Teacher/Faculty Training |
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| Textbooks and Open Source |
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| Urban |
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| Urban--Change/Improvements |
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| Urban--Governance |
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| Whole-School Reform Models |
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| Whole Child |
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