 |
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 |
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| Attendance--Compulsory |
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| Attendance--Statutory Ages (Upper and Lower) |
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| Attendance--Truancy |
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| Background Checks |
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| Bilingual/ESL |
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| Brain Research |
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| Business Involvement |
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| Career/Technical Education |
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| Career/Technical Education--Career Academies/Apprenticeship |
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| Cheating |
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| Choice of Schools |
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| Choice of Schools--Charter Schools |
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| Choice of Schools--Charter Schools--Charter Districts |
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| Choice of Schools--Charter Schools--Closings |
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| Choice of Schools--Charter Schools--Cyber Charters |
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| Choice of Schools--Charter Schools--Finance |
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| Choice of Schools--Charter Schools--Research |
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| Choice of Schools--Choice/Open Enrollment |
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| Choice of Schools--Choice/Open Enrollment--Research |
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| Choice of Schools--Innovation Schools |
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| Choice of Schools--Magnet or Specialized Schools |
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| Choice of Schools--Tax Credits |
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| Choice of Schools--Vouchers |
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| Choice of Schools--Vouchers--Privately Funded |
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| Civic Education |
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| Civic Education--Character Education |
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| Civic Education--Civic Knowledge and Literacy |
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| Civic Education--Curriculum/Standards |
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| Civic Education--Pledge of Allegiance |
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| Class Size |
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| Curriculum |
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| Curriculum--Alignment |
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| Curriculum--Arts Education |
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| Curriculum--Censorship |
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| Curriculum--Core Curriculum |
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| Curriculum--Drivers Education |
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| Curriculum--Environmental Education |
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| Curriculum--Excusal |
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| Curriculum--Family Living Education |
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| Curriculum--Financial Literacy/Economics Ed. |
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| Curriculum--Foreign Language/Sign Language |
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| Curriculum--Geography Education |
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| Curriculum--Health/Nutrition Education |
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| Curriculum--Home Economics |
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| Curriculum--International Education |
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| Curriculum--Language Arts |
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| Curriculum--Language Arts--Writing/Spelling |
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| Curriculum--Mathematics |
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| Curriculum--Multicultural |
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| Curriculum--Physical Education |
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| Curriculum--Science |
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| Curriculum--Sex Education |
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| Curriculum--Social Studies/History |
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| Curriculum--Speech Education |
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| Data-Driven Improvement |
| |
| Demographics |
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| Demographics--Condition of Children/Adults |
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| Demographics--Enrollments |
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| Desegregation |
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| Economic/Workforce Development |
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| Education Research |
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| Equity |
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| Federal |
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| Finance |
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| Finance--Adequacy/Core Cost |
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| Finance--Aid to Private Schools |
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| Finance--Bonds |
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| Finance--District |
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| Finance--Does Money Matter? |
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| Finance--Equity |
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| Finance--Facilities |
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| Finance--Federal |
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| Finance--Funding Formulas |
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| Finance--Litigation |
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| Finance--Local Foundations/Funds |
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| Finance--Lotteries |
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| Finance--Performance Funding |
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| Finance--Private Giving |
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| Finance--Resource Efficiency |
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| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
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| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--Mandates |
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| Governance--Regional Entities |
| |
| 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 |
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| Instructional Approaches--Grading Practices |
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| Instructional Approaches--Homeschooling |
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| Instructional Approaches--Homework/Study Skills |
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| Instructional Approaches--Official English |
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| Instructional Approaches--Problem Based Learning |
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| Instructional Approaches--Single-Sex Education |
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| Instructional Approaches--Time/Time on Task |
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| Instructional Approaches--Tracking/Ability Grouping |
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| Integrated Services/Full-Service Schools |
| |
| 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 |
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| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
| |
| Leadership--Principal/School Leadership--Induction Programs and Mentoring |
| |
| Leadership--Principal/School Leadership--Preparation |
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| Leadership--Principal/School Leadership--Preparation--Alternative |
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| Leadership--Principal/School Leadership--Professional Development |
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| Leadership--Principal/School Leadership--Recruitment and Retention |
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| Leadership--Principal/School Leadership--Tenure |
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| Middle School |
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| Minority/Diversity Issues |
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| Minority/Diversity Issues--African American |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| Minority/Diversity Issues--Hispanic |
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| No Child Left Behind |
| |
| No Child Left Behind--Adequate Yearly Progress |
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| No Child Left Behind--Assessment |
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| No Child Left Behind--Choice/Transfer |
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| No Child Left Behind--Consequences for Schools |
| |
| No Child Left Behind--Finance |
| |
| No Child Left Behind--Parent Involvement |
| |
| No Child Left Behind--Reauthorization Issues/Waivers |
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| No Child Left Behind--Report Cards |
| |
| 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 |
| |
| Online Learning--Digital/Blended Learning |
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| Online Learning--Virtual Schools/Courses |
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| P-16 or P-20 |
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| P-3 |
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| P-3 Brain Development |
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| P-3 Child Care |
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| P-3 Content Standards and Assessment |
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| P-3 Data Systems |
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| P-3 Early Intervention (0-3) |
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| P-3 Ensuring Quality |
| |
| P-3 Evaluation/Economic Benefits |
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| P-3 Family Involvement |
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| P-3 Finance |
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| P-3 Governance |
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| P-3 Grades 1-3 |
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| P-3 Health and Mental Health |
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| P-3 Kindergarten |
| |
| P-3 Kindergarten--Full-Day Kindergarten |
| |
| P-3 Kindergarten--Full Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Public/Private Partnerships |
| |
| P-3 Special Ed./Inclusion |
| |
 | P-3 Teaching Quality/Professional Development |
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| 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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| CT | Signed into law 06/2012 | P-12 | Clarifies the staff qualification requirements for early childhood education programs serving infants, toddlers or preschool age children and accepting state funds for such programs' child day care or school readiness programs. http://www.cga.ct.gov/2012/ACT/PA/2012PA-00050-R00SB-00039-PA.htm
Title: S.B. 39
Source: cga.ct.gov
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| NH | Adopted 06/2012 | P-12 | State the requirements for teacher certification and teacher preparation programs in the area of Early Childhood Education, Classical Language, Music and Theatre. They are being readopted because they are due to expire. The early childhood rules were amended for candidates to have skills, competencies and knowledge of children from birth instead of pre-kindergarten. They are being aligned with the Health and Human Services rules for this age group. The music and theatre rules were readopted with amendments to be consistent with national standards. The changes annotated in the text were reviewed by the Council for Teacher Education and approved by the Professional Standards Board.
http://www.gencourt.state.nh.us/rules/register/2011/November-3-11.pdf
Title: NH ADC Ed 507.18, 34, 36, 38; NH ADC Ed 612.03, 15, 20, 30
Source: http://www.gencourt.state.nh.us/rules/
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| OH | Signed into law 06/2012 | P-12 | Requires that the "career pathways" alternative pathway for meeting child-care staff member or administrator requirements include both a framework to document formal education, and allow the child-care staff member or administrator to achieve a designation as an early childhood professional level 1 through 6. Requires framework to be approved by the director of job and family services. Defines "licensed child-care program." Repeals and rewrites requirements for child day-care center administrators and staff members. Amends annual inservice training requirements for each child-care staff member; provides exceptions. Replaces reference to "voluntary child day-care center quality-rating program" with reference to "tiered quality rating and improvement system" to be used for various purposes. Provides that effective July 1, 2020, publicly funded child care may be provided only by a provider rated through the tiered quality rating and improvement system. Directs the director of job and family services to adopt rules (1) establishing minimum requirements for child day-care centers, (2) governing the operation of type A family day-care homes, including parent cooperative type A homes, part-time type A homes, drop-in type A homes, and school-age child type A homes, (3) type B family day-care homes, and (4) in-home aides (for children receiving publicly funded child care in their own home). Requires that rules adhere to specified parameters. Directs the director of job and family services to provide notification of proposed rules to specified stakeholders. Authorizes the director to contract with a government entity or a private nonprofit entity for the inspection and licensure of type B family day-care homes; requires search of abuse and neglect reports upon receipt of an application for licensure as a type B family day-care home to provide publicly funded child care. Requires a child day-care center to have at least 35 square feet per child of usable indoor floor space regularly available for the child care operation, and an enclosed safe outdoor play space with at least 60 square feet per child using such space; provides exceptions. Requires a child day-care center to have at least two responsible adults available on the premises at all times when 7 or more children are in the center; establishes other child:adult ratios for child care centers. Establishes requirements for records to be maintained by the administrator of a child day-care center. Requires that parents/legal custodians of children enrolled in a child day-care center have unlimited access to the center during its hours of operation for the purposes for specified purposes.
Pages 196, 200, 207-210, 221-223, 226-229, 357-368, 371-372 of 401: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_N.pdf
Title: S.B. 316 - Child Care Quality
Source: www.legislature.state.oh.us
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| 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
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| NY | Signed into law 03/2012 | P-12 | Part I, Section 10-c: Amends provision on regulations that the board of regents and commissioner must adopt regarding universal prekindergarten programs. Previous prevision called for adoption of guidelines to allow staff employed by an eligible agency collaborating with a district to provide prekindergarten services and licensed by an agency other than the department, to meet the staff qualifications prescribed by the licensing or registering agency, provided that a written plan is established for prekindergarten teachers to obtain valid early childhood teaching certification either within five years after commencing employment, or by January 3, 2013, whichever is later. New provision amends the either/or proposition to five years after commencing employment or June 30, 2017, whichever is later. Similar deadline change for staff not licensed or registered by the department or other agency. Chapter 57: http://assembly.state.ny.us/leg/?default_fld=&bn=A09057&term=&Summary=Y&Memo=Y&Text=Y#jump_to_Text
Title: A.B. 9057 - Early Learning Teacher Certification
Source: assembly.state.ny.us
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| WA | Signed into law 03/2012 | P-12 | Requires the department of early learning to: (1) Adopt core competencies for early care and education professionals and child and youth development professionals and develop an implementation plan; and
(2) Incorporate the core competencies into all appropriate professional development opportunities. http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/Senate%20Passed%20Legislature/5715-S.PL.pdf
Title: S.B. 5715
Source: apps.leg.wa.gov
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| NH | Notices of Adopted Rules 10/2011 | P-12 | Update the requirements for certification and teacher preparation program for general special education and early childhood special education. The early childhood special education category has been separated from the general special category in Ed 507.39 and Ed 612.07 and adopted in new rules Ed 507.391 and Ed 612.071 to make it easier to see what is required. This was done because of a request from the educators in these categories. NEW HAMPSHIRE REG 252647
Title: NH ADC Ed 507.39, 391; NH ADC Ed 612.07, 071
Source: Westlaw/StateNet
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| OK | Signed into law 05/2011 | P-12 | Requires the Oklahoma Commission for Teacher Preparation to develop and administer mathematics professional development programs for any teacher who became licensed or certified to teach in elementary education or early childhood education prior to July 1, 2001, and is serving as a K-3 teacher in a public school. The purpose is to improve the knowledge and skills of the teachers and to ensure that the elementary grade students of the state are taught by professional educators fully prepared in the area of mathematics.Subject to availability of funding, but based on the number of teachers who would be eligible for such training, the Oklahoma Commission for Teacher Preparation would expect to train approximately 200 teachers per year at a cost of $1,800 per teacher, for a total cost of $260,000 per year.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/hB/HB1918%20ENR.DOC
Title: H.B. 1918
Source: http://webserver1.lsb.state.ok.us
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| AZ | Signed into law 04/2011 | P-12 | Requires the state board of education to adopt guidelines to include supplementary training in reading instruction as part of a school's improvement plan for K-3 teachers who teach in a school that receives a label of underperforming or D under AZ LEARNS. Chapter 221
http://www.azleg.gov/legtext/50leg/1r/bills/hb2706s.pdf
·
Title: H.B. 2706
Source: http://www.azleg.gov
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| NV | Adopted 04/2011 | P-12 | Repeals duplicate licensure requirements for early childhood education.
Title: NAC 391.088
Source: http://www.leg.state.nv.us
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| OK | Signed into law 04/2011 | P-12 | Allows any teacher certified to teach elementary education to be certified in early childhood education if they pass the early childhood education certification test by July 1, 2012. Allows any teacher certified to teach early childhood education to be certified in elementary education if they pass the elementary education certification test prior to July 1, 2012. Any special education teacher also may be certified in early childhood or elementary education if they pass the proper certification tests by July 1, 2012. Any teacher certified to teach through an accredited teacher preparation program or certified alternatively through the Troops to Teachers program can be certified in special education if they pass the certification test prior to July 1, 2012.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/hB/HB1274%20ENR.DOC
Title: H.B. 1274
Source: http://webserver1.lsb.state.ok.us/
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| IL | Signed into law 01/2010 | P-12 | Requires the department of human services to operate a comprehensive professional development system called the Gateways to Opportunity program. Directs the department of human services to award Gateways to Opportunity credentials to early care and education, school-age, and youth development practitioners, based on a variety of professional achievements in field experience, knowledge and skills, educational attainment and training accomplishments. Specifies the Gateways to Opportunity program must identify professional knowledge guidelines that define what all practitioners working with children and youth need to know and be able to do to support children's and youth's development, school readiness and school success
Provides that a child who has attended a private preschool and attended a kindergarten class at that school taught by an appropriately certified teacher, who will turn 6 on or before December 31, may attend 1st grade in a public school at the beginning of that school year, upon an assessment of the child's readiness. http://www.ilga.gov/legislation/96/HB/PDF/09600HB0806lv.pdf
Title: H.B. 806
Source: www.ilga.gov
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| OH | Signed into law 07/2009 | P-12 | Repeals provision in 3319.22 that directed the state board to adopt the standards and requirements for temporary, associate, provisional and professional teacher licenses. Establishes a 4-year "resident educator" license to allow an educator to complete the Ohio teacher residency program (applicants must hold at least a bachelor's degree from an accredited teacher education program). Also establishes "professional educator license" (applicants must have successfully completed the Ohio teacher residency program), "senior professional educator license" (applicants must hold at least a master's degree, have previously held a professional educator license and meet the criteria for the accomplished or distinguished level of performance, as described in the standards for teachers adopted by the state board under section 3319.61) and "lead professional educator license" (applicants must hold at least a master's degree, have previously held a professional educator license or a senior professional educator license, meet the criteria for the distinguished level of performance and either hold National Board for Professional Teaching Standards certification or meet the criteria for a master teacher or other criteria for a lead teacher adopted by the educator standards board under division (F)(4) or (5) of section 3319.61). Provides that all non-resident-educator licenses are to be valid for five years and renewable. Repeals provision that no license can be required for teaching children age two or younger. Allows state board to adopt any additional educator licenses, and directs the state board to adopt rules establishing the standards and requirements for obtaining each resident educator, professional educator, senior professional educator and lead professional educator license.
Directs the state board to align the standards and qualifications for obtaining a principal license with the standards for principals adopted by the state board under section 3319.61.
Repeals 3319.23, which directed the state board to (1) establish standards and courses of study for the preparation of teachers, (2) provide for the inspection of teacher preparation programs, (3) approve teacher preparation programs, and (4) license the graduates of approved courses and institutions. (New Section 3333.048 directs the chancellor of the Ohio board of regents and the state superintendent to establish metrics for and approve teacher preparation programs.)
Pages 1375 and 2725 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
Title: H.B. 1 - Section 3319.22 and 3319.23
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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| GA | Adopted 04/2009 | P-12 | Amends rules concerning the Bright From the Start Program, including governing body, licensure and staff.
Title: GAC 591-1-1-.16 and .31
Source: Lexis-Nexis/StateNet
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| MN | Signed into law 05/2008 | P-12 | Modifies teaching employment for early childhood education programs. Provides a school board must employ necessary licensed teachers for its early childhood family education programs. Provides the Board of Teaching, at its discretion, may grant an applicant a variance under the Board of Teaching Rules.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=S2796.1.html&session=ls85
Title: S.B. 2796
Source: https://www.revisor.leg.state.mn.us
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| WY | Signed into law 03/2008 | P-12 | The bill amends the payback requirements for educational development scholarships given to assist the owners or staff of child caring facilities to attain certificates or degrees in early childhood development or a related field.
Title: H.B. 102
Source: legisweb.state.wy.us
| |
| NY | Adopted 12/2007 | P-12 | Complies with 2007 S.B. 2107, Part B, section 19, which authorizes the board of regents and the commissioner to prescribe uniform quality standards for universal prekindergarten programs.
Title: Title 8 NYCRR Subpart 151-1
Source: Lexis-Nexis/StateNet
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| MD | Adopted 11/2007 | P-12 | Increases the required preservice and continued training requirements for child care center staff and change the nomenclature of child care center staff to make it consistent with the terminology used by most other states. MARYLAND 11170
http://www.dsd.state.md.us/comar/subtitle_chapters/13A_Chapters.htm
Title: COMAR 13A.14.02.02, .18, .21-.23, .25-.27
Source: MD Rules/Regulations
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| MD | Adopted 08/2007 | P-12 | Provides an incentive for licensed child care program administrators to increase their program management knowledge and skills by establishing an Administrator's Credential. Assists eligible child care professionals with the cost of early care and education college courses by establishing a Child Care Career and Professional Development Fund. MARYLAND 11052
http://www.dsd.state.md.us/comar/13a/13a.14.09.02.htm
Title: COMAR 13A.14.09.02-.07, .08, .09
Source: Maryland State Board
| |
| 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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| WV | Adopted 07/2007 | P-12 | The most recent updates to Policy 2525: West Virginia's Universal Access to a Quality Early Education System support quality in the classroom and consistency among the programs across the state. They also strengthen personnel standards and continue to support collaboration. The major changes include increasing the minimum participation from two days a week to three days a week during the school year and limiting teacher caseloads to 30 students. The policy also requires five-year-olds to be assessed to determine if Pre-k placement is the best option for them when a parent requests Pre-k enrollment instead of kindergarten. It also authorizes the development of the permanent authorization credential for community partners with teachers who are not certified and requires all screenings to be completed using the HealthCheck protocol to create standardization of screenings and physicals.
Title: Policy 2525
Source: West Virginia Board
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| IA | Signed into law 05/2007 | P-12 | Creates a statewide voluntary preschool program for four-year-old children. Provides that preschool teachers in the program must be certified and possess a bachelor's or graduate degree in early childhood education or another appropriate major from an accredited college or university with a major.
Directs preschool program teachers to collaborate with other agencies, organizations, and boards to enhance program capacity to meet the diverse needs of children and families participating in the program, including needs for early care, health and human services. Directs teachers in the program to work to maintain relationships with each child's family to enhance the child's development in all settings by collaborating with providers of parent education and family support opportunities.
Directs the state board to further define the following program requirements, which must be used to determine whether a district program is an approved local program:
a. Maximum and minimum teacher-to-child ratios and class sizes.
b. Applicable state and federal program standards.
c. Student learning standards.
d. Provisions for the integration of children from other state and federally funded preschools.
e. Collaboration with participating families, early care providers, and community partners including community empowerment area boards, head start programs, shared visions and other programs provided through the child development coordinating council, licensed child care centers, registered child development homes, area education agencies, child care resource and referral services, early childhood special education programs, Title I programs, and family support programs.
f. A minimum of 10 hours a week of instruction on the skills and knowledge included in the preschool student learning standards.
g. Parental involvement.
h. Provision for ensuring that children receiving care from other child care arrangements can participate in the preschool program with minimal disruption due to transportation issues.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&frame=1&GA=82&hbill=HF877
Title: H.F. 877
Source: coolice.legis.state.ia.us
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| IL | Adopted 03/2007 | P-12 | Goal of the grant program is to address the shortages experienced by all state-funded preschool education programs of teachers holding Type 04 certificates by assisting individuals to enroll as candidates in and complete a teacher preparation program leading to an Initial Early Childhood teaching certificate. The program will include a loan program that will forgive the loans of candidates who teach in a State-funded preschool education program for at least five years. Establishes provisions governing the Early Childhood Teacher Preparation Assistance Grant.
70.10 Purpose and Applicability
70.20 Eligible Applicants
70.30 Planning Grants – Procedures and Content of Proposals
70.40 Criteria for Review and Approval of Planning Proposals
70.50 Implementation Grants – Procedures and Content of Proposals
70.60 Criteria for Review and Approval of Implementation Proposals
70.70 Application Content and Approval Criteria for Continuation Programs
70.80 Loans; Waiver or Deferral of Repayment
Pages 377-394 of 399: http://www.cyberdriveillinois.com/departments/index/register/register_volume31_issue9.pdf
Title: 23 IAC 70.10, .20, .30, .40, .50, .60, .70, .80.
Source: /www.cyberdriveillinois.com
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| CA | Vetoed 09/2006 | P-12 | Requires the Commission on Teacher Credentialing to establish an optional early childhood education credential for kindergarten and grades 1 and 2 that is to be built into the multiple subject teaching credential. Provides that it is equivalent to the multiple subject teaching credential, with exceptions. Requires optional credential to consist of 24 units of early learning training. Provides that this training is to be incorporated into the existing program. Requires verification of K-8 teacher training.
http://www.leginfo.ca.gov/pub/bill/asm/ab_2801-2850/ab_2802_bill_20060915_enrolled.pdf
Title: A.B. 2802
Source: California Legislature
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| KS | Adopted 08/2006 | P-12 | Changes licensure regulations for teachers of early childhood education.
Title: K.A.R. 91-1-201, -202, and -205
Source: Lexis-Nexis/StateNet
| |
| IL | Signed into law 07/2006 | P-12 | Amends the Teacher Certification Article of the School Code. Relates to an early childhood certificate. Provides that the student teaching portion of the practical experience may be satisfied through placement in any of grades pre-kindergarten through 3, provided that the student is under the supervision of a cooperating teacher certified in early childhood education. Provides that paraprofessionals with at least one year of experience in a school or community-based early childhood
setting who are enrolled in early-childhood teacher preparation programs may be paid and receive credit while student teaching with their current employer. http://www.ilga.gov/legislation/94/SB/PDF/09400SB2202lv.pdf
Title: S.B. 2202
Source: www.ilga.gov
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| CT | Signed into law 06/2006 | P-12 | Concerns the early childhood education workforce; expands the number of early childhood education teachers through development of an accelerated, alternate route program to initial teacher certification with an endorsement in early childhood education; provides for appropriations. Public Act No. 154
http://www.cga.ct.gov/2006/ACT/Pa/pdf/2006PA-00154-R00SB-00455-PA.pdf
Title: S.B. 455
Source: Connecticut Legislature
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| LA | Adopted 04/2006 | P-12 | Adds the Early Childhood PK-3 certification through the Practitioner Teacher Program alternate program structure. http://www.doa.state.la.us/osr/reg/0604/0604RUL.pdf (starting page 7 of 106)
Title: LAC 28:I.903
Source: Lexis-Nexis/StateNet
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| KY | Adopted 03/2006 | P-12 | Establishes definitions and rules regarding the applicant selection process for the Early Childhood Development Scholarship Program.
11 KAR 16:001: http://www.lrc.state.ky.us/kar/011/016/001.htm
11 KAR 16:010: http://www.lrc.state.ky.us/kar/011/016/010.htm
Title: 11 KAR 16:001 and 16:010
Source: Lexis-Nexis/StateNet, www.lrc.state.ky.us
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| HI | Signed into law 06/2005 | P-12 | Establishes and appropriates funds for an early learning educational task force to be attached to the department of education. Directs the task force to develop a 5-year plan for birth-5 education in the state. Requires the plan to include:
(1) An implementation and financing schedule that begins with services to four-year-old children and proceeds to younger age groups;
(2) Mechanisms to ensure cross-sector and interdepartmental collaboration;
(3) Measures to ensure the continuing professional development of teachers and administrators; and
(4) Provisions for the promotion of the importance of early learning to families, policymakers, and the general public.
Requires the task force to include an interdepartmental resources working group to address the program and workforce development portions of the plan. Directs the working group to develop plans to maximize public and private resources to provide early learning opportunities for all young children in the state. Requires plans to strive to optimize existing government resources. Also identifies mandatory components of the program and workforce development portions of the plan
Establishes membership of the working group and other members of the task force.
Directs the early learning educational task force to submit reports to the governor and legislature as follows:
(1) An interim report of its progress in planning early learning programs for four-year-old children with optimal use of public resources, including any proposed legislation to be submitted no later than twenty days prior to the convening of the 2007 regular session; and
(2) A final report of its progress, findings, and recommendations, including any additional proposed legislation, no later than twenty days prior to the convening of the 2008 regular session.
Makes appropriations.
http://www.capitol.hawaii.gov/sessioncurrent/bills/sb3101_cd1_.htm
Title: S.B. 3101
Source: www.capitol.hawaii.gov
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| DE | Rule Adoption 04/2005 | P-12 | Amends regulations relating to standard certificate early care and education (ages 0-K) teacher. Changes concern the requirements for certification of educational personnel and are necessary to align it with changes in the grade configuration of the standard certificate for elementary teacher. Extends the age and grade span of the regulation from ages 0-K to birth - grade 2. Also, course work requirements have been modified. http://www.state.de.us/research/AdminCode/title14/1500/1555.shtml#TopOfPage
Title: 14 DAC 1555
Source: StateNet
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| CA | Vetoed 09/2004 | P-12 | Requires the California Children and Families Commission to complete and submit a cost study that provides an estimate of the cost of a voluntary Preschool for All program in the state. Convenes a Workforce Development Blue Ribbon Committee to develop a workforce development plan that establishes an infrastructure for educating, preparing and supporting a well-trained, culturally and linguistically diverse teaching and administrative staff in early care and education programs, Preschool for All programs, and kindergarten and grades 1 to 3. Requires the committee, by January 1, 2006, to present a workforce development plan. http://www.leginfo.ca.gov/pub/bill/asm/ab_0701-0750/ab_712_bill_20040828_enrolled.pdf
Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_712_veto.pdf
Title: A.B. 712
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 09/2004 | P-12 | Deletes provision requiring the State Department of Education to take certain actions in administering child care and child development programs, including, but not limited to, establishing a review group composed of certain representatives and to submit all policy memoranda and guidelines to the review group 30 days prior to their issuance, and establishing an in-service training program for professional staff. http://www.leginfo.ca.gov/pub/bill/asm/ab_2501-2550/ab_2525_bill_20040929_chaptered.pdf
Title: A.B. 2525 (multiple provisions)
Source: www.leginfo.ca.gov/
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| IL | Signed into law 07/2004 | P-12 | Amends the Department of Human Services Act; deletes a provision that includes beginning and ending dates for the operation of a Great START(Strategy to Attract and Retain Teachers) program; deletes provisions requiring a working committee of the Child and Development Advisory Council of the Department of Human Services to make certain recommendations concerning the Great START program by October 1, 2000. http://www.legis.state.il.us/legislation/publicacts/fulltext.asp?Name=093-0711
Title: S.B. 2171
Source: Illinois Legislative web site
| |
| AR | Rule Adoption 06/2004 | P-12 | Establishes general guidelines for the operation of early childhood programs funded under the Arkansas Better Chance Program
and the Arkansas Better Chance for School Success Program. http://arkedu.state.ar.us/pdf/ade%20174%20abc.pdf
Title: ADE 174
Source: Arkansas State Web site
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| CT | Signed into law 04/2004 | P-12 | Concerning school readiness staff qualifications; eases staff shortages without diminishing the quality of individuals employed for school readiness programs by amending staff qualifications; includes Head Start and special education. http://www.cga.state.ct.us/2004/act/Pa/2004PA-00015-R00HB-05428-PA.htm
Title: H.B. 5428
Source: Connecticut Legislative Web site
| |
| CT | Signed into law 06/2003 | P-12 | Requires testing in compliance with the No Child Left Behind Act; states an elementary teaching endorsement is valid for kindergarten to grade 6 and a comprehensive special education teaching endorsement is valid for kindergarten to grade 12; requires the state board of education to establish requirements for subject area endorsements; requires teacher certification to include teaching experience in birth-to three programs approved by the Department of Mental Retardation. http://www.cga.state.ct.us/2003/act/Pa/2003PA-00168-R00SB-01155-PA.htm
Title: S.B. 1155
Source: Connecticut Legislative Web site
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| FL | Signed into law 06/2003 | P-12 | Revises inservice training requirements for child care personnel; requires training in early literacy and language development; requires annual training and annual health and safety home inspection self- evaluation by family day care home operators; requires annual training of operators of large family child care homes, etc. http://www.leg.state.fl.us/house/Session/index.cfm?Mode=Bills&BI_Mode=ViewBillInfo&BillNum=2446&Chamber=Senate&Year=2003&Title=%2D%3EBill%2520Info%3AS%25202446%2D%3ESession%25202003
Title: S.B. 2446
Source: Florida Legislative Web site
| |
| OR | Rule Adoption 06/2003 | P-12 | Amends rules to streamline the process of renewal of authorization for early childhood specialists and early childhood supervisors within the Early Intervention/ Early Childhood Special Education (EI/ECSA) Programs. OREGON REG 24245 (SN)
Title: OAR 581-015-1105, -1106
Source: StateNet
| |
| MS | Signed into law 04/2003 | P-12 | Establishes oversight committee to assess all prekindergarten or school readiness programs run by any public or private school or Head Start program in the state, as well as any school readiness program operated by any licensed childcare center in the state. Specifies what data every assessment must collect, including teacher qualifications, child eligibility criteria. In light of the findings of the assessment, the oversight committee must make recommendations on the need for additional early childhood programs and measures needed to guarantee that early childhood programs in operation in Mississippi meet or surpass recognized standards of excellence. The oversight committee must report to the legislature on these findings and recommendations by January 15, 2004. Requires the oversight committee to cause to be developed a single assessment instrument to gather and synthesize the required data into a single report.
http://billstatus.ls.state.ms.us/documents/2003/html/SB/2600-2699/SB2636SG.htm
Title: S.B. 2636
Source: billstatus.ls.state.ms.us
| |
| KY | Adopted 03/2003 | P-12 | Allows that if no certified early childhood education teacher is available, the superintendent may ask that a one-year probationary interdisciplinary early childhood education certificate be granted. Establishes prerequisites for this probationary certificate. Establishes requisites for one-year renewals of the probationary certificate. http://www.lrc.state.ky.us/kar/016/002/140.htm
Title: 16 KAR 2:140
Source: www.lrc.state.ky.us/kar
| |
| KY | Adopted 03/2003 | P-12 | Establishes rules regarding the professional certificate for interdisciplinary early childhood education, birth to primary, the teacher standards, and the standards for approval of a program leading to this certificate. http://www.lrc.state.ky.us/kar/016/002/040.htm
Title: 16 KAR 2:040
Source: StateNet
| |
| NM | Adopted 11/2002 | P-12 | Sets forth the competencies required for early childhood educators.
Title: 6.61.8.10
Source: State Net
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| FL | Signed into law 06/2002 | P-12
Community College | Increases from 40 to 45 clock hours the introductory training course requirement for operators of large family child care homes and for child care personnel and operators of family day care homes; provides for community college credit in early childhood education for such coursework. http://www.leg.state.fl.us/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb1550er.html&Directory=session/2002/Senate/bills/billtext/html/
Title: S.B. 1550
Source: Lexis-Nexis
| |
| GA | Signed into law 05/2002 | P-12 | Relates to service creditable toward retirement benefits under the Teachers Retirement System of Georgia; provides that any member of the Teachers Retirement System of Georgia may obtain creditable service for years employed in certain early childhood development programs or certain private schools. http://www.legis.state.ga.us/Legis/2001_02/fulltext/hb765.htm
Title: H.B. 765
Source: www.legis.state.ga.us
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| IA | Signed into law 05/2002 | P-12 | Requires state board to establish standards for district and area education agency career development programs and for individual teacher career development plans. Requires state director to develop a transition plan for implementation of the career development standards established in statute relating to licensure renewal. Moves national board certification registration deadline for purposes of payment of one-half of national board certification fee from June 30, 2002 to June 30, 2005. Teachers must likewise register for national board certification by June 30, 2005 and be certified in three years to obtain 2,500 annual award. Eliminates age limitations of employees eligible for early retirement incentives, leaving these to local board discretion. Includes licensed preschool teachers in definition of "beginning teachers," "classroom teachers," and "teachers." Eliminates requirement that beginning teacher's mentor be classroom teacher. Creates new defintions for "intensive assistance" and "performance reviews" for non-beginning teachers. Revises section requiring boards to provide for evaluations of beginning teachers and performance reviews for non-beginning teachers. Requires state board to adopt state director-developed model criteria for teacher evaluation, advancement and career development. Encourages districts to evaluate their current career development alignment with their student achievement goals and research-based instructional strategies, and implement district career development plans. Reduces from 5 to 3 years the frequency with which teacher performance reviews must be conducted, and requires that these be based in part on individual career development plans. Makes additional changes to beginning teacher evaluation system and teacher career development programs. Establishes timeline for development of administrator preparation program. Establishes minimum teacher salary requirements. Requires department to undertake study of feasibility of change to student achievement and teacher quality program. Creates statewide career path pilot program: http://www.legis.state.ia.us/GA/79GA/Legislation/HF/02500/HF02549/Current.html
Title: H.B. 2549
Source: www.legis.state.ia.us
| |
| CT | Signed into law 07/2001 | P-12 | Concerns education and equitable wages for early childhood education professionals; increases the number of highly qualified early childhood education professionals.
Title: H.B. 6931
Source: Lexis-Nexis/StateNet
| |
| CO | Signed into law 06/2001 | P-12
Postsec. | Requires the State Commission on Higher Education to establish and maintain an Early Childhood Professional Loan Repayment Program; makes such individuals eligible for two years of loan repayment; provides the program to be funded through the Federal Child Care Development Program.
Title: H.B. 1293
Source: Lexis-Nexis/StateNet
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| OK | Signed into law 06/2001 | P-12 | Expands the resident teacher program to include early childhood teachers. (One-year residency program is required as part of the Oklahoma Teacher Preparation Act.)
Title: S.B. 499
Source: http://www2.lsb.state.ok.us/2001-02SB/sb499_enr.rtf
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| FL | Signed into law 05/2001 | P-12 | The following programs have been repealed by S.B. 1162:
1) Gold Seal Quality care program, a three tiered quality rating system
2) Early screening and intervention program for children in subsidized child care programs
3) Child Development Associate Training Grants for preschool teachers
4) Community resource mother or father programs
5) Public Prekindergarten program
6) First Start Program (birth to three program for children with disabilities and at risk children)
Title: S.B. 1162 - Omnibus
Source:
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| TX | Signed into law 05/2001 | P-12 | Establishes Teacher Education and Compensation Helps (T.E.A.C.H) pilot projects to assist teachers in retaining employment in the field of child care. Authorizes the commission, in establishing and administering the program, to consult with any other early childhood teacher pilot project. Requires the commission to operate the pilot program in at least three locations throughout the state, one of which is to be an urban community, one of which is to be a rural community, and one of which is to be a community in the region of the state that borders the United Mexican States. To be eligible to participate in the pilot program, a teacher must be employed in a child care program that has a provider agreement with a local workforce development board to serve families that receive subsidized child care services.
Title: S.B. 1294
Source: Texas Legislative Web Site
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| NE | Signed into law 04/2001 | P-12 | LB 759 changes current law pertaining to early childhood education pilot program grants. The bill provides for an Early Childhood Education Grant Program in lieu of the pilot projects that are currently funded. Programs selected for grants may be provided one-half of the total budget of the program per year. Pilot projects previously funded shall be eligible for continuation grants if their programs adhere to the requirements of the bill. The State Department of Education (NDE) may use up to 5% of the total appropriation for the grant program to evaluate and provide technical assistance to the early childhood education programs. NDE is to develop rules and regulations to implement the program. The state provided $560,000 of general funds in 2000-01 for pilot program grants for early childhood education programs. The bill does not require any additional funding for early childhood education program grants. Section 3 requires preschool programs, established by school boards or educational service units, to be approved by NDE. All teaching and administrative staff who are providing educational services in early childhood education programs are required to have training in early childhood education and have a permit or certificate issued by NDE. NDE indicates this is current practice, so no fiscal impact is estimated for these provisions.
Title: L.B. 759
Source: http://www.unicam.state.ne.us
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| WY | Signed into law 02/2001 | P-12 | Relates to regional development preschool system teachers; includes employment as a teacher in the regional development preschool system as school district service credit; modifying the teacher seniority adjustment computation under the foundation program formula to include such service.
Title: H.B. 113
Source: Lexis-Nexis/StateNet
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| FL | Signed into law 06/2000 | P-12 | Establishes the Teacher Education and Compensation Helps scholarship program to help low-wage early childhood staff obtain further training;relates to health care assistance for children (Medikids); provides for dental benefits under the Florida Kidcare program; provides for assistance to families in evaluating summer recreation and day camp programs; increases family income limits for subsidized child care; relates to federal Temporary Assistance for Needy Families funding; relates to child care facility licensing.
Title: S.B. 212
Source: Lexis-Nexis/StateNet
| |
| IL | Signed into law 06/2000 | P-12 | Public Act No. 91-765; Amends the School Code; exempts all persons holding a special certificate with a special education endorsement from provisions of the School Code concerning preschool educational programs, provided these persons meet all the other requirements for teaching.
Title: H.B. 2940
Source: Lexis-Nexis/StateNet
| |
| IL | Signed into law 06/2000 | P-12 | Public Act No. 91-831; Provides that beginning October 1, 2000, the Department of Human Services shall operate a Great Start (Strategy to Attract and Retain Teachers) program to improve children's educational outcomes in child care by encouraging increased professional preparation by staff and staff retention.
Title: H.B. 4021
Source: Lexis-Nexis/StateNet
| |
| MS | Signed into law 05/2000 | P-12 | Authorizes the State Board of Education to issue a standard license to teach in public prekindergarten through kindergarten classrooms to persons holding a Bachelor of Science degree with child development emphasis from a program accredited by the American Association of Family and Consumer Sciences.
Title: H.B. 419
Source: Lexis-Nexis/StateNet
| |
| NH | Signed into law 05/1998 | P-12 | Establishes a study committee to examine the implications of implementing occupational regulation of child care and preschool Directors, Teachers, Teacher Assistants, Child Care Workers, and other staff providing direct services to young children in early childhood programs.
Title: H.B. 1438
Source: Information for Public Affairs, Inc.
| |
| FL | Signed into law 05/1997 | P-12 | Provides for privatization of prekindergarten early intervention program; provides minimum standards for staff-to-children ratio in licensed child care facility with children of mixed age ranges; provides minimum standards for evening child care; requires background screening of nonrelated, unregulated caregivers receiving subsidies through subsidized child care program or other public funds.
Title: S.B. 630
Source: Lexis-Nexis
| |
| UT | Signed into law 03/1997 | P-12 | Relates to the licensing of day care facilities; limits licensing authority with regard to educational curricula and the training of providers.
Title: H.B. 124 Early Childhood Licensing
Source: Lexis-Nexis
| |
| MA | Signed into law 07/1996 | P-12 | Relates to the qualifications of persons providing group child care; prohibits the lowering of age requirements for assistant teachers, teachers, lead teachers and child care directors providing group care to infants, toddlers and preschool aged children.
Title: H.B. 5840 Qualifications of child care providers Governor's veto overriden by Senate
Source: Lexis-Nexis/StateNet
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| PR | 06/1996 | P-12 | Early childhood education is identified as the developmental determination state of the human being for the basic information of his or her personality. Law 79 makes kindergarten attendance a requirement, and the initial grade of entry. Teacher certification is required for pre-school on an elementary level. A new regulation for certified teachers is being evaluated for the upcoming school year.
Title: 79 Law
Source: Department of Education, Janet Santana
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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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