 |
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 |
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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 |
| |
| 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 |
| |
| Assessment--Value Added |
| |
 | At-Risk (incl. Dropout Prevention) |
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| CA | Signed into law 09/2012 | P-12 | From bill summary: Changes the definition of a dropout recovery high school to mean a school offering instruction in any of grades 9-12 in which 50% or more of pupils are either designated as dropouts or left a school and were not otherwise enrolled in a school for a period of at least 180 days and the school provides specified instruction. Requires a dropout recovery high school to submit to the state superintendent a certification that the high school meets the definition of a dropout recovery high school, and provide specified data in support of that designation. Clarifies definition of dropout recovery high school in provision prohibiting graduation rates for pupils in dropout recovery high schools from being included in the Academic Performance Index (API). http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1651-1700/ab_1668_bill_20120921_chaptered.pdf
Title: A.B. 1668
Source: www.leginfo.ca.gov
| |
| IL | Signed into law 08/2012 | P-12 | Creates the Commission for High School Graduation Achievement and Success to study the issue of high school graduation in the state. Directs the commission to study:
(1) Illinois graduation rates
(2) the mandatory attendance age
(3) alternative educational programs currently being used in the state, including which are the most successful, why they are successful, and whether they can be used by other districts
(4) the funding structures and options for these alternative programs
(5) alternative educational programs in other states and whether they would be successful in Illinois districts; and
(6) the effect that high school graduation has on individuals' job outlook.
Identifies at a minimum the alternative educational programs in the state the commission must study. Directs the commission to submit a final report of its findings and recommendations to the governor and general assembly by November 1, 2012. Provides that on November 2, 2012, the commission is abolished and this section is repealed.
http://www.ilga.gov/legislation/publicacts/97/PDF/097-0911.pdf
Title: S.B. 3259
Source: www.ilga.gov
| |
| MA | Signed into law 08/2012 | P-12 | Requires districts to continue to provide educational services to students who have been suspended or expelled. Requires principals to ensure that students who are suspended from school for 10 or fewer consecutive days, whether in or out of school, shall have an opportunity to make academic progress during the period of their suspension, to make up assignments and earn credits missed. A principal must develop a school-wide education service plan for all students who are expelled or suspended from school for more than 10 consecutive school days, whether in or out of school. Provides that instructional costs associated with providing alternative educational services for suspended or expelled students are eligible for reimbursement.
Requires districts to report to the state department of education the specific reasons for all suspensions and expulsions. The department is required to annually make available to the public district-level de-identified data and analysis.
Requires the commissioner to investigate any school that expels a significant number of students for more than ten days cumulatively in a school year.
Requires school administrators to notify a student's parent or guardian of the charges and the reason for the suspension or expulsion in English and in the primary language of the home.The student will also receive written notification, and have the opportunity to meet with school leadership to discuss the infraction. If a student has been suspended or expelled for more than 10 school days for a single infraction or for more than 10 school days cumulatively for multiple infractions, the parent or guardian will receive written notice of the right to appeal and the process for appealing. The superintendent or his or her designee shall hold a hearing with the student and his or her parent or guardian within 3 school days of the student's request for an appeal. At the hearing, the student shall have the right to present oral and written testimony, cross-examine witnesses, and shall have the right to counsel.
School administrators must notify the superintendent of any out-of-school suspension imposed on a student enrolled in kindergarten through grade 3 prior to such suspension taking effect.
Provides that no student may be suspended or expelled from a school or district for a time period that exceeds 90 school days.
Requires the school committee for each city, town or district to establish a pupil absence notification program in each of its schools that notifies a parent or guardian of his child's absence if the school has not received notification. A parent or guardian must be notified if his student has at least 5 days in which he or she has missed 2 or more periods unexcused in a school year or has missed 5 or more school days unexcused in a school year.
Provides that no student who has not graduated from high school can be considered to have permanently left public school unless an administrator of the school which such student last attended has sent notice within a period of 5 days from the student's tenth consecutive absence to the student and his or her parent or guardian. The district must offer at least two dates and times for an exit interview between the superintendent or his designee and the student and his parent or guardian to occur prior to the student permanently leaving school. The purpose for the exit interview is discussing the reasons for the student permanently leaving school and considering alternative education or other placements. The department is required to publish a model protocol for conducting exit interviews with students; and maintaining a list of research and information relative to the consequences of dropping out, the benefits of earning a high school diploma and a list of alternative education resources and programs available to the student.
http://www.mass.gov/legis/journal/desktop/Current%20Agenda%202011/H4332.pdf
Title: H.B. 4332
Source: http://www.malegislature.gov/
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| AL | Signed into law 05/2012 | P-12 | From K-12 appropriations bill: Permits at-risk funds to be used for student programs to improve the efficiency and utilization of technology-based resources in the classroom. Provides that appropriation to the at-risk student program includes $750,000 appropriation for the Alabama Student Information Management System (ASIMS). Page 12 of 69: http://www.alsde.edu/general/SB0318_ENACTED.pdf
Title: S.B. 318 - At-Risk Students
Source:
| |
| CO | Signed into law 05/2012 | P-12
Community College | The bill authorizes a community college to agree with a local education provider to create a dropout recovery program through which a student who has dropped out of high school or who is at risk of dropping out of high school can concurrently enroll in the community college and the local education provider to complete his or her high school graduation requirements. The student attends classes exclusively at the community college, and all earned credits count toward high school graduation. The dropout recovery program differs from the usual concurrent enrollment program with regard to the student's age, the number and type of course credits authorized, and funding. The community college and the local education provider enter into an agreement that specifies many aspects of the dropout recovery program, including the tuition rate the local education provider will pay on the student's behalf, which rate cannot exceed the student's share of tuition at a community college. The local education provider will include the student in its pupil enrollment, and the community college will receive college opportunity fund (COF) stipend payments on the student's behalf.
http://www.leg.state.co.us/clics/clics2012a/csl.nsf/fsbillcont3/C36A199A8DBC555487257981007F33B2?Open&file=1146_enr.pdf
Title: H.B. 1146
Source: http://www.leg.state.co.us
| |
| IA | Signed into law 05/2012 | P-12 | Established that appropriate uses of funding include, but are not limited to: a. Salary and benefits for instructional staff, instructional support staff, and school-based youth services staff who are working with students who are participating in dropout prevention programs, alternative programs, and alternative schools, in a traditional or alternative setting, if the staff person's time is dedicated to working with returning dropouts or students who are deemed, at any time during the school year, to be at risk of dropping out, in order to provide services beyond those which are provided by the school district to students who are not identified as at risk of dropping out. However, if the staff person works part-time with students who are participating in returning dropout and dropout prevention programs, alternative programs, and alternative schools and has another unrelated staff assignment, only the portion of the staff person's time that is related to the returning dropout and dropout prevention program, alternative program, or alternative school may be charged to the program. b. Professional development for all teachers and staff working with at-risk students and programs involving dropout prevention strategies. c. Research-based resources, materials, software, supplies, and purchased services that meet listed criteria.d. Up to five percent of the total budgeted amount may be used for purposes of providing district-wide or building-wide returning dropout and dropout prevention programming targeted to students who are not deemed at risk of dropping out. For the fiscal year beginning July 1, 2013 and thereafter, establishes the ratio of the amount of modified allowable growth.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&ga=84&hbill=SF451
Title: S.F. 451
Source: http://coolice.legis.state.ia.us
| |
| DC | To mayor 04/2012 | P-12 | Establishes a pilot early warning and support system to track how individual students in grades 4 through 9 in 4 feeder school groups
are performing on certain indicators of high school and college readiness. The system is supposed to identify students who are at risk of leaving
school prior to graduation and develop initiatives to support high school and college readiness and increase high school graduation rates.
The initiatives may include:(A) College and career awareness; (B) Parent outreach and engagement; (C) Tutoring and mentoring for struggling
learners, including the use of technology-based programs;(D) Transition programs for middle and high school; (E) Individualized learning plans;
and (F) Data coaches. Schools within each feeder school group are required to collaborate with each other and with the Mayor's office to
ensure alignment of data collection.
Requires the Mayor to survey a sample of schools to identify existing initiatives used to support high school
and college readiness and increase graduation rates.
Requires the Mayor to create a report that includes: (1) School-level data collected through the early warning and support system ;
(2) Recommendations highlighting best practices to improve high school and college readiness and increase graduation rates; and
(3) A plan to expand the early warning and support system to all schools.
http://dcclims1.dccouncil.us/images/00001/20120405113239.pdf
Title: Bill 19-648
Source: http://dcclims1.dccouncil.us
| |
| FL | Signed into law 04/2012 | P-12
Postsec. | From final bill analysis: Provides that a full-time student, co-enrolled in a K-12 education program and an adult general education program, may be reported for funding for two courses per year in an adult education program in Fiscal Year 2012-2013. Limits enrollment to core coursework, and only for credit recovery and dropout prevention purposes. Only applies for students who do not have a pattern of excessive absenteeism or habitual truancy or a history of disruptive behavior in school. Bill text (pages 66-67 of 72): http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h5201er.docx&DocumentType=Bill&BillNumber=5201&Session=2012
Final bill analysis (page 16 of 22): http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=h5201z.HEAS.DOCX&DocumentType=Analysis&BillNumber=5201&Session=2012
Title: H.B. 5201 - Funding for ABE and K-12 Education Student
Source: myfloridahouse.gov
| |
| KY | Signed into law 04/2012 | P-12 | Sections 1-2: Establishes legislative intent to provide rigorous academic and career and technical education programs that are relevant for all students and that encourage at-risk students to graduate from high school prepared to enter postsecondary education institutions or the workforce with needed skills. Amends purposes of K-12 career and technical education programs. Defines "at-risk," "advanced manufacturing," "career academy,"career guidance coach," "career pathway" and "career pathway program of study," "evidence-based instructional model," and "industry certification."
Section 4: Provides that if funds are appropriated or internal funds are available, the department of education, in collaboration with the Office of Career and Technical Education (CTE) in the Education and Workforce Development Cabinet, the Kentucky Community and Technical College System, the Education Professional Standards Board, and other appropriate educational entities, must recommend evidence-based models for addressing the needs of at-risk students. Requires that the evidence-based models (1) include a variety of programs and curricula proven to be effective for at-risk students, (2) focus on achieving specified goals, including providing assistance to adult students in earning a high school diploma or a recognized postsecondary education credential that has value in the workplace, and (3) include specified components to facilitate a more successful 9th grade year, including career courses, including career exploration, in grade 9 to incorporate project-based instruction that requires the application of 9th grade-level reading, math, and science skills and that uses a wide variety of technology. Contingent upon availability of state or federal funds, requires all high school-level CTE teachers to receive training in how to embed reading, mathematics, and science knowledge and skills in specific CTE courses. Requires CTE teachers to provide evidence that students' academic achievement is increased, as defined by administrative regulations. Requires the evidence-based models to be incorporated into CTE programs, career academies, and career pathway programs of study.
Section 5: Establishes definitions. Creates the "career and technical education accessibility fund," to be administered by the department of education. Requires that the fund be used to provide grants for (1) The development of career pathways and programs of study in high-demand occupational fields for students in middle and high schools, and (2) The establishment of career academies in secondary schools. Establishes requirements for career academies. Permits career academies to serve adult learners. Directs the state board to adopt rules to specify certain program components. Requires schools receiving grants to have an active local advisory council of industry leaders, employers, and postsecondary education faculty to provide input on long-range goals for CTE.
Section 6: Directs the department of education and the office of career and technical education to conduct a needs assessment process to determine the statewide unmet needs for CTE capital projects, including renovations and expansions of existing facilities and the construction of new technology centers.
Section 7: Requires annual statewide analysis of success of CTE students to include (1) the number of students who took state or national assessments of skill standards and qualified for skills certificates, (2) the number of senior concentrators who earned a high school diploma or equivalent, (3) the number of students who made successful transitions to work, military, or postsecondary education, (4) the number of students employed in nontraditional careers, and (5) other factors deemed appropriate by state education agencies or required under federal law. Beginning in the 2013-14 school year, requires the education professional standards board, as a condition of program approval, to require career and technical educator preparation programs to include instructional techniques to embed reading, math, and science knowledge and skills into all secondary-level CTE instruction.
Section 8 (from fiscal analysis): Excludes teachers, career guidance coaches, counselors, and school administrators in state-operated area technology centers from the cap on the total number of personnel in the executive branch. http://www.lrc.ky.gov/record/12RS/SB38/bill.doc
Title: S.B. 38 - Career Pathways
Source: www.lrc.ky.gov
| |
| MS | Signed into law 04/2012 | P-12 | Provides that each school district is responsible for student dropout prevention programs and that the office of dropout prevention in the state department of education shall provide technical assistance to the local school districts upon request.
http://billstatus.ls.state.ms.us/documents/2012/pdf/SB/2400-2499/SB2454SG.pdf
Title: S.B. 2454
Source: http://billstatus.ls.state.ms.us/
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| AZ | Signed into law 03/2012 | P-12 | Provides that a provider of online instruction may not also operate a dropout recovery program pursuant of this section. Requires that monthly participation of dropout recovery programs must be reported to the Department of Education at the same time as other data required pursuant to section 15-1042. Defines 'satisfactory monthly progress.' Determines the computation of the average daily membership and average daily attendance for students enrolled in a school district and a dropout program. Designates dropout recovery programs to be classified as alternative schools and be subject to the accountability provision of section 15-241. Encourages entities that provide such programs to conduct outreach to pupils not enrolled in school, but prohibits advertising or marketing campaigns directed at pupils currently enrolled in a school.
http://www.azleg.gov/legtext/50leg/2r/bills/sb1168s.pdf
Title: S.B. 1168
Source: azleg.gov
| |
| CO | Signed into law 03/2012 | P-12 | The bill directs districts to consider adopting procedures by which the schools use available data to identify and provide intervention services to students in grades 6 through 9 who are exhibiting behaviors that indicate the students are at increased risk of dropping out of school. Institute charter schools are also directed to consider adopting procedures to identify and provide intervention services to this population of students.
http://www.leg.state.co.us/clics/clics2012a/csl.nsf/fsbillcont3/35EE79D285DB890B87257981007E03BB?Open&file=1013_enr.pdf
Title: H.B. 1013
Source: http://www.leg.state.co.us
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| KS | Signed into law 03/2012 | P-12 | Defines "Educational Alternatives," including an alternative learning plan, that are available to students aged 16 or 17 who have withdrawn from school. The alternative learning plan would identify educational programs located in the area where the student resides and are designed to aid the student in obtaining a high school diploma, general educational development (GED) credential, or other completion certificate. http://www.kslegislature.org/li/b2011_12/measures/documents/hb2477_01_0000.pdf
Title: H.B. 2477
Source: kslegislature.org
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| OR | Signed into law 03/2012 | P-12 | Revises the purpose of the Early Learning Council to ensuring that children enter school ready to learn, determines responsibilities, membership and term limits and establishes the Early Learning Council Fund. Requires that the Early Learning Council implement and oversee a system that coordinates the delivery of early learning services to the communities of this state through the use of
community-based coordinators of early learning services. Requires that the Child Care Division provide to the Early Learning Council a report that summarizes the development and administration of child care resource and referral policies and practices under this section and the report must be provided at least twice a year and as otherwise required by the Early Learning Council. Funds appropriated pending passage of HB 4082.
Establishes the Youth Development Council for the purpose of assisting the board in overseeing a unified system that provides services to school-age children through youth 20 years of age in a manner that supports academic success, reduces criminal involvement and is integrated, measurable and accountable and determines responsibilities and membership. Funds Appropriated pending passage of HB 4082.
Abolishes the State Commission on Children and Families and its Account and transfers of duties, functions and powers to the Early Learning Council and the Youth Development Council. Abolishes the Juvenile Crime Prevention Advisory Committee and transfers duties, functions and powers to the Youth Development Council. Abolishes the Commission for Child Care and Account and trasfers duties, functions and powers to the Early Learning Council. Directs the Child Care Division of the Employment Department to initiate development of a tiered quality rating and improvement system for child care facilities. Establishes the Keep Kids Safe Registration Plate Account.
http://www.leg.state.or.us/12reg/measpdf/hb4100.dir/hb4165.en.pdf
Title: H.B. 4165
Source: leg.state.or.us
| |
| UT | Signed into law 03/2012 | P-12 | Directs the education interim committee to conduct a study of programs and initiatives to assist students at risk of academic failure, including a study of:
(1) The Carson Smith Scholarships for Students with Special Needs program to determine whether program funding is adequate to meet program demand
(2) Programs and funding to assist students in the state's public schools who score below proficient on assessments of academic achievement or are economically disadvantaged
(3) Programs in other states to assist students who score below proficient on assessments of academic achievement or are economically disadvantaged
(4) Other initiatives to assist students at risk of academic failure. http://le.utah.gov/~2012/bills/sbillenr/sb0151.pdf
Title: S.B. 151
Source: le.utah.gov
| |
| 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
| |
| WI | Signed into law 03/2012 | P-12 | An Act to renumber and amend 115.28. Allows school boards to contract with the Second Chance Partners for Education or any other nonprofit that operates a program in which disengaged pupils participate in work-based learning programs while earning high school diplomas. Defines "disengaged pupils" as pupils who are children at risk and others identified by the school board; and defines "work-based learning program" as a program that provides occupational training and work-based learning experiences. Requires local boards to pay for such contracts.
https://docs.legis.wisconsin.gov/2011/related/acts/157
Title: S.B. 361
Source: https://docs.legis.wisconsin.gov
| |
| TX | Adopted 12/2011 | P-12 | From Texas Register: Incorporates program changes identified during the statutorily required review of rules conducted in 2010, including updates to provisions relating to performance standards and revocation of grant awards. Also reflects updates to the funding formula. Page 67 of December 23, 2011 Texas Register (http://www.sos.state.tx.us/texreg/pdf/backview/1223/1223adop.pdf) explains all changes.
Adopted as published in the June 10, 2011 Texas Register (pages 10-16 of 28: http://www.sos.state.tx.us/texreg/pdf/backview/0610/0610prop.pdf).
Title: 19 TAC 89.1501, 1502, 1503, 1504, 1507, 1509, 1511
Source: www.sos.state.tx.us
| |
| CA | Signed into law 10/2011 | P-12 | From bill summary: Existing law requires the superintendent of public instruction, with approval of the state board, to develop an alternative accountability system for specified types of schools, including, among others, community day schools and continuation schools. Existing law allows these schools to receive an Academic Performance Index (API) score, but prohibits them from being included in the API rankings of schools. New provisions, until January 1, 2017, require the superintendent of public instruction and the state board, as part of the alternative accountability system for schools, or any successor system, to allow no more than 10 dropout recovery high schools to report the results of an individual pupil growth model that is proposed by the school and certified by the superintendent of public instruction pursuant to specified criteria
instead of reporting other indicators. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0151-0200/ab_180_bill_20111009_chaptered.pdf
Title: A.B. 180
Source: www.leginfo.ca.gov
| |
| 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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| IL | Signed into law 07/2011 | P-12 | Provides that each campus of a Chicago charter school devoted exclusively to re-enrolled high school dropouts must be operated through a contract or payroll (instead of just operated) by the same legal entity as that for which the charter is approved and certified. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0151.pdf
Title: H.B. 2401
Source: www.ilga.gov
| |
| TX | Signed into law 07/2011 | P-12 | Permits a student to enroll in a course provided through the state virtual school network if the student is either under 21 or under 26 and entitled to the benefits of the Foundation School Program under Section 42.003. Directs each district or open-enrollment charter school to adopt a policy providing students with the opportunity to enroll in courses provided through the state virtual school network; requires such policy to be consistent with statutory requirements. Requires a determination of whether an electronic course will meet the needs of a student with a disability to be made by the student's admission, review, and dismissal committee in accordance with state and federal law. Requires the administering authority of the state virtual school network to provide students who have completed or withdrawn from a course (and students' parents) a mechanism to provide comments regarding the course. Requires the administering authority to provide public access to student and parent comments, and for comments to be able to be sorted by teacher, electronic course, and provider district or school. Provides that if the essential knowledge and skills with which a state virtual school network course is aligned are modified, the provider district or school must have the same time period to align the course as is provided for the modification of a course provided in a traditional classroom setting. Existing law requires the administering authority to establish a schedule for an annual submission and approval process for electronic courses, and evaluate electronic courses to be offered through the state virtual school network. New provision (1) requires the administering authority to publish such schedule, including any deadlines, and any guidelines applicable to the submission and approval process, and (2) requires the evaluation to include review of each electronic course component, including off-line material proposed to be used in the course. Directs the state education agency to establish and publish a fee schedule for the cost of evaluating and approving electronic courses submitted by a district, open-enrollment charter school, or public or private institution of higher education, if the agency determines a shortage of funds for that purpose.
Provides a district or open-enrollment charter school is entitled to funding for a student's enrollment in a course offered through the state virtual school network in the same manner the district or charter school is entitled to funding for the student's enrollment in courses provided in a traditional classroom setting, provided the student successfully completes the electronic course. Directs the commissioner to adopt a standard agreement to govern payments relating to a student's enrollment in an electronic course offered through the state virtual school network. Provides exceptions to when a district or open-enrollment charter school must use the standard agreement. Repeals Section 42.159, Education Code. Pages 178-184 of 263: http://www.capitol.state.tx.us/tlodocs/821/billtext/pdf/SB00001F.pdf#navpanes=0
Title: S.B. 1
Source: www.capitol.state.tx.us
| |
| IL | Signed into law 06/2011 | P-12 | Allows at least 5 charter schools devoted exclusively to students from low-performing or overcrowded schools to operate at any one time in Chicago. Provides the up to five Chicago charter schools serving re-enrolled high school dropouts to also serve students age 15 or 16 who are at risk of dropping out. Specifies that a Chicago charter school whose mission is to serve high school dropouts may grant priority admission (previous language said "restrict admission") to high school dropouts and/or students age 15-16 who are at risk of dropping out. Also permits any charter school with a mission exclusive to educating students from low-performing or overcrowded schools to restrict admission to students from low-performing or overcrowded schools. Defines "priority admission", "low-perfoming school", "overcrowded school" and "students at risk of dropping out" for these purposes. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0624.pdf
Title: H.B. 190
Source: www.ilga.gov
| |
| NC | Signed into law 06/2011 | P-12 | Budget Technical Corrections Legislation:
Section 7.31 - Repeals the statutory provisions of the Teacher Academy, created to establish a statewide network of high quality, integrated, comprehensive, collaborative, and substantial professional development for teachers, provided through summer programs.
Section 7.32. Repeals the statutory provisions of the Professional Teaching Standards Commission, created to establish high standards for North Carolina teachers and the teaching profession.
Section 14. Reinstates personal education plans, and restores school improvement plans.
http://www.ncga.state.nc.us/Sessions/2011/Bills/House/PDF/H22v4.pdf
Title: H.B. 22
Source: http://www.ncga.state.nc.us
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| SC | Signed into law 06/2011 | P-12
Postsec. | Extends the date by which the Education and Economic Development Act, now called Personal Pathways to Success, must be implemented fully (the primary goals of Personal Pathways to Success are to increase high school completion rates, better prepare students for work and college, increase parental involvement, and increase options for students at risk of dropping out of school). Provides that Personal Pathways to Success must be implemented fully by July 1, 2012 (was July 1, 2011). http://www.scstatehouse.gov/sess119_2011-2012/bills/3748.htm
Title: H.B. 3748
Source: http://www.scstatehouse.gov
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| TX | Signed into law 06/2011 | Postsec. | Provides that this applies to a public junior college in a county with a population of 750,000 or more and with less than 65% of the population 25 years and older having graduated from high school, and to a school district with a dropout rate over 15% based on four-year high school completion rates. Permits a public junior college to enter into an agreement with one or more districts in the public junior college district to provide a dropout recovery program on the junior college campus. Provides the program is for persons under age 26 who meet certain criteria. Requires the dropout recovery curriculum to (1) include career and technology education courses that lead to industry or career certification; (2) include research-based strategies to assist students in becoming able academically to pursue postsecondary education, including specified approaches; (3) offer advanced academic and transition opportunities, including dual credit courses and college preparatory courses, such as advanced placement courses; and (4) coordinate with partnering districts to provide that districts retain accountability for attendance and other requirements. Requires such dropout recovery programs to comply with certain provisions applicable to other dropout recovery programs. Permits a public junior college to receive from a partnering school district for each student a negotiated amount up to total average per student funding amount in that district during the preceding school year for maintenance and operations. Provides a participating student is included in determining the district's average daily attendance. Permits a public junior college to receive dropout prevention and intervention program funds appropriated to the Texas Education Agency.
Bill text (pages 1-2): http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB03708F.pdf#navpanes=0
Fiscal analysis: http://www.capitol.state.tx.us/tlodocs/82R/fiscalnotes/pdf/HB03708F.pdf#navpanes=0
Title: H.B. 3708 - Dropout Recovery
Source: www.capitol.state.tx.us
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| TX | Signed into law 06/2011 | P-12
Community College | Specifies this applies to (1) a public junior college in a county with a population of 750,000 or more, and with less than 65% of the population 25 years and older having graduated from high school, according to the
most recent American Community Survey 5-year estimates compiled by the U.S. Census Bureau, and (2) a district with a dropout rate above 15%. Provides the application of these provisions is not affected if after the public junior college begins providing a dropout recovery program, the county's demographics change and no longer meet the aforementioned requirements. Provides that beginning September 2012, a public junior college may enter into a partnership with one or more districts in the public junior college district to provide a dropout recovery program on the public junior college campus, allowing students to receive a diploma from a high school of the partnering school district. Provides an eligible participant must be under 26 years old, and either need to complete not more than three course credits for high school graduation, or have failed to perform satisfactorily on an end-of-course assessment or the predecessor assessment as it existed before the 2007 legislature (TAKS). Requires the public junior college to (1) design a dropout recovery curriculum that includes career and technology education courses that lead to industry or career certification; (2) integrate into the curriculum specified research-based strategies to help students become academically able to pursue postsecondary education; (3) offer advanced academic and transition opportunities, including dual credit courses and college preparatory courses, such as advanced placement courses; and (4) coordinate with each partnering district that the district retains accountability for student attendance, student completion of high school course requirements, and student performance on assessment instruments as necessary for the student to receive a diploma from a high school of the partnering school district. Permits a public junior college to receive from each partnering district for each student an amount to be negotiated between the junior college district and that partnering district and that may not exceed a specified amount. Provides a participating student is included in the participating district's average daily attendance. Provides for other funding that the public junior college is eligible to receive. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB00975F.pdf#navpanes=0
Title: S.B. 975
Source: www.legis.state.tx.us
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| WV | Signed into law 05/2011 | P-12 | Local Solution Dropout Prevention and Recovery Innovation Zone Act:
Creates the Local Solution Dropout Prevention and Recovery Innovation Zone Act to: (1) Provide for the establishment of Local Solution Dropout Prevention and Recovery Innovation Zones to increase graduation rates and reduce the number of dropouts; (2) Provide schools and communities with opportunities for greater collaboration to plan and implement systemic approaches that include evidence-based solutions for increasing graduation rates and reducing the number of dropouts; (3) Provide a testing ground for innovative graduation programs, incentives and approaches to reducing the number of dropouts; (4) Provide information regarding the effects of specific innovations, collaborations and policies on graduation rates and dropout prevention and recovery; and (5) Document educational strategies that increase graduation rates, prevent dropouts and enhance student success. Provides the application process, contents, factors to be considered in evaluating the applications and standards for review for designating schools/school districts Local Solution Dropout Prevention and Recovery Innovation Zones.
Early Warning Indicator System:
Directs the state board to develop a statewide system in electronic format that will provide schools with easily identifiable early warning indicators of students at risk of not graduating from high school. Requires the system to be delivered through the uniform integrated regional computer information system (the West Virginia Education Information System) and to at a minimum incorporate data on the attendance, academic performance and disciplinary infractions of individual students. Directs the state board to require implementation of the system in Local Solution Dropout Prevention and Recovery Innovation Zones along with a plan of interventions to increase the number of students earning a high school diploma. Provides that the zones may be used as a pilot test of the system.
http://www.legis.state.wv.us/bill_status/bills_text.cfm?billdoc=SB228%20SUB1%20ENR.htm&yr=2011&sesstype=RS&i=228
Title: S.B. 228
Source: http://www.legis.state.wv.us
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| AZ | Signed into law 04/2011 | P-12 | Allows school districts and charter schools that provide instruction to high school students to offer a dropout recovery program to eligible pupils. Directs the state board of education to prescribe standards and achievement testing requirements which require programs to do the following: (1) Provide curriculum aligned to the academic standards adopted by the state board of education and standardized tests required by federal and state law; (2) make available appropriate and sufficient supports for pupils; (3) comply with federal and state laws governing pupils with disabilities; and (4) meet state requirements for high school graduation. Stipulates that each eligible pupil must have a written learning plan developed by the pupil's assigned mentor, which includes expectations for satisfactory monthly progress, in order to participate in the program. Requires the monthly participation in a program to be reported on or before the tenth school day of each month and lists items to be included in the report. Permits school districts and charter schools to contract with an educational management organization to provide programs and lists EMO requirements for offering a program. Exempts the attendance, graduation and test scores for pupils in a program from the requirement relating to annual achievement profiles and school report cards. Bases program funding on average daily attendance and specifies conditions for pupil eligibility: (1) A pupil is in their first month in the program and completes the program orientation during that month. (2) The pupil is enrolled in teacher-facilitated courses and meets the expectations for satisfactory monthly progress for the current or previous month. (3) The pupil meets the expectations for program re-entry in their revised written learning plan. Prohibits funding for pupils who do not meet expectations for monthly progress for two or more consecutive months until the pupil meets the expectations for program re-entry. Specifies school districts and charter schools are responsible for tuition charges and fees related to pupil participation in a program. Chapter 270.
http://www.azleg.gov/legtext/50leg/1r/bills/sb1303s.pdf
Title: S.B. 1303
Source: http://www.azleg.gov
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| ID | Signed into law 04/2011 | P-12 | This legislation authorizes the establishment of the National Guard Youth Challenge Program, a multi-phase youth intervention program intended to improve the education, life skills and employment potential of high school dropouts in the state of Idaho. This will be accomplished through military-based discipline and training, combined with educational instruction, experiential learning, and mentoring. The state Adjutant General, the board of trustees of the appropriate school district, or a governing board appointed by the Governor will oversee the administration of this program, with the state Adjutant General maintaining authorization to establish rules to implement the provisions of this section. http://www.legislature.idaho.gov/legislation/2011/S1208.htm
Title: S.B. 1208
Source: http://www.legislature.idaho.gov
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| CA | Signed into law 03/2011 | P-12 | Amends eligibility requirements for children to receive child care and development services. Existing law provides children must be at least 13 or younger. Under amendment, eligible children are:
--Age 10 or younger
--Children with exceptional needs
--Children 12 years of age or younger who are recipients of child protective services or at risk of abuse, neglect or exploitation
--Children 12 years of age or younger who are provided services during nontraditional hours
--Children 12 years of age or younger who are homeless
--Children who are 11 and 12 years of age, as funding permits.
From bill summary: Specifies that a child who is 11 or 12 years old and who is otherwise eligible for subsidized child care and development services, except for his or her age, must be given first priority for enrollment, and in cases of programs operating at full capacity, first priority on the waiting list for a before- or after-school program, and requires contractors to provide each family of an otherwise eligible 11- or 12-year-old with information about the availability of before- and after-school programs in the family's community. Removes provisions requiring contractors to report savings to the department. Amends definition of "income eligible" for purposes of participation in the Child Care and Development Services Act. Provides that an eligible family's adjusted monthly income is at or below 70% (formerly 75%) of the state median income. Provides for the reduction of child care and development services, and the disenrollment of specified families from subsidized child care services, in accordance with prescribed priorities.
Pages 15-21 of 81: http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0051-0100/sb_70_bill_20110324_chaptered.pdf
Title: S.B. 70 - Sec. 8201, 8208, 8263.1
Source: www.leginfo.ca.gov
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| NY | Signed into law 03/2011 | P-12 | Defines "three-year average free and reduced price lunch percent". Transitions calculation of lunch count to incorporate three-year average free and reduced price lunch percent instead of an annual count.
Chapter 58 http://assembly.state.ny.us/leg/?default_fld=&bn=S02808&Summary=Y&Memo=Y&Text=Y
Title: S.B. 2808 - Part A, Sec. 25
Source: assembly.state.ny.us
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| OH | Signed into law 03/2011 | P-12 | Repeals Section 3306.31, which required each district with a three-year average graduation rate of 80% or less to have a linkage coordinator to serve as the primary mentor, coach and motivator for at-risk students and coordinate those students' participation in academic programs, social service programs, out-of-school cultural and work-related experiences, and in-school and out-of-school mentoring programs, based on student need, among other duties.
Repeals Section 3313.821, which directed each district board to appoint a family and civic engagement team to develop five-year family and civic engagement plans, among other responsibilities.
Repeals Section 3313.822, which provided that as an alternative to appointing both a business advisory council and a family and civic engagement team, a local board could appoint one committee to function as both.
Eliminates the requirement that school districts establish family and civic engagement teams, except as required for implementation of federal ''Race to the Top" grants. Directs districts required by Race to the Top funds to employ a linkage coordinator and engage in other activities for closing the achievement gap and increasing the graduation rate to continue such activities for the life of the grant award.
http://www.legislature.state.oh.us/BillText129/129_HB_30_EN_N.pdf
Title: H.B. 30 - Family and Civic Engagement Teams, Linkage Coordinators
Source: www.legislature.state.oh.us
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| CA | Signed into law 09/2010 | P-12 | From bill analysis: Modifies the criteria for determining "at risk" for purposes of eligibility to participating in a California Partnership Academy (CPA) as follows: (1) Defines irregular attendance to mean absence from school 20 percent or more of the school year; (2) Adds the following to the existing indicators to be considered in making the determination "at risk:"
(a) Scoring "below basic" or "far below basic" in math and English language arts on standardized tests administered through the Standardized Testing and Reporting (STAR) Program.
(b) Maintaining a grade point average of 2.2 or below or the equivalent of a C minus.
Deletes provisions that specify the academic criteria applying to non-at-risk pupils participating in a CPA, and deletes the requirement that students be provided a laboratory class related to the academy's occupational field. Requires an assurance that each CPA pupil will be provided with:
(a) Instruction in at least three academic subjects each school term that prepares the pupil for a high school diploma, and where possible and appropriate, meets subject requirements for admission to the California State University (CSU) and the University of California (UC).
(b) Career technical education courses at each grade level that are part of an occupational course sequence that targets comprehensive skills.
Deletes the authority of the superintendent of public instruction to issue a maximum of 155 grants per year for purposes of planning partnership academies. Requires districts, whenever practical, to provide a second planning period for the CPA teacher. Specifies that a CPA pupils must be provided with an employer-based internship or work experience in the summer following 11th grade or during 12th grade.
Makes provisions of this bill operative on July 1, 2011, and requires implementation of this bill commencing with the 2011-12 school year.
http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1351-1400/sb_1354_bill_20100930_chaptered.pdf
Title: S.B. 1354
Source: www.leginfo.ca.gov
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| CA | Signed into law 09/2010 | P-12 | From bill summary: Requires the department of education, contingent on federal funding for this purpose and in consultation with the department of finance and the legislative analyst's office, to prepare the California Longitudinal Pupil Achievement Data System (CALPADS) to include data on a quarterly rate of pupil attendance. Requires that CALPADS be capable of issuing to local educational agencies periodic reports on district, school, class and individual pupil rates of absence and chronic absentees. States legislative intent to support the development of early warning systems to identify and support individual pupils who are at risk of academic failure or of dropping out of school.
Existing law requires the superintendent of public instruction annually to submit to the governor, the legislature, and the state board of education a report on dropouts using the data produced by CALPADS.
New provision requires the report to include chronic absentee rates when that data is available. Makes implementation of the provisions regarding the inclusion of pupil attendance data in CALPADS contingent upon the appropriation of federal funds specifically for such purposes. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1351-1400/sb_1357_bill_20100930_chaptered.pdf
Title: S.B. 1357
Source: www.leginfo.ca.gov
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| IL | Signed into law 08/2010 | P-12 | Amends definition of "dropout". Previous language allowed student in any grades 1-12 to be classified as a dropout; new provision limits dropouts to students enrolled in grades 9-12. Adds that a student may not be listed as a dropout due to expulsion, aging out or removal for medical non-compliance. Specifies that a child known to be home-schooled or continuing school in another country may not be classified as a dropout. 46-48 of 51: http://www.ilga.gov/legislation/96/SB/PDF/09600SB3681lv.pdf
Title: S.B. 3681 - Section 105 ILCS 5/26-2a
Source: www.ilga.gov
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| IL | Adopted 08/2010 | P-12 | P.A. 96-106 (S.B. 1796), effective July 30, 2009, establishes the Illinois Hope and Opportunity Pathways through Education (IHOPE) program with the goal of re-enrolling high school dropouts into programs that will enable these individuals to earn their high school diplomas. The legislation directs the state board to implement and administer the program, including approving IHOPE plans developed by regional offices of education and/or the Chicago School District, and adopting rules setting forth the requirements for the development of the IHOPE Plan and fund distribution process, and other rules.
From Illinois Register: New Part 210, Subpart A, sets forth the requirements for an IHOPE program, whose plan for the program must be approved by the state board of education for it to be eligible to receive general state aid or an incentive grant. The requirements for that plan are contained in Section 210.70 and criteria for review and approval of the plan are in Section 210.75. The requirements protect the rights of students who choose to enroll in IHOPE programs by ensuring that:
• before individuals can be enrolled in an IHOPE program, they, along with their parents or guardians if they are less than 18 years old, receive information about the program
• each student has a learning plan (Individual Instructional Plan) that addresses his/her individual needs and goals
• the IHOPE program and school district awarding the high school diploma work in cooperation to provide services to students who had an Individualized Education Program in the last high school they attended; and
• school records are retained by the district of residence awarding the diploma in accordance with the Illinois School Student Records Act [105 ILCS 10] and the state board of education's rules governing Student Records (23 Ill. Adm. Code 375).
The rules also require that individuals providing instruction be certified in Illinois and that personnel providing support services be properly qualified. Other provisions address continuation of programs beyond the initial approval year and suspension and revocation of program approval in certain circumstances. Subpart B of the rules establishes the process for applying for an incentive grant.
There is no appropriation in Fiscal Year 2011 for incentive grants; however, promulgating rules now for the application process will ensure that the grant process can begin immediately when funding is approved.
Pages 624-650 of 724: http://www.cyberdriveillinois.com/departments/index/register/register_volume34_issue32.pdf
Title: 23 IL ADC 210.10, 20, 30, 35, 40, 50, 60, 70, 75, 80, 90, 100, 110, 200, 210, 220, 230
Source: www.cyberdriveillinois.com
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| LA | Signed into law 08/2010 | P-12 | Students under the age of 18 who dropout prior to graduation and are ruled to be truant would be required to exercise one of the following options within 120 days of leaving school: 1) re-enroll in school and make progress towards completing requirements for graduation; 2) enroll in a high school equivalency diploma program; or 3) enlist in the armed forces for two years and earn a high school equivalency diploma.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722818
Title: S.B. 701
Source: http://www.legis.state.la.us
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| GA | Adopted 07/2010 | P-12 | Rule 160-4-8-.12, "Alternative Education Programs" has been repealed and a new rule adopted. Defines "alternative/non-traditional education program" as a program operating in affiliation with a school; a program does not report full-time equivalent (FTE) or receive an Adequate Yearly Progress (AYP) designation. Achievement data for students enrolled in the program are reported back to the school where the student is reported for FTE. Provides a program may be housed within a school, on the same site or at a different location. Provides that programs may include Attendance Recovery, Credit Recovery, Disciplinary Program, Early College, Evening School, and Open Campus.
Clarifies that an "Alternative/Non-traditional Education School" has an official school code and serves as the home school for students enrolled. The school receives an AYP designation; reports FTE counts for all enrolled students; and earns Quality Basic Education (QBE) formula funds directly. Defines "Community-based Alternative Education/Non-traditional Program" as a type of alternative education/non-traditional program where students are engaged in educationally relevant and meaningful learning experiences in the school and larger community. The academic curriculum is integrated into work-based learning and structured work experiences using partnerships among business, industry, government, community and school, including Performance Learning Centers. Defines "sparsity grant" as a grant provided to each LEA that is unable to offer its students or a portion of its students educational programs and services comparable to those which are typically being offered to students in the state; the inability to offer students comparable programs and services is attributable, at least in part, to the fact that the LEA has full-time equivalent counts less than base size specified in state law.
Requires each LEA to provide an alternative/non-traditional education program/school for students in grades 6-12 with appropriate due process, who have been suspended from his/her regular classroom. Permits LEAs to provide an alternative/non-traditional education program/school to serve a student who is eligible to remain in his/her regular classroom but is more likely to succeed in a non-traditional educational setting. Authorizes an LEA to provide an alternative/non-traditional education program/school jointly with one or more LEAs. Authorizes an LEA to contract with educational management organizations to provide a non-traditional/alternative education program/school. Sets requirements/parameters for such contracts. Permits an LEA to use sparsity grant funds for all alternative/non-traditional education program(s)/school(s), but specifies that funds must be used exclusively for salaries and benefits for certified positions and assistants/paraprofessionals working in the program/school. Requires that all alternative/non-traditional education programs/schools only provide curriculum aligned to Georgia Performance Standards (GPS); permits curriculum to be delivered through computer-assisted instruction and online courses. Requires that programs/schools participate in state testing program, provide counseling services, operate in full compliance with federal and state laws and state board rules governing special education students and students with special needs, provide teachers that meet the requirements of the Georgia Professional Standards Commission in all classes, adhere to maximum class size provisions, and allocate to all Alternative/Non-traditional Education Programs/Schools the same expenditure per segment(s) based on what the student earns at his or her Full Time Equivalent reporting school, including federal and state funds allocated to the LEA for the student.
For students in grades 9-12, permits LEAs to (1) award course credit based on demonstrated competency on course examination(s) for course work completed while enrolled in the program/school in lieu of the 150/135 clock hours of instruction and (2) determine the length of the school day in lieu of the school day length set in state board rule.
Establishes reporting requirements for alternative/non-traditional education programs/schools. Requires each LEA to maintain and annually report to the state department of education on each alternative/non-traditional education program/school. Requires each program/school school improvement plan to demonstrate how the alternative/non-traditional education program/school modified SBOE rules, including methods to measure competency as well as what is defined as a full school day. Requires LEAs to seek parental and public input before submitting a program/school's improvement plan to the department of education. http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-8-.12.pdf
Title: 160-4-8-.12
Source: www.doe.k12.ga.us
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| NC | Signed into law 07/2010 | P-12 | Prior to the 2010-11 school year, directs the state board to:
(1) Develop a growth model establishing annual improvement goals in the four-year cohort graduation rate by local school administrative units.
(2) Establish as a short-term goal that local school administrative units meet the annual growth model goals for improvement in the four-year cohort graduation rate beginning with the graduating class of 2011 and continuing annually thereafter.
(3) Establish as statewide minimum goals four-year cohort graduation rates of 74% by 2014; 80% by 2016; and 90% by 2018.
(4) Establish as a long-term goal with benchmarks and recommendations to reach a statewide four-year cohort graduation rate of 100%.
Directs the state board to report annually to the Joint Legislative Education Oversight Committee beginning no later than November 15, 2010 on the aforementioned goals, benchmarks, and recommendations. Requires that the goals, benchmarks, and recommendations appropriately differentiate for students with disabilities and other student subgroups in each four-year cohort. Requires that the report include goals and benchmarks by local school administrative unit, the strategies and recommendations for achieving the goals and benchmarks, any evidence/data supporting the strategies and recommendations, and the identity of state board employees overseeing local school administrative units in achieving the goals and benchmarks. http://www.ncga.state.nc.us/Sessions/2009/Bills/Senate/PDF/S1246v4.pdf
Title: S.B. 1246 - Improving Four-Year Cohort Graduation Rate
Source: http://www.ncga.state.nc.us
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| NC | Signed into law 07/2010 | P-12 | Provides that cooperative innovative high schools have the same exemptions from statutes and rules as charter schools, other than those pertaining to personnel. http://www.ncga.state.nc.us/Sessions/2009/Bills/Senate/PDF/S1201v3.pdf
Title: S.B. 1201
Source: http://www.ncga.state.nc.us
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| NC | Signed into law 07/2010 | P-12 | Requires school districts to identify students who are at risk for academic failure and who are not successfully progressing toward grade promotion and graduation, beginning no later than the fourth grade. Identification shall occur as early as can reasonably be done and can be based on grades, observations, state assessments, and other factors, including reading on grade level, that impact student performance that teachers and administrators consider appropriate, without having to await the results of end-of-grade or end-of-course tests. http://www.ncga.state.nc.us/Sessions/2009/Bills/Senate/PDF/S1248v4.pdf
Title: S.B. 1248
Source: http://www.ncga.state.nc.us
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| WV | Signed into law 07/2010 | P-12 | Establishes pilot programs for increased academic achievement. One pilot program requires the state superintendent to establish a special community development school pilot program for implementation in a public school with significant enrollments of disadvantaged, minority and underachieving students for the purpose of developing and implementing strategies that can be replicated. Other pilot programs are required to provide additional monetary payments to teachers, principals, and assistant principals based on certain circumstances such as employment in a school that is low performing, high poverty or high minority and other circumstances. http://www.legis.state.wv.us/Bill_Status/bills_text.cfm?billdoc=sb2009%20enr.htm&yr=2010&sesstype=2X&i=2009
Title: S.B. 2009
Source: http://www.legis.state.wv.us
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| KS | Issued 06/2010 | P-12 | Creates a commission to study and reduce the Sunflower State's high school dropout rate.
http://governor.ks.gov/issues-a-initiatives/executive-orders/705-executive-order-10-04
Title: E.O. 10-04
Source: Governor's Office
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| LA | Signed into law 06/2010 | P-12 | Requires each local public school system to post the four-year cohort graduation rate for each high school and for the system as a whole on its Internet website. Districts must send a written notice to the parent or other legal guardian of high school students that contains the four-year cohort dropout rate of the school and the number of students in the school that have been identified as failing pursuant to the school and district accountability system.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722458
Title: S.B. 753
Source: http://www.legis.state.la.us/
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| CO | Signed into law 05/2010 | P-12
Postsec. | Relates to a data reporting request based on individual student identifiers, including dropouts, and those enrolled in literacy programs and college basic skills courses.
http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/42E285F47258D0C6872576AC0055EA3A?open&file=1171_enr.pdf
Title: H.B. 1171
Source: http://www.leg.state.co.us
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| CO | Signed into law 05/2010 | P-12 | Concerns successful transitions back to the public school system for juveniles in out-of-home placement who have demonstrated behavior that is detrimental to the safety or welfare of themselves or others during the previous twelve months.
http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/2BEB050086ADA620872576A80026B96A?open&file=1274_enr.pdf
Title: H.B. 1274
Source: http://www.leg.state.co.us
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| GA | Signed into law 05/2010 | P-12 | 20-2-326 defines:
--"Career academy" as (1) a specialized charter school established by a partnership between one or more local boards of education and a technical school or college or (2) a small learning community where a student receives academic instruction at his/her assigned high school, along with work-based learning opportunities at an industry center or technical school or college
--"Chronically low-performing high school" as one (1) with a graduation rate below 60% for three consecutive years (using the National Governors Association methodology), or (2) that has not made adequate yearly progress (AYP) for three consecutive years
--"Choice technical high school" as a high school other than the one the student is assigned to by residence, designed to prepare a student for postsecondary education and employment. Provides a choice technical high school may be operated by a local school system or technical college. Also permits a choice technical high school to be operated as a charter school under a governance board comprised of parents, employers and representatives from the local school board
--"Focused program of study" as a rigorous academic core combined with (1) a focus in math and science, (2) a focus in humanities, fine arts and foreign language, or (3) a coherent sequence of career pathway courses that prepares a student for postsecondary education or immediate employment after high school graduation.
Also defines "small learning community" as a subset of high school students and teachers joined around a broad career or academic theme where teachers have common planning time to connect teacher assignments and assessments to college and career readiness standards. Provides that students voluntarily apply for enrollment in a small learning community but must be accepted, and such enrollment must be approved by the student's parent. Specifies that a small learning community also includes a career academy organized around a specific career theme and integrates academic and career instruction, provides work-based learning opportunities, and prepares students for postsecondary education and employment, in partnership with local employers, community organizations and postsecondary institutions.
New Section 20-2-328 directs the state board of education, subject to legislative appropriation, to establish a competitive grant program for local school systems to implement school reform measures in selected high schools. Requires the state board to establish grant criteria, which must include that priority for grants be given to chronically low-performing high schools. Directs the state board to develop, for high schools receiving a grant, an evidence-based model for serving at-risk students, which must focus on specified elements designed to increase student achievement; reduce dropout; help students and their parents set and achieve career and educational goals; and help students learn and apply study skills, coping skills and other habits that produce successful students and adults. Requires that the at-risk model program include:
(1) Diagnostic assessments
(2) A process for identifying at-risk students, closely monitored by the department of education to ensure that students are properly identified and receive timely and appropriate guidance and assistance, and to ensure no group is disproportionately represented
(3) An evaluation component in each high school to ensure programs provide students an opportunity to earn a high school diploma.
Identifies components the at-risk model program may include to facilitate 9th grade success, such as:
(1) Flexible scheduling to increase student time in language/arts and math to eliminate academic deficiencies
(2) Ninth grade student-teacher ratios no higher than those in any other grade in the high school
(3) Using effective teachers as leaders for teacher teams in 9th grade to improve instructional planning, delivery and reteaching strategies
(4) Assigning teacher mentors to meet frequently with students to provide planned lessons on study skills and other "habits of success" to help students become independent learners and help them receive the assistance they need to pass 9th grade
(5) Ninth grade career courses incorporating a series of miniprojects throughout the school year that require the application of grade-level reading, math and science skills to complete, require students to use a range of technology, and help students explore a range of educational and career options to help them formulate post high school goals and give them a reason to stay in school and work toward achieving their stated goals.
Requires the state board to adopt rules for chronically low-performing high schools receiving a reform grant, to make the high schools more relevant to and effective for all students. Requires that such rules encourage high schools to implement a comprehensive school reform research-based model that focuses on eight specified elements, including setting high expectations for all students and fostering collaboration among academic and career/technical teachers.
New Section 20-2-329 requires high schools receiving a reform grant per Section 20-2-328 to provide focused programs of study that, whether offered at a choice technical high school, a career academy, a traditional high school, or on site at a two- or four-year postsecondary institution:
(1) Are aligned with state board-set graduation requirements, including 4 years of math and 4 years of English with an emphasis on developing reading and writing skills to meet college and career readiness standards
(2) Implement a teacher adviser system
(3) Provide students in grades 9-12 with information on educational programs offered in high school, two- and four-year institutions, and through apprenticeship programs and how these programs can lead to a variety of career fields. Requires that districts offer opportunities for field trips, job shadowing and other means to help students and their parents in revising, if appropriate, the student's individual graduation plan.
(4) Enroll students by grade 9 into one of the following options for earning a high school diploma and preparing students for postsecondary education and a career which will include a structured program of academic study with in-depth studies in: (A) Mathematics and science; (B) Humanities, fine arts, and foreign language; or (C) A career pathway that leads to passing an employer certification exam in a high demand, high skill, or high wage career field or to an associate's degree or bachelor's degree.
(5) Implement the state board-developed at-risk model program
(6) Schedule annual conferences to help students and their parents set educational and career goals and create individual graduation plans
Directs the state board to adopt rules necessary to carry out the provisions of this bill.
http://www.legis.state.ga.us/legis/2009_10/pdf/hb400.pdf
Title: H.B. 400 - New Section 20-2-326, 328 and 329
Source:
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| CO | Signed into law 04/2010 | P-12 | Expands the definition of high-risk student to include children with disabilities, migrant children, homeless children, children with a documented history of serious psychiatric or behavioral disorders, and children who are 2 or more years behind grade level as determined by statewide assessments or by other assessments approved by the department of education for this purpose.
http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/903A715DA3C47D20872576A80027B652?open&file=154_enr.pdf
Title: S.B. 154
Source: http://www.leg.state.co.us
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| ME | Signed into law 04/2010 | P-12 | Directs the Departments of Corrections, Education, Health and Human Services, and Labor to develop a jointly agreed-upon statewide coordinated services district system by June 1, 2010. The system shall coordinate and implement service delivery initiatives to increase high school graduation rates, reduce the number of youth in the juvenile justice system, reduce child abuse and neglect and increase employment opportunities for youth. http://www.mainelegislature.org/legis/bills/bills_124th/chapters/RESOLVE204.asp
Title: H.B. 1204
Source: http://www.mainelegislature.org
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| VA | Signed into law 04/2010 | P-12
Postsec.
Community College | Establishes college partnership laboratory schools by any public institution of higher education that operates an approved teacher education program. Provides that the schools shall be public schools established by a contract between the governing board of the school and the Board of Education. Provides that teachers working in such schools shall be employees of the institution of higher education and licensed by the Board or eligible for licensure. Relates to at-risk pupils and funding.
Intended to (1) stimulate the development of innovative programs for preschool through grade 12 students; (2) provide opportunities for innovative instruction and assessment; (3) provide teachers with a vehicle for establishing schools with alternative innovative instruction and school scheduling, management, and structure; (4) encourage the use of performance-based educational programs; (5) establish high standards for both teachers and administrators; (6) encourage greater collaboration between education providers from preschool to the postsecondary level; and (7) develop models for replication in other public schools.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+CHAP0871+pdf
Title: S.B. 736/H.B. 1389
Source: http://leg1.state.va.us
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| UT | Signed into law 03/2010 | P-12 | Adds Section 53A-17a-105.5. Defines "qualifying program" as (1) the at-risk flow through program; (2) the homeless and disadvantaged minority students program [both created in 53A-17a-121]; (3) the gifted and talented program; (4) the advanced placement program; (5) the concurrent enrollment program. Allows a district or charter school that receives a state allocation of less than $10,000 for a qualifying program to either (1) combine the funds with certain other program funds and use the combined funds in accordance with the program requirements for any of the qualifying programs that are combined; or (2) transfer the funds to a qualifying program for which the district or charter school received an allocation of funds that is greater than or equal to $10,000; and use the combined funds in accordance with the program requirements for the qualifying program to which the funds are transferred. Pages 5-6 of 6: http://le.utah.gov/~2010/bills/hbillenr/hb0149.pdf
Title: H.B. 149 - Section 3
Source: le.utah.gov
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| WA | Signed into law 03/2010 | P-12 | Regarding accountability and support for vulnerable students and dropouts. Requires the office of the superintendent of public instruction, by September 15, 2010, to develop and report recommendations for the development of a comprehensive, K-12 dropout reduction initiative designed to integrate multiple tiers of dropout prevention, intervention and technical assistance provided through federal and state programs and to support a K-12 dropout prevention, intervention and reengagement system. This work is to be completed in collaboration with the state-level building bridges work established established in RCW 28A.175.075. By December 1, 2010, the work group must make recommendations to the legislature and the governor about the infrastructure for coordinating services for vulnerable youth. These recommendations must address: adopting an official conceptual framework for all entities that can support coordinated planning and evaluation; creating a performance-based management system; developing a regional and county multi-partner youth consortia; developing specific integrated school-based services; launching a statewide media campaign; and developing a statewide database of available services for vulnerable youth. The Washington State Institute for Public Policy must annually calculate savings resulting from changes in the extended graduation rates from the prior school year. The superintendent of public instruction is to include the estimate in its annual dropout and graduation report beginning in 2010.
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Session%20Law%202010/6403-S.SL.pdf
Title: S.B. 6403
Source: http://apps.leg.wa.gov
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| WV | Signed into law 03/2010 | P-12 | Implements the High School Graduation Improvement Act, which includes: (1) the continued exploration of diverse instructional delivery strategies to accommodate various learning styles that will focus on a statewide dropout intervention and prevention program to provide support for students having academic difficulties; (2) implementation of a statewide general credit recovery program; (3) improving the way career-technical education is offered; (4) creation of up to five additional juvenile drug courts; (5) investment of additional state funds and other resources in strategies and programs that engage disconnected and discouraged students in a positive learning environment, and; (6) development of plans by the various county boards that demonstrate how they will use available funds to implement the intent of the Act. In addition, beginning with the students who are freshmen during the 2011-12 school year, the bill increases the compulsory attendance age to 17 years of age. http://www.legis.state.wv.us/Bill_Status/bills_text.cfm?billdoc=HB4593%20ENR.htm&yr=2010&sesstype=RS&i=4593
Title: H.B. 4593
Source: http://www.legis.state.wv.us
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| CO | Adopted 02/2010 | P-12 | Establishes criteria for identifying high priority and priority local education providers and implements the Student Re-engagement Grant Program.
http://www.sos.state.co.us/CCR/NumericalSubDocList.do?deptID=4&deptName=300 Department of Education&agencyID=109&agencyName=301 Colorado State Board of Education&ccrDocID=3074&ccrDocName=1 CCR 301-84 Rules Concerning Dropout Prevention and Student Re-engagement
Title: 1 CCR 301-84
Source: http://www.sos.state.co.us
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| AL | Signed into law 01/2010 | P-12 | Extends the life of the Alabama Select Commission on High School Graduation and Student Dropouts (created by Act No. 2009-229, SJR24, 2009 Regular Session) to December 31, 2010 (2009 S.J.R. 24 creating the commission directed the entity to provide a final report to the governor, lieutenant governor, speaker of the house and chief justice of the Alabama Supreme Court on or before December 31, 2009, at which point the commission was to be dissolved). Provides the total expenditures of the legislative members of the commission may not exceed $ 5,000.
Title: S.J.R. 21
Source: www.lexis.com
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| CA | Vetoed 10/2009 | P-12 | Requires the superintendent of public instruction to produce a consequences of dropping out notice to inform pupils of the consequences of dropping out of school prior to reaching 18 years of age or completing the requirements for high school graduation. Requires the superintendent to make the notice available to school districts by posting it on the department Web site. bill: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0351-0400/ab_374_bill_20090909_enrolled.pdf
Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0351-0400/ab_374_vt_20091011.html
Title: A.B. 374
Source: www.leginfo.ca.gov
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| CA | Vetoed 10/2009 | P-12 | States findings and declarations regarding children of youth who are in custody, or on probation or in the foster care system. Requires priority for participation in state preschool programs to be given to children who have a biological custodial parent who is, or who has recently been a dependent or ward of the juvenile court pursuant to specified provisions of law. Prohibits priority enrollment from being used to displace children who are currently receiving care. Bill: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0751-0800/ab_769_bill_20090908_enrolled.pdf Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0751-0800/ab_769_vt_20091012.html
Title: A.B. 769
Source: www.leginfo.ca.gov
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| CA | Signed into law 10/2009 | P-12 | Requires the superintendent of public instruction by August 2011 to submit a report called the Annual Report on Dropouts in the state. Requires, among other things, the report contain specified information on: one-year dropout rates for grades 7-12, four-year cohort dropout rates for grades 9-12, two- or three-year cohort dropout rates, as appropriate, for middle schools, graduation rates, grade 9 to 10 pupil promotion rates, the percentage of students in each grade 9-12 who are on track to earn sufficient credits to graduate, the average number of nonpromotional school moves that pupils make between grades 6-12, "full-year" dropout rates for alternative schools, including dropout recovery high schools, and California High School Exit Examination (CAHSEE) passage rates, and completion of A-G and CTE courses by high school graduates and dropouts. Requires that the report include data from the most recent year and, at a minimum, the two prior years. Requires the contents of the report to be available on the department of education Web site. Removes a requirement that local educational agencies receive a specified allocation in order for the Academic Performance Index (API) for a school or school district to include, beginning July 2011, test scores and other accountability data from pupils who were referred to alternative education programs, and include school and district dropout rates for pupils who drop out of school in grade 8 or 9.
http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0651-0700/sb_651_bill_20091011_chaptered.pdf
Title: S.B. 651
Source: www.leginfo.ca.gov
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| CA | Signed into law 08/2009 | P-12 | Requires that a foster child who changes residences pursuant to a court order or decision of a child welfare worker be immediately deemed to meet all residency requirements for participation in interscholastic sports or other extracurricular activities. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0051-0100/ab_81_bill_20090806_chaptered.pdf
Title: A.B. 81
Source: Lexis-Nexis/StateNet
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| IL | Signed into law 08/2009 | P-12 | Requires the Ensuring Success in School Task Force, created to address the educational and related needs of elementary and secondary education students who are parents, expectant parents, or victims of domestic or sexual violence to ensure their ability to stay in school, stay safe while in school, and successfully complete their education, to submit a report to the General Assembly by December 2009 (initial deadline for report was January 2009). http://www.ilga.gov/legislation/96/HB/PDF/09600HB0605lv.pdf
Title: H.B. 605
Source: www.ilga.gov/legislation
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| NC | Signed into law 08/2009 | P-12 | Provides that a personal education plan must be made no later than the end of the first quarter, or after a teacher has had up to nine weeks of instructional time with a student; provides that local school administrative units shall give notice of the personal education plan and a copy of the personal education plan to the student's parent or guardian. http://www.ncleg.net/Sessions/2009/Bills/House/PDF/H804v4.pdf
Title: H.B. 804
Source: http://www.ncleg.net
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| IL | Signed into law 07/2009 | P-12 | Increases statewide charter school cap and charter school cap for Chicago. Above and beyond caps, permits five Chicago charters (and specified numbers of campuses and enrollment seats within those five charters) to be devoted to serving returning high school dropouts. Requires charter schools to submit to the state board of education a copy of their audit and Form 990. Increases time frame for state board to approve a charter school proposal. Adds procedures for a charter school to respond to a proposed revocation of its charter. Beginning with the 2012-13 school year, requires at least 75% of instructional staff in established charter schools to hold teacher certification; for charter schools established after these provisions are enacted, requires 75% of instructional staff to be certified by the beginning of the 4th school year in which students are enrolled in the school. Provides charter schools statewide are exempt from caps on the number of employees who may be enrolled in alternative certification programs. Requires state board to report findings of charter school evaluation every two years rather than annually. Establishes an Independent Charter School Authorizer Task Force to study the need for an independent charter school authorizer in the state. Directs the task force to report its findings and recommendations to the governor and legislature by January 2010.
Defines "contract school" as a Chicago attendance center run by a for- or not-for-profit private entity on contract to provide instructional and other services to a majority of the students enrolled in the attendance center. Defines "contract turnaround school" as an experimental Chicago contract school created to implement alternative governance in an attendance center subject to restructuring or similar intervention under NCLB that has not made adequate yearly progress (AYP) for 5 consecutive years. Provides that a Chicago school placed on probation that fails to make adequate progress in correcting deficiencies after one year may be converted to a contract turnaround school. Specifies the Chicago school board may operate no more than 30 contract schools, plus up to 5 contract turnaround schools. http://www.ilga.gov/legislation/96/SB/PDF/09600SB0612lv.pdf
Title: S.B. 612
Source: www.ilga.gov
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| IL | Signed into law 07/2009 | P-12
Community College | Establishes the Illinois Hope and Opportunity Pathways through Education (IHOPE) Program, to be adminstered by the state board of education, to develop a comprehensive system to re-enroll significant numbers of high school dropouts in programs that will enable them to earn their high school diploma. Requires the program to award grants to educational service regions and the Chicago school district to help establish instructional programs and other services designed to re-enroll high school dropouts. Requires the program to provide incentive grants to regional offices of education and the Chicago school district to develop partnerships with school districts, public community colleges, and community groups to build comprehensive plans to re-enroll high school dropouts in their regions or districts. Provides that programs may include comprehensive year-round programming, evening school, summer school, community college courses, adult education, vocational training, work experience, programs to enhance self-concept and parenting courses. Requires interested offices of education or district to develop an IHOPE plan for state board approval. Requires each plan to involve school districts, public community colleges, and key community programs that work with high school dropouts located in an educational service region or the City of Chicago before the plan is submitted for approval. Authorizes a regional office of education or Chicago public schools to operate its own IHOPE-funded program or contract with other not-for-profit entities, including school districts, public community colleges, and not-for-profit community-based organizations, to operate a program. Authorizes an education service region or City of Chicago to provide a sub-grant to such not-for-profit entities to provide services. Requires IHOPE program funding to be distributed based on the proportion of dropouts in the educational service region or school district to the total number of dropouts in the state. Specifies that a regional office of education or the Chicago school district may claim state aid for students enrolled in an IHOPE-funded Program, provided specified criteria are met.
Specifies that funded programs may be full-time, part-time work/study programs with flexible scheduling, online programs, or dual enrollment programs in which students attend high school classes in combination with community college classes or students attend community college classes while simultaneously earning high school credit and eventually a high school diploma. Requires IHOPE programs to meet specified criteria, including:
(1) Small size (no more than 100 students)
(2) Specific performance-based goals and outcomes and measures of enrollment, attendance, skills, credits, graduation, and the transition to college, training and employment
(3) Experienced leadership and staff who are provided with ongoing professional development
(4) Voluntary enrollment
(5) High standards for student learning, integrating work experience, and education, including during the school year and after school, and summer school programs
that link internships, work, and learning
(6) Extensive support services
(7) Small teams of students supported by full-time mentors
(8) A comprehensive technology learning center with Internet access and broad-based curriculum focusing on academic and career subject areas
(9) Learning opportunities that incorporate action into study.
Requires IHOPE-funded programs to report specified data to the state board, including student enrollment figures, attendance information, course completion
data, graduation information and post-graduation information, as available. http://www.ilga.gov/legislation/96/SB/PDF/09600SB1796lv.pdf
Title: S.B. 1796
Source: www.ilga.gov/legislation
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| MO | Signed into law 07/2009 | P-12 | Creates the Persistence to Graduation Fund. Department of Elementary and Secondary Education will establish a procedure for school districts to apply for grants to implement drop-out prevention strategies. Grants may be available to school districts that have at least sixty percent of students eligible for a free and reduced lunch. Grants will be awarded for one to five consecutive years. Upon expiration, school district may apply for an extension. The Department of Elementary and Secondary Education must give preferences to school districts that propose a holistic approach to drop-out prevention as described in the act. The Department may stop payments to a district it it determines that the district is misusing funds or if the district's program is deemed ineffectual. The Department must provide written notice 30 days prior to cessation of funds. Department must report annually to the legislature the recipients and amount of grants and data for the preceding five years for each recipient district.
http://www.senate.mo.gov/09info/pdf-bill/tat/SB291.pdf
Title: S.B. 291--Persistence to Graduation Fund
Source: http://www.senate.mo.gov
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| OH | Signed into law 07/2009 | P-12 | Specifies that the following provisions apply to any district with a three-year average graduation rate at or below 80%. Requires each such district's local board to implement actions prescribed by the governor's closing the achievement gap initiative in each high school, and in each elementary or middle school in which less than 50% of students have earned a proficient score on the 4th or 7th grade English language arts or math achievement assessments. Requires each such local board to work with the department and the governor's closing the achievement gap initiative in developing its annual spending plan before submitting the plan.
Requires each such local board to staff a linkage coordinator for closing the achievement gap and increasing the graduation rate. Defines "linkage coordinator" as an individual who is the primary mentor, coach and motivator for students identified as at risk of not graduating (as defined by the governor's closing the achievement gap initiative), and who coordinates those students' participation in academic programs, social service programs, out-of-school cultural and work-related experiences, and mentoring programs, based on students' needs. Provides the linkage coordinator must coordinate remedial disciplinary plans and work with school staff to gather student academic information and engage parents of targeted students. Requires that the linkage coordinator serve as the liaison between the school and the governor's closing the achievement gap initiative and participate in all professional development activities as directed by the initiative. Requires the linkage coordinator to establish and coordinate the work of academic promotion teams to address identified students' academic and social needs. Provides that such teams' membership may vary by school, and may include the linkage coordinator, parents, teachers, principals, school nurses, school counselors, probation officers, or other school personnel or community members.
Directs the governor's closing the achievement gap initiative to work with each organizational unit of every district with a three-year average graduation rate at or below 80% to assess progress in implementing activities, and assist linkage coordinators, administrators and other school staff in ensuring compliance with the district's spending plan required under Section 3306.30. Specifies that items related to implementing actions in schools are subject to the state superintendent and the governor's closing the achievement gap initiative, and defines state superintendent actions if the superintendent or initiative disapprove items in the plan. Directs the department to work with the governor's closing the achievement gap initiative in reconciling the spending plan of a district with a three-year average graduation rate at or below 80% with the district's actual spending.
Pages 1107-1109 and 2841 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3306.31 and 265.70.80
Source: www.legislature.state.oh.us
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| CO | Signed into law 06/2009 | P-12 | Creates the Colorado Youth Challenge Corps Program Act; authorizes the department of military and veterans affairs department to operate a residential youth challenge corps program through the use of contract personnel and National Guard facilities and equipment; provides a program for at-risk youth; defines an at-risk youth as a person at least 15 years of age but less than 20 years of age who has been suspended or expelled from school, habitually truant, or is habitually disruptive.
http://www.leg.state.co.us/clics/clics2009a/csl.nsf/fsbillcont3/0EDCB45A1E01DEC18725754E007B2C52?open&file=1280_enr.pdf
Title: H.B. 1280
Source: http://www.leg.state.co.us
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| LA | Signed into law 06/2009 | P-12 | Reauthorizes the early intervention program for at- risk children and their families in certain parishes. The purpose of the program shall be to address the underlying causes of behavioral problems and school performance problems related to behavior by pooling existing resources targeted at the child and family through appropriate action by service and treatment providers.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=667120
Title: H.B. 282
Source: http://www.legis.state.la.us/
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| LA | Signed into law 06/2009 | P-12 | Provides for comprehensive approach to improve graduation rates and ensure college and career readiness for high school students. Provides for the development of focused programs of study and related courses and curricula; development of individual graduation plans; student guidance and counseling; and identification of and assistance to students at risk for being underprepared for the next level of study. Provides for establishment of a high school graduation rate goal. Provides for consultation and collaboration with business and industry and the Louisiana Workforce Commission.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=666409
Title: S.B. 316
Source: http://www.legis.state.la.us/
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| ME | Signed into law 06/2009 | P-12 | Establishes the Center of Excellence for At-risk Students to provide a comprehensive, on-site course of instruction for youth at risk of failing or dropping out of school; includes a high-quality education, training for parents and public school teachers and research involving education for at- risk youth and the center may be administered by a private, nonprofit charitable corporation organized for educational purposes with oversight by the Commissioner of Education.
http://www.mainelegislature.org/legis/bills/bills_124th/billpdfs/SP052801.pdf
Title: S.B. 528
Source: http://www.mainelegislature.org/
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| TX | Signed into law 06/2009 | P-12 | Relates to optional flexible school day program courses offered by school districts to enable students to earn course credit under certain circumstances. Eliminates requirement that flexible school day program courses be limited to students in grades 9-12. Allows flexible school day program courses to serve students who will be denied credit for courses because their attendance rate was below 90%, and authorizes the commissioner of education to set limitations on funding such flexible school day courses. Provides that courses for students whose attendance rate was below 90% may be offered during the summer. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB01297F.pdf
Title: H.B. 1297
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Provides that a student is not considered at risk of dropping out of school if the student was retained in prekindergarten or kindergarten solely at the parent's request. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB02703F.pdf
Title: H.B. 2703
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12
Community College
Postsec. | Allows public junior colleges (two-year institutions) to be granted charters to operate open-enrollment charter schools, including on the junior college campus. Specifies criteria junior college must meet to be granted a charter, including that the charter's educational program must be designed to meet specific goals described in the charter, such as dropout recovery, and the attainment of the program's goals must be measured using specific, objective standards set forth in the charter, including assessment methods and a time frame. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB01423F.pdf
Title: H.B. 1423
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Adds new Subchapter I in Chapter 42 of Education Code. Establishes the Select Committee on Public School Finance Weights, Allotments, and Adjustments to conduct a comprehensive review of weights, allotments and adjustments under the public school finance system. Establishes membership. Requires committee to hold first meeting by October 2009. Directs the committee to hold public hearings throughout the state and solicit testimony about the weights, allotments and adjustments under the finance system from parents of public school students and other interested persons. Requires at least one hearing to be held at a public school during a time that students are able to attend the hearing. Additionally directs the committee to identify specific short term goals that will assist
the state in meeting the objectives and goals of public education, and specifies the review must include recommendations on:
(1) Methods to close the achievement gap and define and measure readiness for college and the workforce
(2) Revisions to the public accountability system
(3) Methods for promoting efficient and effective support structures for public schools.
By December 2010, requires the committee to provide a report, approved by a majority of committee members, with the findings of its review and the committee's recommendations for statutory changes. Provides subchapter expires January 11, 2011.
Pages 63-67 of 108: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Section 65
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12
Postsec. | Amends various provisions in Section 29.098 related to intensive summer programs for public school students and to college readiness programs at public institutions of higher education. Adds provisions in 61.0762 that allow the higher education coordinating board to develop summer bridge programs in social sciences; clarifies that the goal of all such such summer bridge programs (including those in English language arts, science and math) is to reduce the need for developmental education. Eliminates provision requiring the board by rule to develop financial assistance programs for educationally disadvantaged students who take college entrance and college readiness exams. Requires the board to develop a pilot program to award grants to postsecondary institutions for intensive programs to address the needs of students at risk of dropping out of college; specifies that an institution may be awarded a grant only if at least 50% of the students in the program demonstrate certain indicators. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB02258F.pdf
Title: S.B. 2258
Source: www.legis.state.tx.us
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| AL | Signed into law 05/2009 | P-12 | Increases the upper mandatory school age to 17 while retaining existing exceptions for certain students. Allows a student over the age of 17 to leave school before graduation if the child's parent provides written consent and an exit interview is conducted where the student and the student's parent are advised that dropping out will likely reduce the student's future earning potential and increase the student's likelihood of being unemployed.
Requires the department to incorporate specific dropout prevention strategies, target resources, and gather data that will improve graduation rates and educational outcomes in all grades in all public schools. Directs the department to develop specific methods of intervention or identify appropriate existing methods for districts with 4-year graduation rates below a state board-determined percentage. Specifies 8 interventions that may be included. Directs the department to compile specified data on truancy, 9th grade success, alternative education placements and other indicators to ensure that dropout prevention programs are based upon evidence-based research, are data-driven and show continuous improvement. Directs the department to annually report to the legislature on outcomes of the dropout prevention program and any planned modifications based on compiled data.
Directs the state superintendent, chancellor of the department of higher education and the Alabama Commission on Higher Education to develop a plan for a high school fast track to college program offering individuals the opportunity to simultaneously earn a high school diploma as well as credits for a certificate program or associate's degree. Targets program to individuals either age 18 not enrolled in school, or age 16-18, with consent from an administrator in which the student is enrolled. Directs the department to report to the legislature on the feasibility of establishing the fast track to college program.
Title: S.B. 334
Source: www.lexis.com
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| CO | Signed into law 05/2009 | P-12 | Creates the healthy choices dropout prevention pilot program in the department of education to reduce the dropout rate of adolescent students in certain public schools. Requires the department to administer the program. Requires the department to develop a standard application form for a school district to use in applying on behalf of a school for a grant from the program. Requires the commissioner of education or his or her designee to review each application.
http://www.leg.state.co.us/clics/clics2009a/csl.nsf/fsbillcont3/E362C7681949F00387257545007F5CB5?open&file=123_enr.pdf
Title: S.B. 123
Source: http://www.leg.state.co.us/
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| CO | Signed into law 05/2009 | P-12 | Creates the office of dropout prevention and student re-engagement in the department of education to collaborate with local education providers (LEPs) to reduce the student dropout rate and increase the student graduation and completion rates. Specifies the office's duties. Directs the office to identify high priority and priority LEPs to receive technical assistance and support from the office. Requires the office to compile a report of effective dropout prevention.
http://www.leg.state.co.us/clics/clics2009a/csl.nsf/fsbillcont3/FBD23A5659D388698725754C0053707B?open&file=1243_enr.pdf
Title: H.B. 1243
Source: http://www.leg.state.co.us
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| GA | Vetoed 05/2009 | P-12 | Directs the state board of education to develop an evidence-based model program for chronically low-performing high schools receiving a reform grant for addressing at-risk students. Provides the model program must include various programs and curricula proven to be effective for at-risk students focusing on:
(A) Identification of students at risk for being poorly prepared for the next grade level or for dropping out of school
(B) Strengthening retention of ninth grade students in school and reducing high failure rates
(C) Improving more student performance to grade level standards in reading and mathematics by the end of ninth grade
(D) Assisting students and their parents in setting an outcome career and educational goal and identifying a focused program of study to achieve such goal
(E) Assisting students in learning and applying study skills, coping skills and other habits that produce successful students and adults.
Requires the program to include diagnostic assessments to identify student areas of academic strength and weakness, identify students in need and provide them with timely, appropriate assistance, and an evaluation component in each high school to ensure the programs are providing students an opportunity to graduate with a high school diploma. Provides the program may include various components to help students pass ninth grade such as flexible scheduling to increase course time in reading and math for deficient students; maintaining 9th grade student/teacher ratios that are as low as those in other high school grades; using experienced and effective teachers as leaders for teacher teams in 9th grade to improve instructional planning, delivery, and re-teaching strategies; assigning 9th grade students teacher mentors who will meet with them frequently; and including 9th grade career courses which incorporate a series of miniprojects throughout the school year that require the application of 9th grade level reading, math and science skills to complete while students learn to use a range of technology and help students explore a range of educational and career options that will assist them in formulating post high school goals and give them a reason to stay in
school and work toward achieving their stated goals.
Directs the state board to adopt rules for chronically low-performing high schools receiving a reform grant. Provides such rules must encourage high schools to implement a comprehensive school reform research-based model that focuses on:
(1) Setting high expectations for all students
(2) Personalizing graduation plans for students
(3) Developing small learning communities or career academies with a rigorous academic foundation and emphasis in broad career fields of study
(4) Using project based instruction embedded with strong academics to improve relevancy in learning
(5) Fostering collaboration among academic and career/technical teachers;
(6) Implementing nontraditional scheduling in ninth grade for students behind in their grade level
(7) Promoting parental involvement
(8) Training teachers to work with low-performing students and their parents or guardians.
Directs the state board to establish a competitive grant program for local school systems to implement school reform measures in selected high schools, including program requirements and grant criteria, which must include that priority for awarding of grants be given to chronically low-performing high schools. Requires recipient high schools to:
--Provide focused programs of study (see pp 7-12 of this bill) aligned with graduation requirements
--Implement a teacher advisor system pairing an educator with a small group of students throughout their high school careers to help them and their parents set postsecondary goals and help them prepare programs of study, using assessments and other data to track academic progress on a regular basis; communicate frequently with parents; and provides advisement, support and encouragement as needed
--Provide students with information on education programs offered in high school, 2- and 4-year institutions, and through apprenticeship programs and how these programs can lead to a variety of career fields. Requires local school systems to provide opportunities for field trips, speakers, educational and career information centers, job shadowing, and classroom centers to assist students and their parents in revising, if appropriate, the student's individual graduation plan
--Enroll students in one of three enumerated diploma options
--Implement the at-risk model program
--Schedule annual conferences to assist parents and their children in setting educational and career goals and creating individual graduation plans beginning
with students in the 8th grade and continuing through high school.
By July 2010, directs the Office of Student Achievement to include in the accountability system emphasis on improving student achievement and increasing high school graduation rates, with the goal of having all public high schools in Georgia reach at least a 90 percent high school completion rate by July 2020, with annual incremental targets.
Requires individual graduation plans to be annually reviewed and revised if appropriate. Allows individual graduation plans to be revised at any time throughout a student's high school career.
Bill (pages 12-16 of 16): http://www.legis.state.ga.us/legis/2009_10/pdf/sb178.pdf
Veto Message 11 (scroll toward bottom of page): http://gov.georgia.gov/00/press/detail/0,2668,78006749_139486062_140372354,00.html
Title: S.B. 178 Section 10, Part 2
Source: www.legis.state.ga.us
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| ND | Signed into law 05/2009 | P-12 | Beginning with the 2010-11 school year, each district must have available one full-time equivalent student performance strategist for every four hundred students in average daily membership in kindergarten through grade three. Each school district shall submit documentation to the superintendent of public instruction, at the time and in the manner directed by the superintendent, verifying the amount of time that each student performance strategist expended in tutoring students on a one-to-one basis or in groups ranging from two to five, or in providing instructional coaching to teachers. For purposes of this section, a "student performance strategist" must meet the qualifications of an elementary school teacher as set forth in
section 15.1-18-07 and serve as a tutor or an instructional coach.
http://www.legis.nd.gov/assembly/61-2009/bill-text/JARF1000.pdf
Title: H.B. 1400 - Sec. 8, Strategist
Source: http://www.legis.nd.gov
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| NV | Signed into law 05/2009 | P-12 | Requires the development of an academic plan for pupils enrolling in their initial year at a middle school or junior high school; requires small learning communities in certain larger middle schools and junior high schools; requires a program of peer and adult mentoring for pupils initially enrolling in middle school or junior high school; requires a pupil enrolled in middle school or junior high school to conduct at least one conference on his or her educational progress. Chapter 311 http://www.leg.state.nv.us/75th2009/bills/AB/AB487_en.pdf
Title: A.B. 487
Source: http://www.leg.state.nv.us
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| OH | Adopted 05/2009 | P-12 | Establishes criteria for career-based intervention (CBI) programs, which provides grade 7-12 students who are disadvantaged (either academically, economically or both) with classroom instruction, academic intervention and instruction, and work-based learning experiences. Requires all programs to be approved by the department of education. Requires all districts receiving weighted funding for CBI programs to report data on student transitions to next grade level, attendance, behavior, graduation/dropout, transition rates to a high school career-technical education workforce development program, and pass rates on required state assessments.
3301-61-05: http://www.registerofohio.state.oh.us/pdfs/3301/0/61/3301-61-05_PH_FF_N_RU_20090513_1242.pdf
3301-61-18: http://www.registerofohio.state.oh.us/pdfs/3301/0/61/3301-61-18_PH_WDP_N_RU_20090304_0820.pdf
Title: OAC 3301-61-05 and -18
Source: www.registerofohio.state.oh.us
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| OK | Adopted 05/2009 | P-12 | Requires that a school representative annually report the dropouts for each school site that serves students in Grades 7-12 to the local school board following the certification of the same data to the State Department of Education for its annual statewide dropout report.
Title: OAC 210:35-25-3
Source: Lexis-Nexis/StateNet
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| OK | Signed into law 05/2009 | P-12 | Authorizes the Office of Accountability to conduct a performance review program to determine the effectiveness and efficiency of the budget and operations of a school districts that has a district student eligibility rate for free or reduced-price meals under the National School Lunch Act that is above the state average.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB473_ENR.RTF
Title: S.B. 473
Source: http://webserver1.lsb.state.ok.us
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| AL | Signed into law 04/2009 | P-12 | Establishes the Alabama Select Commission on High School Graduation and Student Dropouts. Directs the commission to study the problems and patterns of high school dropouts in the state and their educational and economic impact on the state and local communities. Permits the commission to examine a range of issues and factors in connection with this study, including:
(1) The graduation and dropout rates in Alabama
(2) The educational and economic impact of students failing to graduate from high school on time and dropping out of school
(3) The importance to the entire state of every student leaving high school prepared to enter the workforce or to succeed in higher education
(4) Research on best practices and factors related to students' success in school
(5) How well high school students understand the social and economic consequences of dropping out of school
(6) Strategies, programs, and support services that help to enable students to graduate from high school
(7) Related laws and policies that must be addressed to ensure the availability of effective strategies, programs, and support services for students
(8) The educational and fiscal impact of raising the compulsory attendance age
(9) Possible exemptions from the law for certain students, including those students who fulfill their graduation requirements early and receive a diploma
(10) The fiscal impact of reduced dropouts on the state government and the Alabama economy
(11) The laws and programs of other states in increasing graduation rates and raising the compulsory school attendance age
(12) Input on the issue from a wide range of sources across Alabama, including school personnel, student dropouts, students at risk of dropping out, community, civic, philanthropic, legal, and education leaders who have studied or addressed this problem.
Directs the commission to provide a final report to the governor, lieutenant governor, speaker of the house and chief justice of the Alabama Supreme Court on or before December 31, 2009, at which point the commission is dissolved.
Title: S.J.R. 24
Source: www.lexis.com
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| AR | Signed into law 04/2009 | P-12 | Creates the Arkansas project graduation commission to investigate high school dropout prevention strategies, analyze the relationship between high school graduation rates and the state's economy, and to recommend strategies that will increase the overall high school graduation rate of state students by helping parents, schools, and students identify academic warning signs of dropout.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act1306.pdf
Title: H.B. 1956
Source: http://www.arkleg.state.ar.us
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| IN | Signed into law 04/2009 | P-12 | Creates the dropout prevention fund, to be administered by the Department of Education, to provide money for school corporation programs that identify students who are at risk of dropping out of school; provides for development of appropriate interventions for those students; makes a continuous appropriation. Requires grant applications to include accountability metrics. Public Law 65
http://www.in.gov/legislative/bills/2009/pdf/he/he1343.1.pdf
Title: H.B. 1343
Source: http://www.in.gov
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| OK | Signed into law 04/2009 | P-12 | New law. Directs the state department to encourage school districts to develop mentorship programs aimed at reducing drop-out rates; specifies components of program; provides that the goal of these programs shall be to identify middle school and high school students who are at a high risk for leaving school before they obtain their high school diploma and providing these students with comprehensive prevention and intervention programs.
http://webserver1.lsb.state.ok.us/2009-10HB/HB1050_int.rtf
Title: H.B. 1050
Source: http://webserver1.lsb.state.ok.us
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| WA | Signed into law 04/2009 | P-12 | Authorizes subcontractors participating in the Independent Youth Housing Program to use program monies to pay for professional mental health services, as well as tuition costs for court-ordered classes and programs, provided the subcontractor determines that these expenditures are necessary to assist participating youth in accessing and maintaining independent housing; broadens the definition of eligible youth under the requirements of the program. Chapter 148
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Session%20Law%202009/1394.SL.pdf
Title: H.B. 1492
Source: http://apps.leg.wa.gov
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| WA | Signed into law 04/2009 | P-12 | Authorizes diversion for sexually exploited juveniles that provides services to include housing, mental health counseling, education, employment, chemical dependency treatment, and skill building. Chapter 252.
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Session%20Law%202009/1505-S.SL.pdf
Title: H.B. 1505
Source: http://apps.leg.wa.gov
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| GA | Adopted 03/2009 | P-12 | Establishes guidelines for the Juvenile Delinquency Prevention and Treatment grant program, the Abstinence Until Marriage grant program, the Juvenile Accountability Block Grant program, and the Caring Communities grant program.
Juvenile Delinquency Prevention and Treatment grant program (96-1-.01): http://rules.sos.state.ga.us/docs/96/1/01.pdf
Abstinence until Marriage grant program (96-1-.04): http://rules.sos.state.ga.us/docs/96/1/04.pdf
Juvenile Accountability block grant program (96-1-.05): http://rules.sos.state.ga.us/docs/96/1/05.pdf
Caring Communities grant program (96-1-.07): http://rules.sos.state.ga.us/docs/96/1/07.pdf
Title: GAC 96-1-.01, .04, .05, .07
Source: Lexis-Nexis/StateNet
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| KS | Signed into law 03/2009 | P-12 | Relates to the At-risk Education Council. Makes a repeal. Chapter 2009-18
http://www.kslegislature.org/bills/2010/40.pdf
Title: S.B. 40
Source: http://www.kslegislature.org
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| KY | Adopted 02/2009 | P-12 | Establishes requirements for extended school services. Defines "A5 program" as an alternative program with no attendance boundaries, serving dropouts returning to an alternate educational environment, potential dropouts, discipline problem students, nontraditional students (e.g., students who have to work during the school day), students needing emotional or psychological treatment and other at-risk students. Clarifies that "extended school services" are for students unlikely to achieve proficiency, transition to the next level of learning successfully, or be able to meet the academic expectations in 703 KAR 4:060 without additional time or differentiated opportunity to learn. Adds that "extended school services" also includes instructional and support services provided as interventions included in the student's intervention plan, in primary through grade 5, or in the student's Individual Learning Plan, in grades 6-12, to ensure that the student remains in school and is on track to meet goals for postsecondary education and career after high school. Provides definitions for "formative assessment," "individual learning plan" and "interim or benchmark assessments." Adds community based mentoring and academic advising to noninstructional activities that may be characterized as "support services."
Clarifies that extended school services (ESS) are to to provide additional time and differentiated opportunity to learn in which rigorous academic and enrichment content are aligned with individual student needs to improve struggling students' performance. Provides that priorities for ESS must be placed on designing and delivering services to students at academic risk with specific objective that students are able to:
(1) Progress from grade to grade with their cohort
(2) Exit elementary school ready to meet middle school-level academic expectations
(3) Exit middle school ready to meet high school-level academic expectations
(4) Exit high school ready to meet academic expectations of postsecondary education and the workplace, with particular emphasis on literacy and mathematics.
Specifies that the extended school services provided to a student shall be planned, documented and evaluated through the intervention plan, at primary through grade 5, or in the student's Individual Learning Plan, in grades 6 through 12. Removes existing language on components that the instructional program for extended services must include. Requires the instructional program for ESS to include
(1) diagnostic assessments to identify areas of greatest academic need,
(2) Development of goals, in consultation with classroom teachers, for eliminating the identified academic need, including timelines and specific measurable outcomes
(3) Formative and summative assessments to facilitate student progress and to determine if the student has achieved the learning goals of the intervention plan
(4) Instructional strategies that are varied and that do not replicate practices that have proven to be ineffective for the student in the traditional classroom
(5) A plan for collaboration and consistent use of interventions among the teachers supporting the student in core academic classes and those providing supports through extended school services
(6) Counseling and academic advising to remove barriers to achievement
(7) Regular communication with the parent or guardian
Provides that the ESS instructional program may be operated during the regular school day or in night programs.
Specifies ESS must provide differentiated opportunity to learn. Directs certified staff to plan, deliver and evaluate extended school services instruction and supports in collaboration as part of a student's Individual Learning Plan (ILP)
Requires teachers providing instruction in extended school programs to be provided with professional development on effective instructional strategies for meeting the needs of at-risk students and use of formative assessment strategies to monitor progress. Requires certified staff to supervise noncertified tutors.
Provides that students may be identified as in need of extended school services based on student performance on high school, college or workforce readiness assessments required by KRS 158.6459
Requires districts solicit input from parents and the community to identify potential barriers to participation. Requires that identified barriers be addressed through engagement with community partners or off-campus locations of after school, weekend or evening services.
Provides "A6 program" means that unique line for a school that starts in the biennium ending with the school year 2009-10 at one standard error of measurement below the school's baseline accountability index to a point that is one standard error of measurement below 80 on the accountability index scale in the biennium ending with the school year 2013-14, with the calculated points defining this line rounded to the nearest tenth. If a school's baseline is above 80, the assistance line means a horizontal line at 80 minus one standard error of measurement.
Title: 704 KAR 3:390
Source: www.lexis.com
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| TX | Adopted 02/2009 | P-12 | Establishes definitions and an equitable funding formula for local Communities In Schools (CIS) Programs for youth dropout prevention.
Title: 19 TAC 2.89.EE.89.1501 -1503, .1505, .1507, .1509, .1511
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 02/2009 | P-12 | Provides that a school division may assign a student deemed at-risk for a long-term suspension to a regional alternative education program; clarifies that the program is a regional alternative education program.
http://leg1.state.va.us/cgi-bin/legp504.exe?091+ful+HB1945ER
Title: H.B. 1945
Source: http://leg1.state.va.us
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| UT | Adopted 11/2008 | P-12 | Statute directs the state board to determine highly impacted schools based on the following criteria: (i) high student mobility rates within each school; (ii) the number and percentage of students at each school who apply for free school lunch; (iii) the number and percentage of ethnic minority students at each school; (iv) the number and percentage of limited English proficiency students at each school; and (v) the number and percentage of students at each school from a single parent family.
Rule amendment provides increased oversight and procedural changes and additions for highly impacted schools.
Title: R277-464
Source: Lexis-Nexis/StateNet
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| CA | Vetoed 09/2008 | P-12 | Specifies that eligible pupils who are enrolled in intensive instruction and services to help those pupils pass the High School Exit Examination shall not be counted as dropouts for purposes of specified data collection requirements. Requires the Superintendent of Public Instruction to determine how those pupils shall be accounted for and reported by school districts for data collection purposes.
http://www.assembly.ca.gov/acs/acsframeset2text.htm
Title: A.B. 1885
Source: http://www.assembly.ca.gov
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| TX | Adopted 08/2008 | P-12 | The adopted new rule establishes procedures for a grant program for dropout recovery that meets the requirements of the Strategic Plan of the High School Completion and Success Initiative Council authorized in the Texas Education Code, §39.361(c).
http://www.tea.state.tx.us/rules/commissioner/adopted/0808/102-1056-two.pdf
Title: 19 TAC 2.102.EE.102.1056
Source: http://www.tea.state.tx.us
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| LA | Signed into law 07/2008 | P-12 | Provides that before a student between the ages of 17 and 18 may drop out, the student and student's parent must attend an exit interview, in which the student and parent provide written acknowledgement that withdrawal from school will likely reduce the student's future earning potential and increase the student's likelihood of being unemployed. During the exit interview, requires the student to be provided information supplied by the Louisiana Workforce Commission regarding available training and employment opportunity programs, provided such information is available.
Creates the state High School Dropout Prevention Act of 2008. Directs the state board to work with the school districts that have the lowest four-year cohort graduation rates. Directs the state board to incorporate specific dropout prevention strategies, target resources, and gather data that will improve graduation rates and educational outcomes in all grades in all schools. Directs the state board to develop specific methods of targeted intervention or identify appropriate existing methods for districts with a four-year cohort graduation rate below 70%. Provides that these intervention methods may include:
(a) Early intervention for students who are at risk of failing Algebra I or any 9th grade math class
(b) Alternative programs designed to reengage dropouts
(c) Increased availability of advanced placement courses
(d) Comprehensive coaching for middle school students who are below grade level in reading and math
(e) Teacher advisories such as the use of graduation coaches and other supports designed to specifically address the needs of youth most at risk of dropping out of school
(f) Strategies specifically designed to improve the high school graduation rate of students at highest risk for dropping out, including youth in the foster care system, pregnant and parenting youth, Limited English Proficient students, and students with special education needs
(g) Communicating with students and their parents or legal guardians about the availability of local after school programs and the academic enrichment and other activities the programs offered
(h) Opportunities for credit recovery
(i) Opportunities to participate in the Jobs for America's Graduates program.
Directs the state board to gather the following data to ensure that all programs are research-based and data-driven, and to use such data for continuous program improvement:
(a) Total number of high school suspensions and expulsions
(b) Total number of students enrolled in alternative schools
(c) Total number of students who have failed Algebra I or English I
(d) Total number of students who are repeating the ninth grade
(e) Total number of students required to repeat a ninth grade course.
Directs school districts failing to show a decline in their annual dropout rates to annually submit to the state board a written report that documents:
(a) The outcomes of the dropout prevention strategies to date at the school system level
(b) How the school system dropout prevention strategies and activities will be modified, based on the data.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=502007
Title: H.B. 1091
Source: www.legis.state.la.us
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| LA | Signed into law 07/2008 | P-12 | Provides for integrated case management through the use of No Wrong Door; relates to disadvantaged children and their families; relates to student achievement, truancy intervention, drop out prevention, family safety and stability, foster care and adoption, prenatal and early childhood care, preventative health care, behavioral health, adult education and job training, vocational rehabilitation.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=504279
Title: S.B. 701
Source: http://www.legis.state.la.us/
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| NY | Signed into law 07/2008 | P-12 | Directs the commissioner of education to establish a program to identify methodologies and practices utilized by schools and school districts within the state and nationally to identify students receiving a free or reduced price meal and to simplify student access to meal programs, and to identify students through an electronic payment system in order to eliminate the overt identification of students receiving a free or reduced price meal. Directs the commissioner, by July 1, 2009, to disseminate detailed information and submit a report to the legislature on the best practices used by schools and districts to simplify access and eliminate the distinction between students receiving free/reduced price lunch and those paying full price so as to more effectively operate the program. http://assembly.state.ny.us/leg/?bn=A08699&sh=t
Title: A.B. 8699
Source: assembly.state.ny.us
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| DE | Signed into law 06/2008 | P-12 | Requires local school districts, vocational or technical school districts, and the Department of Health and Social Services to take advantage of the right afforded by Title 7, Part 245 of the Code of Federal Regulations for school districts and state agencies to share data for the purpose of enrolling children in free or reduced price health insurance program.
http://legis.delaware.gov/LIS/lis144.nsf/vwLegislation/HB+286/$file/legis.html?open
Title: H.B. 286
Source: http://legis.delaware.gov/
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| OK | Adopted 06/2008 | P-12 | Requires annual student dropout reports to local school boards:
(a) The principal or a representative of each site serving students in Grades 7-12 shall review and discuss with the local school board, the certified annual site dropout report submitted by the school district to the State Department of Education. The local review and discussion shall occur at the next open school board meeting after the district certifies the Annual Report.
(b) Each school site that serves students in Grades 7-12 is required to submit online its accounting of dropouts to the State Department of Education quarterly and annually. Each report is certified locally as an accurate accounting of the dropouts for each site. The annual reentry checklist report is due to the State Department of Education no later than November 1 of each year for inclusion in the annual state dropout report to the State Board of Education, the Governor, and the State Legislature. This reentry checklist report should be used to generate the annual report to the local school board.
http://www.oar.state.ok.us/oar/codedoc02.nsf/frmMain?OpenFrameSet&Frame=Main&Src=_75tnm2shfcdnm8pb4dthj0chedppmcbq8dtmmak31ctijujrgcln50ob7ckj42tbkdt374obdcli00_
Title: OAC 210:35-25-3
Source: http://www.oar.state.ok.us/
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| CO | Signed into law 05/2008 | P-12 | Provides for the oversight of educational programs for children placed within day treatment centers, residential child care facilities, other out of home placement facilities, and hospitals, either as the result of a court order or other public entity action or because the child is homeless; relates to educational materials, background checks and other personnel hiring procedures, curriculum standards, academic performance measures, student records, and financing for facility educational programs.
http://www.leg.state.co.us/clics/clics2008a/csl.nsf/fsbillcont3/25215ABAA491E14E87257395005D1BC8?open&file=1204_enr.pdf
Title: H.B. 1204
Source: http://www.leg.state.co.us/
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| KY | Signed into law 04/2008 | P-12 | Defines "nonoffender" as a child alleged to be dependent, neglected, or abused and who has not been otherwise charged with a status or public offense. Specifies that "status offenses" by a minor include beyond the control of the school or parents, habitual truancy and tobacco and alcohol offenses. Prohibits a nonoffender or child in violation of a statute or local ordinance pertaining to curfew from being detained in a secure juvenile detention facility or a juvenile holding facility. Allows a status offender or alleged status offender to be detained in a secure juvenile detention facility, a juvenile holding facility, or in a nonsecure setting approved by the Department of Juvenile Justice, for up to 48 hours pending the child's next court appearance. http://www.lrc.ky.gov/record/08RS/HB384/bill.doc
Title: H.B. 384
Source: www.lrc.ky.gov
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| ME | Signed into law 04/2008 | P-12 | (Resolve)Requires the state, in its biannual survey of students, to use a survey of students in grades 6 to 12 that reliably and validly measures those risk and protective factors shown by research to predict adolescent health and behavior problems, including substance abuse and delinquency.
http://janus.state.me.us/legis/LawMakerWeb/externalsiteframe.asp?ID=280027660&LD=2114&Type=1&SessionID=7
Title: S.B. 804
Source: http://janus.state.me.us/legis/
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| ME | Signed into law 04/2008 | P-12 | Defines alternative education program as a program in which the primary purpose is to provide at-risk students with curricula and assessment; defines alternative learning as an educational option that a public school or publicly supported program offers at-risk students by offering certain educational opportunities; defines at-risk student as a student who may not be promoted, may drop out and is truant; establishes a commission to study alternative education programs.
http://janus.state.me.us/legis/LawMakerWeb/externalsiteframe.asp?ID=280028627&LD=2303&Type=1&SessionID=7
Title: H.B. 1661A
Source: http://janus.state.me.us/house/
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| MS | Signed into law 04/2008 | P-12 | Relates to low performing schools and school districts. Changes the designation of priority schools to schools at risk. Modifies and expands the definition of an at risk school. Commits the Legislature to the appropriation of adequate funds for the support of providing assistance to low-performing schools and districts. Directs the state board to adopt regulations that require districts that receive allocations of adequate education program at-risk funds to specifically target the expenditure of those funds to implement effective programs to serve at-risk students, and that provide the methods by which districts will be held accountable for the expenditure of at-risk funds.
http://billstatus.ls.state.ms.us/documents/2008/pdf/SB/2600-2699/SB2666SG.pdf
Title: S.B. 2666
Source: http://billstatus.ls.state.ms.us
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| WA | Signed into law 04/2008 | P-12 | Existing student learning plans (required for 8-12th grade students) must also include information on the student's results on the Washington assessment of student learning (WASL), if the student's score on the Washington language proficiency test II (for students in bilingual transitional programs), credit deficiencies, attendance rates for the previous two years, the progress made toward meeting state and local graduation requirements, remediation strategies and alternative education options available to students, alternative assessment options available to students, district programs, high school courses and career and technical education (CTE) options available to meet graduation requirements and available programs offered through skill centers or community and technical colleges.
The bill creates the extended learning opportunities program for eligible 11 and 12th grade students not on track to meet graduation requirements as well as 8th grade students not on track to meet the standard on the WASL. Under the program, districts must make available to 12th grade students who have failed to meet graduation requirements the option of continuing enrollment in the district, and may fund through basic education program funding. Instructional services provided under the program may be offered during the regular school day, evenings, on weekends or any other time deemed appropriate.
Subject to funding, the office of the superintendent of public instruction (OSPI) is directed to explore online curriculum support in languages other than English currently available. By December 2008, OSPI must report to the legislature recommendations for online support in other languages that would assist the state's English learners.
Grant recipients of the Lorraine Wojahn dyslexia pilot reading program are directed to report to OSPI on the lessons learned regarding effective assessment and intervention programs, best practices for professional development and strategies to build capacity and sustainability. By December 2008, the superintendent must aggregate and report the recommendations to the legislature.
The bill directs the professional educator standards board to convene a working group to develop recommendations for increasing teacher knowledge, skills and competencies to address the needs of English language learners (ELL). The group must identify gaps and weaknesses in current knowledge and skills standards for teacher preparation and competencies. The group must submit its report by December 2008 to the governor and the legislature.
In addition to funds allocated to districts through the learning assistance program based on family income factors, enhanced funds are to be made available to districts where more than 20% of students are eligible for and enrolled in the transitional bilingual instruction program. Enhanced funding is determined using the formula set forth in statute.
Title: S.B. 6673
Source: http://www.leg.wa.gov/legislature
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| ID | Signed into law 03/2008 | P-12 | Makes a technical correction to the Teen Early Intervention Pilot program; revises the definition of teens at risk in order to accommodate the range of grades and ages present in middle schools as well as alternative schools. Chapter 219
http://www3.idaho.gov/oasis/H0575.html
Title: H.B. 575
Source:
http://www3.idaho.gov
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| WA | Signed into law 03/2008 | P-12 | Bill expands the purposes of the community learning center program to include professional development and programmatic support from the office of the superintendent of public instruction (OSPI) to the community learning center programs.
http://apps.leg.wa.gov/documents/billdocs/2007-08/Pdf/Bills/Session%20Law%202008/6369.SL.pdf
Title: S.B. 6369
Source: http://www.leg.wa.gov/legislature
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| LA | Adopted 11/2007 | P-12 | Establishes the Jobs for America's Graduates Louisiana Program to increase retention of at-risk students, capture out-of-school youth in need of education, provide an avenue for achieving academically, and assist students in earning recognized credentials that will make it possible for them to exit school and enter post-secondary education and/or the workforce. http://doa.louisiana.gov/osr/reg/0711/0711.doc#_Toc183230287
Title: LAC 67:III.5591
Source: Lexis-Nexis/StateNet
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| TX | Adopted 11/2007 | P-12 | HB 2237, 80th Texas Legislature, 2007, added the TEC, §29.918, requiring districts with a high dropout rate to develop a dropout prevention strategy plan. This plan must detail the manner in which a district will use its resources, specifically the compensatory education allotment and the high school allotment, to contribute to the district's dropout prevention strategy. The compensatory education allotment, established through the TEC, §42.152, provides an annual allotment to districts based on the number of economically disadvantaged students enrolled at campuses in the district. The compensatory education allotment is intended to increase the academic achievement and high school completion rates for at-risk students. Similarly, the high school allotment, as detailed in the TEC, §42.2516(b)(3), provides funding to districts to improve graduation and college readiness rates for Texas secondary school students.
In addition to a dropout prevention strategy plan, the Legislature, in previous legislation, mandated that certain districts develop two other plans--a school improvement plan and a plan to increase college enrollment--both of which may address issues related to a district's dropout rate. Under the TEC, §39.1323, a campus with a specific state accountability rating is required to work with a campus intervention team and to design a school improvement plan addressing factors contributing to the campus' rating as academically unacceptable. In addition, under the TEC, §29.904, a campus with a low college-going rate is required to enter into an agreement with a nearby institution of higher education to develop a plan to increase the percentage of its graduating seniors enrolling in an institution of higher education. The newly mandated requirement for a dropout prevention strategy plan offers an opportunity to coordinate these three plans, where appropriate.
The adopted new 19 TAC §89.1701, Dropout Prevention Strategy Plan, implements the TEC, §29.918, relative to the dropout prevention strategies. The adopted new rule establishes applicable definitions and specifies that affected districts will be identified and notified annually of the requirement to submit a dropout prevention strategy plan. The adopted rule also addresses the coordination of a dropout prevention strategy plan with a plan to increase college enrollment and with a school improvement plan. Submission of a plan by a school district and review of a plan by the Texas Education Agency are also addressed as well as conditions under which the commissioner of education could impose sanctions. In response to public comment, subsection (b) is modified at adoption to incorporate into rule the method used to identify districts that must comply with the new requirements.
http://www.tea.state.tx.us/rules/commissioner/adopted/1107/89-1701-ltradopt.html
Title: 19 TAC §89.1701
Source: http://www.tea.state.tx.us
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| IL | Signed into law 08/2007 | P-12 | Requires the state board of education to convene an Ensuring Success in School Task Force to develop policies and procedures for addressing the educational and related needs of youth who are parents, expectant parents, or victims of domestic or sexual violence to ensure their ability to stay in school, and successfully complete their education. Directs the task force to conduct a thorough examination of the barriers to school attendance, safety, and completion for children and youth who are parents, expectant parents, or victims of domestic or sexual violence, and to conduct a discovery process that includes relevant research and identifies effective policies and programs within and outside the state.
Also directs the task force, by January 1, 2009, to submit ot the general assembly a report including the task force's findings, recommendations and implementation plan. Directs the task force to recommend new legislation or proposed rules developed by the task force.
http://www.ilga.gov/legislation/95/HB/PDF/09500HB1330lv.pdf
Title: H.B. 1330
Source: www.ilga.gov/legislation
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| LA | Adopted 08/2007 | P-12 | Revises the use of Alternative Assessment results in accountability as suggested by the Department of Education's Technical Advisory Committee. Revises district accountability to better align with the high school redesign efforts initiated by the governor. Amends teacher certification indicator and 8th grade persistence indicator (based on a district's success at keeping 8th grade students enrolled in school).
Defines the requirements for exiting District Improvement in anticipation of districts' first opportunity to exit. Pages 3-5 of 79: http://www.doa.louisiana.gov/osr/reg/0708/0708RUL.pdf
Title: LAC 28:LXXXIII.4302 and 4313
Source: www.doa.louisiana.gov
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| NC | Issued 07/2007 | P-12 | Accelerates teacher and other personnel recruitment and the implementation of needed academic support programs for at-risk children in light of Judicial mandates, budget developments and impending school openings.
http://www.governor.state.nc.us/news/executiveorders/2007/07-July/20-Accelerating%20Teacher%20and%20Other%20Personnel%20Recruitment%20and%20the%20Implementation%20of%20Needed%20Academic%20Support%20Programs.pdf
Title: Executive Order No. 120
Source: http://www.governor.state.nc.us
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| RI | Signed into law 07/2007 | P-12 | Creates the Rhode Island High School Dropout Prevention Act of 2007; provides that it shall be the responsibility of the Department of Elementary and Secondary Education to work in collaboration with school districts and the Department of Higher Education to implement strategies to lower the dropout rate and to incorporate into its support and intervention, specific dropout prevention strategies, target resources, and gather data that will include graduation rates and educational outcomes in all schools.
http://www.rilin.state.ri.us/billtext07/housetext07/h5351aaa.htm
Title: H.B. 5351
Source: http://www.rilin.state.ri.us
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| SC | Signed into law 07/2007 | P-12 | Approves regulations of the Board of Education. This regulation addresses the requirement of the Education and Economic Development Act of 2005 that a separate regulation be written for at-risk students. The regulation defines at-risk students and outlines specific objective criteria for districts to use in the identification of students at-risk for being poorly prepared for the next level of study or for dropping out of school. The criterion includes diagnostic assessments to identify strengths and weaknesses in the core academic areas. The State Department of Education in collaboration with school districts will ensure that students are being properly identified and provided timely, appropriate guidance and assistance and to ensure that no group is disproportionately represented. The regulation includes evidence-based model programs for at-risk students designed to ensure that students have an opportunity to graduate with a state high school diploma. It will include an evaluation of model programs in place in each high school to ensure the programs are providing students an opportunity to graduate with a state high school diploma.
http://www.scstatehouse.net/sess117_2007-2008/prever/3628_20070410.htm
Title: H.B. 3628
Source: http://www.scstatehouse.net
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| CA | Signed into law 06/2007 | P-12 | Requires certain measures of the 21st Century High School After School Safety and Enrichment for Teens Program effectiveness related to reporting of positive behavioral changes or skill development consistent with program elements be based on reporting by schoolday teachers or after school staff who supervise pupils. Clarifies the 2005-06 funding level for the After School Education and Safety Program Act to include adjustments to increased reimbursement rates and grant amounts for before school programs. Chapter No. 22
http://www.assembly.ca.gov/acs/acsframeset2text.htm
Title: A.B. 1685
Source: http://www.assembly.ca.gov
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| LA | Signed into law 06/2007 | P-12 | Gives permanent status to truancy and assessment and service centers (which were initially established through a pilot program). Deletes language directing the Families in Need of Services program to serve in a coordinating and facilitating capacity for the centers. http://www.legis.state.la.us/billdata/streamdocument.asp?did=447939
Title: S.B. 187
Source: www.legis.state.la.us
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| ME | Signed into law 06/2007 | P-12 | Implements the recommendations of the Governor's Task Force to Engage State's Youth; ensures that students experiencing education disruption will have the same opportunities to earn an approved high school diploma; relates to disruptions of homelessness, unplanned psychiatric hospitalization, unplanned hospitalization, foster care or other placement not authorized by an individualized education plan.
http://janus.state.me.us/legis/LawMakerWeb/externalsiteframe.asp?ID=280025014&LD=1860&Type=1&SessionID=7
Title: H.B. 1296
Source: Maine Legislature
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| NV | Signed into law 06/2007 | P-12
Postsec. | Expands the annual reports of accountability information to include the rate of pupils who drop out of school in grades 6, 7 and 8. Requires the State Board to prescribe alternative criteria that a pupil may satisfy to receive a standard high school diploma if that pupil passes the mathematics and reading subject areas of the high school proficiency examination but has not passed the examination in its entirety after taking the examination at least three times before 12th grade. Provides that a pupil may be granted credit for a course without attending the course if he passes an examination, as prescribed by the State Board, demonstrating competency in the subject area of the course. Requires the board of trustees of each school district to adopt a policy for a pupil to be placed on academic probation and to earn credits required for high school while the pupil is completing the requirements for promotion to high school. Expands the age of compulsory school attendance to 18 years.
http://www.leg.state.nv.us/74th/Bills/SB/SB312_EN.pdf
Title: S.B. 312
Source: http://www.leg.state.nv.us
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| TX | Signed into law 06/2007 | P-12 | Codifies provisions concerning program performance goals, objectives, and measures and provides the commissioner of education authority to withhold funding from a Communities
In Schools (CIS) program that consistently fails to achieve performance criteria. (CIS has become the largest dropout prevention program in the state.)
http://www.legis.state.tx.us/tlodocs/80R/billtext/pdf/HB01609F.pdf
Title: H.B. 1609
Source: http://www.legis.state.tx.us
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| TX | Signed into law 06/2007 | P-12 | From bill analysis: Establishes the High School Completion and Success Initiative in order to improve secondary school instruction in Texas. The initiative provides support to schools and districts in implementing curriculum and instruction improvements that align with state standards and expectations for post-secondary success. The initiative also includes technical assistance to assist schools and school districts in the implementation of successful secondary education programs that maximize the impact of all available funds, including high school allotment funds. Requires the Texas Education Agency (TEA), in coordination with the Legislative Budget Board, to establish an online clearinghouse of information relating to best practices of campuses and school districts regarding dropout prevention in addition to other areas previously set forth in this subsection.The bill also establishes the High School Completion and Success Initiative Council to develop and manage the implementation of a strategic plan that coordinates public and private high school improvement initiatives. The bill establishes a number of pilot programs intended to aid in reducing the state's high school dropout rate.
http://www.capitol.state.tx.us/tlodocs/80R/billtext/pdf/HB02237F.pdf
Title: H.B. 2237
Source: http://www.capitol.state.tx.us
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| WA | Adopted 06/2007 | P-12
Community College | Amends rules pertaining to programs for at-risk and dropout students. Indicates that community and technical colleges currently provide programs to at- risk/dropout stndents under contract with local school districts. Creates a uniform methodology of reporting students attending full-time equivalent (FTE) at such colleges, as current rules created a bifurcation in colleges' program FTE reporting that is operationally confusing.
Title: WAC 392-121-188
Source: Lexis-Nexis/StateNet
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| IN | Signed into law 05/2007 | P-12
Postsec.
Community College | A student who participates in:
(1) a postsecondary enrollment program under IC 21-43-4 is considered a student enrolled in the school corporation where the student has legal settlement for the purposes of computing ADM;
(2) a high school fast track to college program under IC 21-43-6 shall be counted in the ADM of the school corporation where the student has legal settlement if the student would be counted in the ADM of the school corporation had the student enrolled in the school corporation; or
(3) a high school fast track to college program under IC 21-43-7 shall be counted in the ADM of the school corporation where the student has legal settlement if the student would be counted in the ADM of the school corporation had the student enrolled in the school corporation.
http://www.in.gov/legislative/bills/2007/SE/SE0526.1.html
Title: S.B. 526 (omnibus) - IC 20-43-4-8
Source: www.in.gov/legislative
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| MN | Signed into law 05/2007 | P-12 | Amends rules concerning area learning centers designated by the state commissioner.
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H2245.2.html&session=ls85
Title: H.F. 2245 [Area Learning Centers]
Source: http://www.revisor.leg.state.mn.us
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| NV | Signed into law 05/2007 | P-12 | Authorizes school districts to operate an alternative program for all grade levels of pupils who are at risk of dropping out of school, subject to the approval of the state superintendent. Eliminates the restriction on the eligibility of a provider of the distance education to receive payment for a pupil if an agreement is not filed with the superintendent. Expands the eligibility for independent study to include all pupils who are enrolled in public schools, pupils who are enrolled in an alternative program and pupils who are enrolled in a program designed to meet the requirements for an adult standard diploma. Provides that if a pupil enrolled in a program designed to meet the requirements for an adult standard diploma successfully completes a college course, the pupil must be granted credit towards that diploma. Eliminates the requirement that a provider of a program of distance education submit to the department of education and the legislative bureau of educational accountability and program evaluation an annual report of the program.
http://www.leg.state.nv.us/74th/Bills/SB/SB535_EN.pdf
Title: S.B. 535
Source: http://www.leg.state.nv.us
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| TX | Signed into law 05/2007 | P-12 | Permits students who are at least 21 years of age and under 26 years of age on the first day of September of any school year to be eligible for funding under the Foundation School Program for the purposes of completing the requirements for a high school diploma. Persons are not eligible if they engage in conduct that would require a disciplinary placement if the person were under the age of 21. Clarifies the eligibility for public school prekindergarten programs of certain children who are or were in the conservatorship of the Department of Family and Protective Services. School districts would be prohibited from placing a student who is 21 years of age or older who has not attended school in the three preceding school years in a classroom, cafeteria, or school activity with students who are 18 years of age or younger.
http://www.legis.state.tx.us/tlodocs/80R/billtext/pdf/HB01137F.pdf
Title: H.B. 1137
Source: http://www.legis.state.tx.us
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| TX | Signed into law 05/2007 | P-12 | One part of this large bill requires the commissioner of education to contract with one or more education research centers to study best practices for dropout prevention in this state and others, with a report due to the Legislature by December 1, 2008. New Section 29.095 creates a pilot program to provide grants to school districts to fund student club activities for students at risk of dropping out of school. The funding is limited to $4 million per state fiscal biennium. New Section 29.096 establishes a pilot program to implement a local collaborative dropout reduction grant program, to be funded from appropriated funds of up to $4.0 million each year. New Section 29.097 establishes an intensive technology-based academic intervention pilot program from funds appropriated for this purpose. Grants cannot exceed $50 per participating student, have to be matched by other funds, and are limited to a statewide total of $3.0 million per year. New Section 29.098 establishes a pilot program to award grants to participating campuses to provide intensive academic instruction during the summer
semester to promote college and workforce readiness to students at risk of dropping out of school, with state grant awards limited to $750 per student.
http://www.legis.state.tx.us/tlodocs/80R/billtext/pdf/HB02237F.pdf
Title: H.B. 2237 (At-Risk Components)
Source: http://www.legis.state.tx.us
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| WA | Signed into law 05/2007 | P-12 | Within available funds, the Children's Trust of Washington must fund evidence-based and research-based home visitation programs for parents to improve parenting skills and improve outcomes for children. "Evidence-based program," "home visitation," and "research-based program" are all defined.
http://www.leg.wa.gov/pub/billinfo/2007-08/Pdf/Bills/Session%20Law%202007/5830-S.SL.pdf
Title: S.B. 5830
Source: http://www.leg.wa.gov
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| MT | Signed into law 04/2007 | P-12 | Appropriates funds to the board of crime control to sustain funding for existing prevention and after-school programs for at-risk youth.
http://data.opi.mt.gov/bills/2007/billhtml/HB0677.htm
Title: H.B. 677
Source: http://data.opi.mt.gov
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| MT | Signed into law 04/2007 | P-12 | Provides a quality educator payment to certified teachers employed by the Youth Challenge Program which assists at-risk youth in developing skills and abilities necessary to become productive citizens through focusing on the physical, emotional and educational needs of the youth.
http://data.opi.mt.gov/bills/2007/billhtml/SB0335.htm
Title: S.B. 335
Source: http://data.opi.mt.gov
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| WA | Signed into law 04/2007 | P-12 | Authorizes a statewide program for comprehensive dropout prevention, intervention, and retrieval; provides that, subject to the availability of funds appropriated for this purpose, the office of the superintendent of public instruction is required to create a grant program to local partnerships of schools, families, and communities to begin the phase in of a statewide comprehensive dropout prevention, intervention, and retrieval system. The governor vetoes a section pertaining to funding allocations of existing drop out prevention programs.
http://www.leg.wa.gov/pub/billinfo/2007-08/Pdf/Bills/Session%20Law%202007/1573-S2.SL.pdf
Title: H.B. 1573
Source: http://www.leg.wa.gov
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| VA | Signed into law 03/2007 | P-12 | Provides for the phasing out of the eighth grade cumulative history test in the 2007-2008 school year, and the implementation of the United States History to 1877, United States History: 1877 to the Present, and Civics and Economics tests in the 2008-2009 school year; clarifies that a career and technical education course may be used as an option to fulfill credit requirements for graduation; adds effective classroom management to the listing of professional development programs to be provided to teachers and principals; emphasizes that student improvement efforts should focus particularly on educationally at-risk students; requires local school divisions to post a current copy of the school division policies, including the Student Conduct Policy, on the local division's website while ensuring that printed copies of such policies are available, as needed, to citizens who do not have Internet access; makes technical changes to standards 1, 3, 4, 5, 6, and 7 of the Standards of Quality. http://leg1.state.va.us/cgi-bin/legp504.exe?071+ful+SB795ER
Title: S.B. 795
Source: http://legis.state.va.us/
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| MT | Rule Adoption 12/2006 | P-12 | Adopts and amends rules relating to quality educator payments, at-risk student payments - general fund, Indian education for all payments, American Indian achievement gap payments - general fund and school finance.
http://www.opi.mt.gov/pdf/legaldivision/10-7-115pro-arm.pdf
Title: ARM 10.7.106, .106A, .113 through .115,10.10.301 to .315, 10.15.101, 10.16.3804, .3811, .3812, .3816, 10.20.102 to 10.30.415
Source: http://www.opi.mt.gov/pdf/legaldivision/10-7-115pro-arm.pdf
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| OH | Signed into law 12/2006 | P-12 | Provides that a student in a dropout prevention and recovery program may graduate from high school by completing a competency-based instructional program administered by the dropout prevention and recovery program instead of the Ohio core curriculum. The program must have applied for and received a waiver from the department of education; a waiver will be granted if the program meets all of the following criteria:
(1) The program serves only students between the ages of 16-21.
(2) The program enrolls students who, at the time of their initial enrollment, either, or both, are at least one grade level behind their cohort age groups or experience crises that significantly interfere with their academic progress such that they are prevented from continuing their traditional programs.
(3) The program requires students to attain at least the applicable score designated for each portion of the Ohio graduation test.
(4) The program develops an individual career plan for the student that specifies the student's matriculating to a two-year degree program, acquiring a business and industry credential, or entering an apprenticeship.
(5) The program provides counseling and support for the student related to the individual career plan during the remainder of the student's high school experience.
(6) The program requires the student and the student's parent to sign and file a written statement asserting the parent's consent to the student's graduating without completing the Ohio core curriculum and acknowledging that one consequence of not completing the Ohio core curriculum is ineligibility to enroll in most state universities in Ohio without further coursework.
(7) Prior to receiving the waiver, the program has submitted to the department an instructional plan that demonstrates how the state academic content standards will be taught and assessed.
If the department does not act either to grant the waiver or to reject the program application for the waiver within sixty days, the waiver must be considered granted.
See section 3313.603, division (F): http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_0311
Title: S.B. 311-- Sec. 3313.603(F)
Source: www.legislature.state.oh.us
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| IL | Signed into law 07/2006 | P-12 | Provides that counties and municipalities may adopt ordinances to regulate truants within their jurisdiction and may impose a graduated fine schedule for repeat violations, or community service, or both. Provides that if the violator is under 10 years of age, the parent or custodian of the violator is subject to the fine or community service, or both.
Provides that a chronic truant may be petitioned for adjudication and adjudged a truant minor in need of supervision, provided an entity has previously certified that the local school has provided appropriate truancy intervention services to the truant minor and the minor's family. Defines "truancy intervention services" as assessments, counseling, mental health services, shelter, optional and alternative education programs, tutoring, and educational advocacy to assist the minor's return to an educational program.
Provides that if it is determined the local school did not provide the appropriate interventions, then the minor must be referred to a comprehensive community based youth service agency for truancy intervention services. Establishes reporting requirements for comprehensive community based youth service agencies subsequent to a truant's referral for services. http://www.ilga.gov/legislation/94/SB/PDF/09400SB2197lv.pdf
Title: S.B. 2197
Source: www.ilga.gov
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| IL | Signed into law 07/2006 | P-12 | Relates to grants for a preschool educational program administered by the state board July 1, 2006 through June 30, 2008. Provides that appropriated funds shall be distributed to achieve a goal of preschool for all children whose families choose to participate. Defines "at-risk" children as those who because of their home and community environment are subject to such language, cultural, economic and like disadvantages to cause them to have been determined as a result of screening procedures to be at risk of academic failure. Provides that first priority for newly-funded preschool programs must be given to qualified programs serving primarily at-risk children and second priority to qualified programs serving primarily children with a family income of less than 4 times the federal poverty level.
Directs the state board to annually report to the general assembly on what percentage of new funding was provided to programs serving primarily at-risk children, what percentage of new funding was provided to programs serving primarily children with a family income of less than 4 times the federal poverty level, and what percentage of new funding was provided to other programs. http://www.ilga.gov/legislation/publicacts/94/PDF/094-1054.pdf
Title: S.B. 1497
Source: www.ilga.gov
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| VA | Rule Adoption 07/2006 | P-12 | Provides a structured procedure for reenrollment of students into the public school system when they have been in the custody of the juvenile justice system and receiving instruction through the Department of Correctional Education. Establishes a process for the exchange of educational information concerning students among the Department of Juvenile Justice, the Department of Correctional Education and the public school divisions, with procedures, responsibilities, and timelines delineated so that reenrollment and planning for the student's continued education can take place on a timely basis prior to a student's release from the juvenile justice system. http://legis.state.va.us/codecomm/register/vol22/iss22/f8v20660.doc
Title: 8 VAC 20-660-10 thru -40
Source: http://legis.state.va.us/search/reg_query.htm
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| GA | Adopted 06/2006 | P-12 | Clarifies rules regarding grants for juvenile delinquency prevention and treatment, Title V prevention, abstinence education and juvenile accountability block grants.
96-1-.01 Juvenile Delinquency Prevention and Treatment: http://rules.sos.state.ga.us/docs/96/1/01.pdf
96-1-.02 Title V Prevention http://rules.sos.state.ga.us/docs/96/1/02.pdf
96-1-.04 Abstinence Education http://rules.sos.state.ga.us/docs/96/1/04.pdf
96-1-.05 Juvenile Accountability Block Grants http://rules.sos.state.ga.us/docs/96/1/05.pdf
Title: GAC 96-1-.01, .02, .04, .05
Source: Lexis-Nexis/StateNet
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| IA | Signed into law 06/2006 | P-12 | Beginning January 15, 2007, requires the department to submit an annual report to the legislature that includes the ways districts in the previous school year used modified allowable growth for programs for returning dropouts and dropout prevention; identifies, by grade level, age, and district size, the students in the dropout and dropout prevention programs for which the department approves a request; describes school district progress toward increasing student achievement and attendance for the students in the programs; and describes how the school districts are using the revenues from the modified allowable growth to improve student achievement among minority subgroups. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=SF2272
Title: S.B. 2272 - Section 28
Source: coolice.legis.state.ia.us
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| IA | Signed into law 06/2006 | P-12 | Deletes provision that a local board may provide an extended school tuition-free program for district residents over the maximum school age of 21 who do not have a high school diploma or high school equivalency diploma and who are currently enrolled in an education program in the district. Repeals related provisions. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=SF2272
Title: S.B. 2272 - Section 38
Source: coolice.legis.state.ia.us
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| IL | Signed into law 06/2006 | P-12 | Amends the Vehicle Code and the School Code. Provides for cancellation or refusal to renew a driver's license or learner's permit of a person under 18 who is a chronic or habitual truant. Requires districts to include in quarterly reporting to the state the names of: pupils whose withdrawal is due to extraordinary circumstances, including but not limited to economic or medical necessity or family hardship, as determined by district criteria; pupils who have re-enrolled in school since their names were removed from the attendance rolls; any pupil certified to be a chronic or habitual truant; and pupils previously certified as chronic or habitual truants who have resumed regular school attendance.
Requires districts to establish criteria for the local superintendent to use in determining whether a pupil's failure to attend school is the result of extraordinary circumstances, including economic or medical necessity or family hardship.
Provides for listing of pupils who have re-enrolled. Includes non-public schools. Provides for provision of a comparison of drop out rates. Includes economic or family hardship and medical necessity. Requires a report to the Secretary of State.
Directs the state board to, if possible, make available to any person, upon request, a comparison of dropout rates before and after enactment of these provisions. http://www.ilga.gov/legislation/94/HB/PDF/09400HB1463lv.pdf
Title: H.B. 1463
Source: www.ilga.gov
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| KS | Signed into law 06/2006 | P-12 | Directs the state board to determine the high density at-risk pupil weighting of each school district based on enrollment density and high-density of at-risk pupils. http://www.kslegislature.org/bills/2006/2809.pdf
Title: H.B. 2809
Source: www.kslegislature.org
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| LA | Signed into law 06/2006 | P-12
Community College | Requires and provides incentives for high schools and postsecondary institutions to maximize the shared use of facilities, technology, faculty, and other resources to provide articulated and reciprocal technical training to high school students and recent high school dropouts age 16-21.
Defines "shared student" as any secondary student who is at least 16 and is enrolled as a regular education student in a public high school and enrolled in a technical training program at a community or technical college. Defines "technical training" as training based on national standards of performance and for which articulated postsecondary technical college credit and Carnegie unit credit toward high school graduation are reciprocally provided for successful completion of units of training regardless of whether the training occurred in a community or technical college or high school.
Requires state board of education and the board of supervisors of community and technical colleges to establish by January 1, 2007 a basis for schools to award postsecondary technical college credit and high school credit for units taken in either a technical college or high school. Requires the agreement to include:
(1) A description of students most likely to benefit from the dual enrollment program, and to make encouraging such students' participation in the program a main focus of partnership agreements between local boards and community/technical colleges.
(2) List of courses that can be most effectively offered on a dual enrollment basis, taking into account courses have been effectively offered on a dual enrollment basis across the state, the availability of courses, access to courses, preparation necessary for such courses, and other information relevant to making workable, desirable, and effective options available to potential dropouts.
(3) An evaluation of the high school and postsecondary resources and facilities available and applicable to dual enrollment partnerships. Requires such evaluation to include information regarding the best practice for high schools and postsecondary institutions to most effectively share such facilities and resources.
(4) An evaluation of the financial resources available to support the costs of dual enrollment partnerships, including funding sources that are public and private, K-12 and postsecondary, and state, federal, and local.
(5) Recommendations about a financing scheme that is adequate to provide high quality programming for students and meet the needs of participating high schools and postsecondary institutions.
Requires the final basis to be sent to all local boards and each public high school not under the jurisdiction of a local board, and to all community and technical colleges. Requires every community and technical college to notify every public high school in its service area of the institution's technical training programs, and to meet with appropriate local board representatives and representatives of local high schools not under the jurisdiction of a local board to establish articulation agreements aimed at enrolling at least 10% of the potential dropouts identified by the local board. Requires every local board and every high school not under the jurisdiction of a local board whose mission includes technical training to meet with their local community and technical colleges to implement technical training programs for shared students, with the goal of enrolling at least 10% of the potential dropouts identified by the local board.
Directs the state board, during the 2007-2008 school year, to select at least two such partnerships to undertake sharing at least 10% of the potential dropouts identified by the local board in the high schools under its jurisdiction and providing for the dual enrollment of such students. Directs the state board and the board of supervisors to provide assistance and support to the piloting partnerships. Directs the participating schools and institutions to report the effect of the implementation on students, the difficulties of such partnership, and all other relevant information to the board of supervisors and the state board. Authorizes the state board, based on information gathered during the pilot year, to extend the pilot and increase the number of partnerships for a second school year, or scale dual enrollment partnerships up to include any number of partnerships that appear viable and supportable.
Provides that by the beginning of the 2010-2011 school year or as soon as funding is available, any eligible student age 16-21 must have the opportunity to be simultaneously enrolled in high school and in a technical training program at a community or technical college, in addition to any other option available to such student to gain such training. Specifies that to be eligible to participate in such a program, a student must have an up-to-date career option program plan, be enrolled in a public high school and not suspended or expelled, and if a minor, have written parental permission.
Requires local boards to establish systems to share postsecondary students with community or technical colleges in order to provide access for such students to the facilities, resources, and faculty of any technical training program existing at any such school or to provide any academic classwork to such students in a manner that does not jeopardize the safe and appropriate operation of a high school. Directs the state board to estabish rules and guidelines, including on (1) incorporating programs for alternative and recognized completer programs to high school graduation such as GED diploma completion, into a range of programming available to shared students and (2) local board/community or technical college agreements permitting community or technical college students to enroll in a
program or class offered on the high school campus.. Directs the board of supervisors to adopt rules, including on providing assistance to local boards and leadership in the development of the minimum standards of technical and skill programs in order for such programs to meet the standard necessary to be included in an industry certification program.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=405975
Title: S.B. 749
Source: www.legis.state.la.us
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| AZ | Signed into law 05/2006 | P-12 | Relates to school attendance; expands the services of the Arizona Instrument to Measure Standards Intervention and Dropout Prevention Program to include middle school pupils and any pupil for 12 months after the student exits the program.
http://www.azleg.gov/legtext/47leg/2r/bills/sb1382s.pdf
Title: S.B. 1382
Source: Arizona Legislature
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| CO | Vetoed 05/2006 | P-12 | Creates the student delinquency prevention program, within the Tony Grampsas youth services program, to provide funding for before-and-after school programs for youth enrolled in grades 6 through 8; describes the types of before-and-after school programs that qualify for funding; creates the student delinquency prevention program fund, and identifies the source of moneys for the fund as gifts, grants, and donations and moneys collected from the juvenile crime prevention surcharge.
http://www.leg.state.co.us/clics2006a/csl.nsf/fsbillcont3/E757888D540771A587257102005E1899?Open&file=1363_rer.pdf
Title: H.B. 1363
Source: Colorado Legislature
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| GA | Signed into law 05/2006 | P-12 | Changes certain provisions relating to mandatory education for children between ages six and 16; provides that an unemancipated minor older than the age of mandatory attendance may not withdraw from enrollment in school without the permission of his or her parent or guardian. Requires the school principal or designee, prior to accepting such permission, to convene a conference with the child and parent within 2 school days of receiving notice of the intent of the child to withdraw from school. Requires the principal or designee to share with the student and parent the educational options available, including the opportunity to pursue a general educational development (GED) diploma and the consequences of not having earned a high school diploma, including lower lifetime earnings, fewer jobs for which the student will be qualified, and the inability to avail oneself of higher educational opportunities.
Requires local boards to adopt a policy on the process of voluntary withdrawal of unemancipated minors who are older than the mandatory attendance age, to be filed with the department by January 1, 2007. Requires the department to annually provide local superintendents with model forms for the parent signature requirement and updated information from reliable sources relating to the consequences of withdrawing from school without completing all requirements for a high
school diploma. Requires superintendents to distribute such forms and information to all of principals of schools serving grades 6-12 for the principals to use
during the required conference with the child and parent or legal guardian."
Clarifies that student who has completed all requirements for a high school diploma is released from attendance requirements.
http://www.legis.state.ga.us/legis/2005_06/pdf/sb413.pdf
Title: S.B. 413 Section 1 and 2
Source: www.legis.state.ga.us
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| IL | Adopted 05/2006 | P-12 | Creates the Task Force on Re-enrolling Students Who Dropped Out Of School in order to examine and develop ways to address the growing issue of students who left school before earning a high school diploma. Directs the task force to examine policies, programs, and other issues related to developing a variety of successful approaches using best program practices. Establishes membership and directs the task force to hold public hearings throughout the state to address specified issues. Provides that the state board is responsible for facilitating the task force. Directs the task force to provide the governor and general assembly with an interim report on its findings by January 10, 2007 and a final report by January 2008. http://www.ilga.gov/legislation/94/HJR/PDF/09400HJ0087lv.pdf
Title: H.J.R. 87
Source: www.ilga.gov
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| KS | Repealed by H.B. 2809 05/2006 | P-12 | Creates a new weighting called the "high density at-risk weighting" for districts with high percentages of students who receive free meals. Those districts with free meal percentages between 40.0% and 49.9% are to receive an additional weighting of 0.04% in the 2006-2007 school year. Districts with 50% or more free meals are to receive an additional weighting of 0.08% in the 2006-2007 school year. Districts with a density of 212.1 students per square mile and a free lunch rate of 35.1% and above will receive an additional weighting of 0.8% during school year 2007-2008.
All weightings increase each year between 2006-2007 and 2008-2009.
Bill: http://www.kslegislature.org/bills/2006/549.pdf
Conference Committee Report Brief: http://www.kslegislature.org/supplemental/2006/CCRB549.pdf
2006 H.B. 2809: http://www.kslegislature.org/bills/2006/2809.pdf
Title: S.B. 549 - Section 5
Source: www.kslegislature.org
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| KS | Signed into law 05/2006 | P-12 | Authorizes districts to spend funds received from the bilingual weighting to pay the cost of providing at-risk and preschool-aged at-risk education programs and services. Authorizes districts to spend funds received from the preschool-aged at-risk weighting to pay the cost of providing at-risk, bilingual and vocational education programs and services.
Requires every local board to annually submit to the state board a report on the preschool-aged at-risk program or assistance provided by the district. Requires this report to include information specifying the number of students who were served or provided assistance, the type of service provided, the research upon which the district relied in determining that a need for service or assistance existed, the results of providing such service or assistance and any other information required by the state board.
Requires every local board to submit to the state board a report on the bilingual education program and assistance provided by the district. Requires this report to include information specifying the number of pupils who were served or provided assistance, the type of service provided, the research upon which the district relied in determining that a need for service or assistance existed, the results of providing such service or assistance and any other information required by the state board.
Bill: http://www.kslegislature.org/bills/2006/549.pdf
Conference Committee Report Brief: http://www.kslegislature.org/supplemental/2006/CCRB549.pdf
Title: S.B. 549 - Section 13, 16, 27
Source: www.kslegislature.org
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| TN | Signed into law 05/2006 | P-12 | Concerns Education; specifies that when the education of a child becomes the state's direct responsibility for any reason, the commissioner of education must pay to the state agency responsible for the child an amount equal to the state funds, plus the local funds, which would otherwise be expended on the child if the child had not been placed in state care.
http://www.legislature.state.tn.us/bills/currentga/BILL/SB3922.pdf
Title: S.B. 3922
Source: Tennessee Legislature
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| TN | Signed into law 05/2006 | P-12
Postsec. | Concerns Lottery, Scholarships and Programs; creates pilot after school program for at-risk students to prepare for ACT and SAT examinations funded by net state lottery proceeds. Public Chaptered. Chapter No. 685
http://www.legislature.state.tn.us/bills/currentga/BILL/SB3113.pdf
Title: S.B. 3113; H.B. 3249
Source: Tennessee Legislature
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| TX | Signed into law 05/2006 | P-12 | The department, the Texas Education Agency, and the Health and Human Services Commission shall ensure that applicable information
maintained by each entity is used on at least a quarterly basis to identify children who are categorically eligible for free meals under the national free or reduced-price breakfast and lunch program. In complying with this subsection, the department, agency, and commission shall use information that corresponds to the months of the year in which enrollment in the food stamp program is customarily higher than average.
(b)AAThe department shall determine the feasibility
The department shall determine the feasibility of establishing a process under which school districts verify student eligibility for the national free or reduced-price breakfast and lunch program through a direct verification process that uses information maintained under the food stamp and Medicaid programs,
http://www.capitol.state.tx.us/data/docmodel/793/billtext/pdf/HB00001F.PDF
Title: H.B. 1 C (Section 1.19)
Source: Texas Legislature
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| VT | Signed into law 05/2006 | P-12 | Relates to a high school completion program for persons who are 16 to 22 years of age, have not received a high school diploma, and are not enrolled in a public school. Provides for reimbursement to a town school district, city school district, union school district, unified union school district, incorporated school district, or member school district of an interstate school district which has agreed to a graduation education plan.
Specifies that the plan must define the scope and rigor of services necessary for the student to attain a high school diploma, and may describe educational services to be provided by a public high school, an approved independent high school, an approved provider, or a combination of these. http://www.leg.state.vt.us/docs/legdoc.cfm?URL=/docs/2006/acts/ACT176.HTM
Title: S.B. 222
Source: www.leg.state.vt.us
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| VT | Signed into law 05/2006 | P-12 | Directs the commissioner of education to gather information to facilitate discussion during the next legislative session about increasing the compulsory education age to 18, and to present the data to the senate and house committees on education during January, 2007. Requires information gathered to include the number of young people who have dropped out of school in each of the last 10 years, the types of facilities and programs that are available to help young people at risk of not completing school to obtain a high school diploma or its equivalent, costs of services alternative to the public school system, and other information which will inform the discussion. http://www.leg.state.vt.us/docs/legdoc.cfm?URL=/docs/2006/acts/ACT182.HTM
Title: H.B. 867 - Section 20 (h)
Source: www.leg.state.vt.us
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| CO | Signed into law 04/2006 | P-12 | Concerns the continuation of the statewide program for teen pregnancy and dropout prevention; changes the required report date for the statewide program for teen pregnancy and dropout prevention; extends the repeal date for the program.
http://www.leg.state.co.us/clics2006a/csl.nsf/fsbillcont3/40136B02668FA1D287257115005DF692?open&file=1351_enr.pdf
Title: H.B. 1351
Source: Lexis-Nexis/StateNet
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| KY | Signed into law 04/2006 | P-12 | Encourages the Cabinet for Health and Family Services to establish the Kentucky Youth Development Coordinating Council; establishes membership and permits the creation of subcommittees of the council; requires the University of Kentucky Cooperative Extension Service to perform the administrative functions of the council; establishes the duties of the council; requires the council to submit a report to the Governor and the General Assembly as specified.
Includes among the council's duties collaboration with public and private partnerships to support statewide networks connecting quality and sustainable state and local youth development efforts, such as mentoring partnerships and after-school and extended-learning opportunities, and to leverage private, state, and federal resources to support these efforts; and encouraging state agencies and nonprofit organizations to collaborate on model programs and demonstration projects that promote youth and parental involvement, strengthen families, and focus on target populations of youth. http://www.lrc.ky.gov/RECORD/06RS/SJ184/bill.doc
Title: S.J.R. 184
Source: Lexis-Nexis/StateNet
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| MD | Signed into law 04/2006 | P-12 | Authorizes the establishment of residential boarding education programs for at risk youth to be operated under the supervision of the State Department of Education; requires the Board of Trustees to submit to the Department on or before July 1 each year specified information regarding the program including the students who participate and budget information. Requires the Governor to appropriate at least $2,000,000 to the Department to cover the transportation, boarding, and administrative costs of a program serving up to 80 students; etc
http://mlis.state.md.us/2006rs/bills/hb/hb1432t.pdf
Title: H.B. 1432
Source: Maryland Legislature
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| MD | Signed into law 04/2006 | P-12 | Establishes an advisory council to the children's cabinet to make recommendations to the children's cabinet on methods for meeting the policy and program goals of the state for integrated children and family programs, coordinate state programs with local programs, reduce reliance on institutions as the primary mode of intervention for at-risk youth offenders, promote positive outcomes for youths, fund juvenile crime and delinquency prevention practices, and reduce disproportionate minority confinement.
http://mlis.state.md.us/2006rs/bills/sb/sb0882e.pdf
Title: S.B. 882
Source: Maryland Legislature
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| IN | Signed into law 03/2006 | P-12 | Allows a student who is at least 16 but less than 18 years old to withdraw from school if the withdrawal is due to:
(A) financial hardship and the individual must be employed to support the individual's family or a dependent;
(B) illness; or
(C) an order by a court that has jurisdiction over the student.
Requires a written acknowledgment of withdrawal by a student who is at least 16 but less than 18 years old to include a statement that the student and the student's parent understand that withdrawing from school is likely to:
(1) reduce the student's future earnings; and
(2) increase the student's likelihood of being unemployed in the future.
Requires the department to develop guidelines for districts to follow in implementing the written acknowledgement provision above.
http://www.in.gov/legislative/bills/2006/HE/HE1347.1.html
Title: H.B. 1347 Section 12 and 18
Source: www.in.gov/legislative/bills
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| IN | Signed into law 03/2006 | P-12 | Requires a student's guidance counselor, in consultation with the student and the student's parent, to review annually a student's career plan to determine if a student is progressing toward fulfillment of the career plan. If a student is not progressing toward fulfillment of the career plan, requires the school counselor to provide counseling services for the purpose of advising the student of credit recovery options and services available to help the student progress toward graduation. http://www.in.gov/legislative/bills/2006/HE/HE1347.1.html
Title: H.B. 1347 Section 8
Source: www.in.gov/legislative
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| IN | Signed into law 03/2006 | P-12 | Requires district report cards to report:
--The number and percentage of students participating in the school flex program, if offered (see IC 20-30-2-2.2 http://www.in.gov/legislative/ic/code/title20/ar30/ch2.html)
--The number of students who have dropped out of school, including the reasons for dropping out.
--The number of student work permits revoked.
--The number of student driver's licenses revoked.
--The number of students who have not advanced to grade 10 due to a lack of completed credits.
--The number of students suspended for any reason.
--The number of students receiving an international baccalaureate diploma.
http://www.in.gov/legislative/bills/2006/HE/HE1347.1.html
Title: H.B. 1347 Section 7
Source: www.in.gov/legislative
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| MS | Signed into law 03/2006 | P-12 | Enacts the Education Reform Act of 2006. Section 6 creates the office of dropout prevention within the state department of education. Requires each district to implement a dropout prevention program by the 2008-09 school year. Section 13 establishes the Lifelong Learning Commission and defines membership. Duties include: (2) assessing the dropout crisis in the state and recommending action steps to address it; (2) creating a set of common definitions for graduation and dropout rates which can be used to compare the commission's progress relative to other states; (3) facilitating agreements that will make the state's high school experience more meaningful; (4) encouraging more rigor and relevance in the high school experience; (5) facilitating the transferability of education from secondary to postsecondary institutions; (6) raising awareness on the need for improving the state's high schools; (7) developing a series of best practices policy actions that state policymakers and legislators can implement to achieve system-wide high school reform; and (8) convening town hall meetings around the state where students, teachers, administrators and parents can discuss high school, the senior year and impediments to greater success.
http://billstatus.ls.state.ms.us/documents/2006/html/SB/2600-2699/SB2602SG.htm
Title: S.B. 2602
Source: http://billstatus.ls.state.ms.us
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| LA | Adopted 02/2006 | P-12 | Authorizes the Office of Family Support to enter into Memoranda of Understanding or contracts to establish Truancy Assessment and Service Centers designed to identify, assess, and intervene to ensure that children in kindergarten through sixth grade attend school regularly. These services meet the TANF goal to prevent and
reduce the incidence of out-of-wedlock births by providing counseling to children and family members designed to assure regular school attendance and improved academic and behavioral outcomes. Specifies that eligibility for services is not limited to needy families.
http://www.doa.state.la.us/osr/reg/0602/0602RUL.pdf (pages 37 and 38)
Title: LAC 67:III.5539
Source: Lexis-Nexis/StateNet, www.doa.state.la.us
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| VA | Adopted 12/2005 | P-12 | Emergency regulation effective December 14, 2005, through December 13, 2006 that assists juveniles in acquiring necessary work habits, developing marketable skills, and identifying career goals through a range of career opportunities and mentoring apprenticeship programs. http://legis.state.va.us/codecomm/register/vol22/iss09/v22i9.pdf (pg.207)
Title: 6 VAC 35-190-10 thru -120
Source: http://legis.state.va.us/codecomm/register/issfiles.htm
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| CO | Adopted 11/2005 | P-12 | The Dropout Prevention Activity Grant Program requires the State Board of Education to define procedures for applying for a grant, and the criteria for awarding grants. The grant application requires a statement of student needs used to determine the program being submitted for funding, the capacity of the staff for the program to deliver the services and a description of how the program will be evaluated for effectiveness. The department will apply the following criteria for awarding grants: the demonstrated need for the program including dropout rates, the
extent to which the program utilizes an arts-based or vocational activity program, the percentage of minority students to be served, free and reduced lunch rates at the school, the quality of the program used to address the needs, the number of students who will participate in the program, the quality of the evaluation and the cost effectiveness of the services.
http://www.cde.state.co.us/cdeboard/download/bdregs_301-66.pdf
Title: 1 CCR 301-66
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 10/2005 | P-12 | An act to amend Sections 48853, 48853.5, 48859, 49069.5, 52052, 56034, 56366.1, and 56366.2 of the Education Code, and to amend Sections 319, 361, and 391 of the Welfare and Institutions Code. This bill stipulates the rights of foster children to attend their "school of origin" or a school to which they are "connected" when placement disputes arise. In addition, each local educational agency shall designate a staff person as the educational liaison for foster children.
Title: H.B. 1261
Source: StateNet
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| CA | Consideration of governor's veto pending 09/2005 | P-12 | An act to amend Section 49600 of the Education Code, relating to at-risk pupils. Requires that educational counseling include, in addition to the above, counseling for the development of an at-risk pupil plan for at-risk pupils. Specifies the components those plans are required to contain. Provides that the requirements for an at-risk pupil plan be satisfied in any school in which a study team, guidance team, resource panel team, or other assessment-related team has been established and is willing to participate in the development of an at-risk pupil plan.
http://www.leginfo.ca.gov/pub/bill/asm/ab_0451-0500/ab_455_bill_20050819_enrolled.pdf
Title: A.B. 455
Source: www.leginfo.ca.gov
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| IL | Signed into law 08/2005 | P-12 | Provides that by the beginning of the 2006-2007 school year, the State Board of Education shall by rule establish a parental participation pilot project to provide grants to the lowest performing school districts to help these districts improve parental participation through certain activities, including parent-teacher conferences, open houses, family nights, volunteer opportunities, and family outreach materials. Requires the pilot project to be for a period of at least 4 school years. Allows a school district to apply to the State Board for the establishment of a parental participation pilot project for the entire district or for a particular school or group of schools in the district. Requires the state board to select 4 school districts in specified geographic areas to participate in the pilot project. Requires the board, when selecting participants, to consider the following criteria:
(1) whether the district or school has any of the following problems and whether those problems can be mitigated or addressed through enhanced parental participation:
(A) low rates of satisfactory performance on state assessments;
(B) high rates of low-income students, limited English proficient students, dropouts, chronically truant students, and student mobility; or
(C) low student attendance rates; and
(2) the methods the district or school will use to measure the progress of the pilot project in the district or school.
Requires each participating district or school to establish a parental participation committee to assist in developing and implementing the parental participation pilot project. Requires the committee to develop an academic improvement plan that details how the pilot project should be implemented in the participating district or school, and to make recommendations to the local board on specified matters. Requires local boards to submit annual progress reports to the state board detailing the effect of the pilot project on the district or school. Provides for a review and final evaluation of the project. Amends the State Finance Act to create the Parental Participation Pilot Project Fund as a special fund in the state treasury. Repeals these provisions on December 31, 2010. Effective immediately. http://www.ilga.gov/legislation/publicacts/fulltext.asp?Name=094-0507
Title: S.B. 10
Source: www.ilga.gov
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| NC | Signed into law 08/2005 | P-12 | Directs the State Board of Education to identify research-based methods to reduce the dropout rate, especially in high-poverty schools with diverse student populations. As part of its study, the State Board shall review the research for best practices, effective policies, and model programs in areas such as (i) academic rigor in the curriculum, (ii) early identification of at-risk students, (iii) effective supplemental services for at risk students, (iv) school size, (v) school climate, and (vi) adolescent literacy programs, as they relate to a reduction in the dropout rate.
The State Board shall report its findings to the Joint Legislative Education Oversight Committee by January 2006.
Bill text: http://www.ncleg.net/Sessions/2005/Bills/Senate/PDF/S408v3.pdf
Preliminary report to the Joint Legislative Education Oversight Committee: http://www.ncpublicschools.org/sbe_meetings/0512/0512_HSP09.pdf
Title: S.B. 408
Source: StateNet
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| OR | Signed into law 07/2005 | P-12 | When a juvenile court determines that it is in a child¢s best interest to continue to attend the school that the child attended prior to placement by a public agency, the child: (A) Shall be considered resident for school purposes in the school district in which the
child resided prior to the placement; and (B) May continue to attend the school the child attended prior to the placement through
the highest grade level of the school. The public agency that has placed the child is responsible for providing the child with transportation to and from school when the need for transportation is due to the placement by the public agency. http://www.leg.state.or.us/05reg/measpdf/hb3000.dir/hb3075.en.pdf
Title: H.B. 3075
Source: http://www.leg.state.or.us
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| CO | Signed into law 06/2005 | P-12 | Authorizes the department of education to retain up to 1% of any appropriation for the expelled and at-risk student services grant program to evaluate the program. Beginning January 1, 2006, requires the department to annually report to the general assembly on the outcomes and effectiveness of the program, related to school attendance, attachment and achievement.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/86586AF58A7872A987256FB6006E7A5F?Open&file=1311_enr.pdf
Title: H.B. 1311
Source: www.leg.state.co.us
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| CO | Signed into law 06/2005 | P-12 | Requires the department of corrections to obtain information from each inmate on whether the inmate is the parent of a child under the age of 18 in Colorado, and if so, whether the child is enrolled in a school in the state and the district or charter school in which the child is enrolled, while not providing the inmate with information that might pose a safety threat to the child or child's family. Requires the department of corrections to collect information on programs that assist students whose parents are incarcerated.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/B2C5BB6B29EBD39187256F39006FBF9E?Open&file=1088_enr.pdf
Title: H.B. 1088
Source: www.leg.state.co.us
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| HI | Signed into law 06/2005 | P-12
Postsec. | The purpose of this Act is for schools whose student population includes at least twenty per cent or one hundred students from military families as determined by the department of education to provide for the following:
(1) Additional staff;
(2) Child care services; and
(3) Vocational training and retraining. Makes an appropriation for these.
Requires the department of education to consult with the Joint Venture Education Forum to establish a priority listing of public schools that are impacted by a large population of military dependent students. In the development of the priority listing, requires the department to consider establishing priority schools with a twenty per cent or more or one hundred or more population of dependent military students.
Requires the University of Hawaii to establish a program to allow readmission to military members who have been deployed. http://www.capitol.hawaii.gov/sessioncurrent/bills/sb1394_sd1_.htm
Title: S.B. 1394
Source: www.capitol.hawaii.gov
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| CO | Signed into law 05/2005 | P-12 | Creates the dropout prevention activity grant program to fund before- and after-school arts-based and vocational activity programs for students in grades 6-12, with the goal of reducing the student dropout rate. Defines as schools eligible to participate public and charter schools serving any grades 6-12 and that received a "low" or "unsatisfactory" rating in the state accountability system for the school year preceding the school year in which the school is seeking a grant for the program.
States that a qualified school seeking grant program funding must apply to its local board for permission to apply to the department for a grant. If the district board grants permission, directs the qualified school to submit an application to the department. Defines a "qualified community organization" as a nonprofit or not-for-profit, nonsectarian, community-based organization that provides before- and after-school, arts-based or vocational activity programs to low-income youth in grades 6-12. Allows a qualified community organization to seek a program grant by entering into a partnership agreement with a qualified school. Requires the department to review each grant application received and to make recommendations to the state board on the awarding of program grants. Specifies that first priority must be given to schools that have had high dropout rates for the 3 years prior to the submission of the application, and that the department must also fund schools with high percentages of minority and low-income students. Also requires the department to consider the format of the program and determine its cost-effectiveness, the number of students who will be able to participate, and the quality of the experience offered, with the goal of funding arts-based and vocational activity programs that offer a large number of students the opportunity to directly participate in and experience an arts-based or vocational activity. Encourages the department to fund programs that have a school-business or include a community service component, so that programs demonstrate a connection with the community outside the school and provide a benefit to that community.
Creates the dropout prevention activity grant fund.
Requires each qualified school that receives a program grant to report to the department, for each year in which it receives a grant, a description of the arts-based or vocational activity program, the projects accomplished through the program, and the number of participating students. Directs the department to annually report to the education committees of the general assembly and to the governor on the number and amounts of dropout prevention activity program grants awarded, a description of the programs that received funding, the number of students participating in the programs, and the dropout rates for the schools where the funded arts-based and vocational activity programs were operated.
Requires that for income tax years commencing on and after January 1, 2005, but before January 1, 2008, a voluntary contributor designation line for the program shall appear on individual income tax forms. Repeals voluntary contributor designation line for the program effective January 1, 2009.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/0AF7F5020FB4A25987256F5C007F669F?Open&file=1024_enr.pdf
Title: H.B. 1024
Source: www.leg.state.co.us
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| CO | Signed into law 05/2005 | P-12 | Defines "high-poverty school" and "rural school district." Expands teacher loan forgiveness pilot program to include teachers who (1) contract to teach in a high-poverty public elementary school in a rural school district or in a facility school in a rural school district; (2) work at least half-time in a qualified position in a rural district or, beginning in the 2005-2006 school year, full-time in a qualified position if employed in a district other than a rural district; and (3) will be liable for an outstanding balance on a CollegeInvest loan or a loan through a lender with an agreement with CollegeInvest to offer loans.
Specifies that if a teacher qualifies for the teacher loan forgiveness pilot program by working in a high-poverty elementary school in a rural district and in a subsequent academic year the school is no longer classified as a high-poverty elementary school in a rural district, the teacher may continue to participate in the teacher loan forgiveness pilot program if he/she continues to teach in the same school. Adds, however, that a participating teacher who transfers to a nonqualifying school forfeits participant status.
Requires the department to annually identify high-poverty elementary schools in rural districts.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/77BA02C2AD41CBA087256F90007DF598?Open&file=191_enr.pdf
Title: S.B. 191
Source: www.leg.state.co.us
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| TN | to governor 05/2005 | P-12 | A resolution to urge increased funding for the development and expansion of dropout prevention programs in Tennessee.
Title: H.J.R. 117
Source: Westlaw/StateNet
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| TN | Signed into law 05/2005 | P-12 | From the fiscal note: A resolution to urge the Governor to include an earmarked appropriation within the administration's general appropriations act for fiscal year 2005-06 for an increase in funding for LEAs to be utilized for the development and expansion of dropout prevention programs. Current law provides that to the extent funding is available, on each occasion that an initiative is selected as a model dropout prevention program, the model program is to receive from the state department a grant in the amount of $6,000. http://www.legislature.state.tn.us/bills/currentga/BILL/HJR0117.pdf
Title: H.J.R. 117
Source: http://www.legislature.state.tn.us
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| WA | Signed into law 05/2005 | P-12 | Revises the funding formula for the Learning Assistance Program from one based equally on assessment results and family need to one
based solely on family need.
Title: H.B. 1066
Source: http://www.leg.wa.gov
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| AR | Signed into law 04/2005 | P-12 | Authorizes the department of human services to communicate with a foster child's school concerning placement issues that may impact the child's ability to learn. http://www.arkleg.state.ar.us/ftproot/bills/2005/public/HB2604.pdf
Title: H.B. 2604
Source: www.arkleg.state.ar.us
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| AR | Signed into law 04/2005 | P-12 | Increases the number and availability of social workers in the public schools. http://www.arkleg.state.ar.us/ftproot/bills/2005/public/sb1187.pdf
Title: S.B. 1187
Source: StateNet
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| AR | Signed into law 04/2005 | P-12 | Amends the public school funding act of 2003. Requires the State Board of Education to promulgate rules clarifying not only which alternative learning environment programs qualify for funding, but also the characteristics of students who qualify for funding because they have been placed in an alternative learning environment program. Clarifies attendance record requirements for purposes of state funding. Adds definitions of the teacher's salary fund, operating fund and debt service fund. Modifies language defining "National school lunch students." Modifies formula for calculating student growth funding for 2005-2006 and 2006-2007 school years.
Adds language that a school district that has experienced a significant growth in enrolled students in the previous 3 years must receive funding for the expected increase in the number of national school lunch students based on the expected increase in enrolled students based on the levels of funding provided in this section for national school lunch students. Requires the state board to adopt rules determining specified provisions of this policy.
ftp://www.arkleg.state.ar.us/bills/2005/public/SB939.pdf
Title: S.B. 939
Source: www.arkleg.state.ar.us
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| CO | Signed into law 04/2005 | P-12 | Requires districts to provide written notification to parents of a high school dropout who is not subject to compulsory education laws. States that the notice should have the goal of attempting to return the student to school and of conveying ot the student's parent the long-term ramifications to the student of dropping out of school.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/3482A575C7AF359787256F81006BF303?Open&file=164_enr.pdf
Title: S.B. 164
Source: www.leg.state.co.us
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| MT | Signed into law 04/2005 | P-12 | Defines basic system of free quality public elementary and secondary schools and identifies the educationally relevant factors upon which the state's share of the basic system must be funded; includes at-risk students, students who were not born in the United States or who are American Indians and come from an environment in which a language other than English has had a significant impact on the student.
Add the definition of "at-risk" student to mean "any student who is affected by environmental conditions that negatively impact the student's educational performance or threaten a student's likelihood of promotion or graduation," and defines "student with limited English proficiency."
http://data.opi.state.mt.us/bills/2005/billhtml/SB0152.htm
Title: S.B. 152
Source: StateNet
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| WA | Partially Vetoed 04/2005 | P-12 | From fiscal note: Section 2 requires that, to the extent funds are appropriated, the Office of the Superintendent of Public Instruction (OSPI) in
conjunction with the Administrative Office of the Courts (AOC) must convene a work group to evaluate issues related to school attendance, including the implementation of the Becca bill and other school attendance measures. The work group would include the Administrator for the Courts and court judges, among others. OSPI would be required to report the findings of the work group no later than January 10, 2006. It is assumed that work group participants would be reimbursed out of the appropriated funds. http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Session%20Law%202005/1708-S.SL.pdf
Title: H.B. 1708
Source: StateNet
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| WA | Signed into law 04/2005 | P-12 | HB 1066 changes the school district distribution of Learning Assistance Program (LAP) funds from a distribution based 50% on assessment of students and 50% on one or more family income factors measure economic need, to a distribution based 100% on one or more family income factors measuring economic needs. The bill does not detail the specific formula change, exact measure(s) of economic need to use for allocation, or the weights to apply one or more measures of economic need. From fiscal note: This legislation is a request of Governor Locke, necessary to implement his LAP budget proposal. In his budget proposal Governor Locke assumed one the following formulas as appropriate for calculating the LAP distribution. 1. For district where the percentage of October headcount enrollment in grades K-12 eligible for free or reduced price lunch is 40 percent or less: The district's full-time equivalent enrollment in grades K-11 for the prior school year multiplied by the district's percentage of October headcount enrollment in grades K-12 eligible for free or reduced price lunch and then multiplied by $163.61.* 2. For district where the percentage of October headcount enrollment in grades K-12 eligible for free or reduced price lunch exceeds 40 percent: The district's full-time equivalent enrollment in grades K-11 for the prior school year multiplied by the district's percentage of October headcount enrollment in grades K-12 eligible for free or reduced price lunch times 1.80 and then multiplied by $163.61. 3. Further, an additional amount is allocated to a school district for each school year in which the district's allocation is less than the amount the district received for LAP in the 2004-05 school year (hold harmless allocation). The amount of the hold harmless allocation maintains the 2004-05 school year allocation level for all districts, each year of the biennium. *$163.61 is allocated per LAP student in 2005-06; $164.96 in 2006-07. http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/House%20Passed%20Legislature/1066.PL.pdf
Title: H.B. 1066
Source: http://www.leg.wa.gov
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| AR | Signed into law 03/2005 | P-12 | Ensures the continuity of educational services to foster children. Prohibits the grades of a child in foster care from being lowered for school absences resulting from a change in the child's school enrollment, the child's attendance at a dependency-neglect court proceeding, or the child's attendance at court-ordered counseling or treatment. http://www.arkleg.state.ar.us/ftproot/bills/2005/public/HB1710.pdf
Title: H.B. 1710
Source: www.arkleg.state.ar.us
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| IL | Signed into law 01/2005 | P-12 | Amends the Children with Disabilities Article of the School Code to allow a child with a disability who has completed four years of high school to participate in the graduation ceremony and receive a certificate of completion under specified circumstances. Further amends the School Code to make changes to the ballot forms for school board elections. Amends provisions concerning enrollment of pupils below or above the compulsory school age; specifies circumstances under which a school or school district may deny enrollment to a student 17 years of age or older for one semester for failure to meet minimum attendance or academic standards. Defines "reenrolled student". Changes eligibility age for graduation incentives program to "below the age of 20". http://www.ilga.gov/legislation/fulltext.asp?DocName=09300HB0757enr&GA=93&SessionId=3&DocTypeId=HB&LegID=1162&DocNum=757&GAID=3&Session=
Title: H.B. 757
Source: StateNet
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| CA | Vetoed 09/2004 | P-12 | Prohibits a school district governing board from denying a charter school petition, unless it makes findings that the petition lacks a description of the procedures by which a pupil may be subject to discipline and the procedure employed by the school to safeguard the due process rights of pupils and unless it makes findings showing a lack of compliance with the Ralph M. Brown Act. Provides that charter schools are subject to the open meeting requirement of the Ralph M. Brown Act. Prohibits a charter school from expelling a pupil based solely on his or her academic performance. Requires a charter school to notify the governing board of the school district of residence and the county superintendent of schools within 14 days if a pupil is expelled and to notify the governing board of the school district of residence within 14 days of the last day the pupil attended school if a pupil leaves the charter school without graduating or completing the school year for any reason. Requires a charter school to provide the district of residence of a pupil who is expelled or leaves the charter school without graduating or completing the school year for any reason with a copy of the cumulative file of that pupil. http://www.leginfo.ca.gov/pub/bill/asm/ab_1851-1900/ab_1860_bill_20040826_enrolled.html
Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_1860_veto.pdf
Title: A.B. 1860
Source: California Legislative Web site
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| CA | Vetoed 09/2004 | P-12
Community College | Appropriates a specified amount of funds from the General Fund to the State Department of Education for the support of the Advancement Via Individual Determination Program. Makes these amounts applicable toward the minimum funding requirements for a school district and community college districts. http://www.leginfo.ca.gov/pub/bill/asm/ab_3001-3050/ab_3017_bill_20040827_enrolled.pdf
Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_3017_veto.pdf
Title: A.B. 3017
Source: www.leginfo.ca.gov
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| MI | Signed into law 09/2004 | Community College
Postsec. | Provides community and junior colleges appropriations for fiscal year 2005; provides for community college-level learning disabled students and students who require English as a second language assistance (at-risk students). Requires grant funding to be used to address the special needs of at-risk students or for equipment or upgrade of information technology hardware or software. Activities related to services provided to at-risk students include, but are not limited to, pretesting for academic ability, counseling contacts, and special programs. Equipment or information technology hardware or software purchased under this section need not be associated with the operation of
a program designed to address the needs of at-risk students.
Title: S.B. 1062
Source: StateNet
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| GA | Adopted 08/2004 | P-12 | Clarifies rules regarding class size, absences and excuses. Renames chapter on absences as Student Attendance. Provides definition of truant and outlines policies and procedures to reduce unexcused absences. Permits a maximum individual class size of 30 for grades 9-12 science classes for school year 2004-05. GEORGIA REG 4246 (SN). http://www.doe.k12.ga.us/_documents/doe/legalservices/160-5-1-.08.pdf and http://www.doe.k12.ga.us/_documents/doe/legalservices/160-5-1-.10.pdf
Title: GAC 160-5-1-.08; -.10
Source: Georgia State Web site
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| IL | Signed into law 08/2004 | P-12 | Amends the School Code. Requires the State Board of Education to establish a system for accurate tracking of transfer students. Requires that certain students be counted as dropouts unless the school district sends a notice that the student is enrolled elsewhere. Provides that all records indicating the school or school district to which a student transferred are subject to the School Student Records Act. http://www.legis.state.il.us/legislation/publicacts/fulltext.asp?Name=093-0859
Title: S.B. 3109
Source: Illinois Legislative Web site
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| IL | Signed into law 08/2004 | P-12
Postsec.
Community College | Creates the African-American Family Commission Act. Establishes a 15-member African-American Family Commission to serve as a coordinating and advocating body that acts on behalf of the interests of African-Americans to improve and expand existing human services and educational and community development programs. Provides for funding through appropriations. http://www.legis.state.il.us/legislation/publicacts/fulltext.asp?Name=093-0867
Title: S.B. 3208
Source: Illinois Legislative Web site
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| IL | Signed into law 07/2004 | P-12 | Amends the School Code. Allows a school or school district to deny enrollment to a student 16 years of age or older for one semester for failure to meet minimum academic or attendance standards if certain conditions are met. Requires a district to identify, track, and report on the educational progress and outcomes of reenrolled students (defined as dropouts who have reenrolled full-time) as a subset of the district's required reporting on all enrollments. Provides that a reenrolled student who again drops out must not be counted again against a district's dropout rate performance measure. Requires the State Board of Education to set performance standards for programs serving reenrolled students. http://www.legis.state.il.us/legislation/publicacts/fulltext.asp?Name=093-0803
Title: S.B. 2115
Source: Illinois Legislative Web site
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| MA | Became law without GOVERNOR'S signature. 07/2004 | P-12 | Relates to establishing an alternative education grant program; contains text of section 126 of H 4850; requires that parents or legal guardians attend specified conferences with teachers; provides for assistance to address needs of children who have been exposed to violence and abuse; provides for at- risk students.
http://www.mass.gov/legis/bills/house/ht04914.htm
Title: H.B. 4914
Source: StateNet
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| AZ | Issued 06/2004 | P-12 | Creates the Arizona Statewide Youth Development Task Force to provide policy recommendations relating to youth and youth development issues in the state of Arizona to the Governor's Office for Children, Youth and Families. Establishes membership. Requires the task force to advise the governor through (1) the creation of of policy work groups on matters such as positive youth development, youth workforce development, education and youth voice and advocacy; (2) the development of more and better opportunities for positive use of time,
positive use of self-expression, civic engagement and participation for youth in the state; (3) the coordination of services for Arizona's youth with community-based, faith-based, city, state and local youth-serving agencies and organizations; and (4) the ongoing review of proposed federal and state legislation and existing laws relating to youth and youth development.
http://www.governor.state.az.us/eo/2004_14.pdf
Title: Executive Order 2004-14
Source: www.governor.state.az.us
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| MD | Signed into law 05/2004 | P-12 | Establishes the Department of Juvenile Services Education Department; requires each facility established and operated by the Department of Juvenile Services to have an education center; provides that each child in the custody of the Department receive appropriate educational services; establishes the Department of Juvenile Services Board of Education; provides for the appointment, terms, and removal of members of the Board of Education.
http://mlis.state.md.us/2004rs/bills/hb/hb1139e.rtf
Title: H.B. 1139
Source: StateNet
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| MD | Signed into law 05/2004 | P-12 | Authorizes the establishment of a Truancy Reduction Pilot Program in certain counties; establishes that failure of children to attend school without a lawful excuse is a code violation; authorizes school officials to petition the juvenile court alleging that a child who is required under law to attend school fails to attend school without lawful excuse; requires the court to hold an adjudicatory hearing after the petition; requires a separate disposition hearing.
http://mlis.state.md.us/2004rs/bills/hb/hb1443t.rtf
Title: H.B. 1443
Source: StateNet
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| MD | Signed into law 05/2004 | P-12 | Requires a child discharged from a committed residential placement to receive step down aftercare for a period to be determined by the Department of Juvenile Services; requires a child in a step down aftercare program to receive specified services; requires a child placed in step down aftercare to receive an appropriate education from the State Department of Education; requires the Department of Juvenile Services to keep specified records.
http://mlis.state.md.us/2004rs/bills/sb/sb0767t.rtf
Title: S.B. 767
Source: StateNet
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| MO | To governor 05/2004 | P-12 | Provides a student shall not be considered a drop- out or included in a school district's educational persistence ratio for accreditation purposes for being expelled for bringing a weapon to school, violent behavior or an act of violence; provides assistance to school districts as needed in adopting service-learning programs and projects; relates to investigation of alleged child abuse at a school or child care facility.
http://www.house.state.mo.us/bills041/bills/sb945.htm
Title: S.B. 945
Source: StateNet
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| KY | Signed into law 04/2004 | P-12 | Amends KRS 158.145 to require that all students who drop out of school be counted in the annual state dropout index. Amends KRS 158.6455 to specify that a student must be included in a school's annual average dropout rate if the student was enrolled in the school for at least 30 days during the school year prior to the day he or she was recorded as dropping out. Requires that a student not be counted in the school's annual average dropout rate if the student is enrolled and making satisfactory progress in a General Educational Development (GED) diploma program or if the student has dropped out of school and is awarded a GED diploma by a certain date.
Specifies that no state or federal adult education and literacy funds may be used to pay for a high school student enrolled in a GED program.
http://www.lrc.state.ky.us/RECORD/04RS/HB178/bill.doc
Title: H.B. 178
Source: www.lrc.state.ky.us
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| VA | Signed into law 04/2004 | P-12 | Creates an At-Risk Student Academic Achievement Program and fund to provide grants to public school divisions for programs to improve the achievement of at-risk students, decrease the dropout rate and increase the number of students getting advanced studies diplomas. http://leg1.state.va.us/cgi-bin/legp504.exe?ses=041&typ=bil&val=hb1013
Title: H.B. 1013
Source: StateNet
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| VA | Signed into law 04/2004 | P-12 | Deletes language defining educationally at risk students as those whose scores are in the bottom national quartile on Virginia State Assessment Program tests, and adds that educationally at risk students are those who do not pass a 3-8 Standards of Learning assessment. Deletes language allowing each school board to establish a remediation program standards committee. http://leg1.state.va.us/cgi-bin/legp504.exe?041+ful+CHAP0955
Title: H.B. 1014
Source: leg1.state.va.us
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| WA | Signed into law 03/2004 | P-12 | Provides school districts with school serving grades kindergarten through four where 25% of the students qualify for free or reduced price lunches must implement a school lunch program; provides school districts with summer academic, enrichment or remedial program where 50% of the students qualify for free or reduced price lunches must implement a summer food service program that is open to area children unless there is a compelling reason for no program.
Title: S.B. 6411
Source: StateNet
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| AR | Signed into law 02/2004 | P-12 | Determines student drop out rates. http://www.arkleg.state.ar.us/ftproot/bills/2003s2/public/HB1153.pdf
Title: H.B. 1153
Source: Arkansas Legislative Web site
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| AR | Signed into law 01/2004 | P-12 | Amends Ark. Code § 6-15-404, adds 6-15-434, 6-15-1806, 6-15-1901, 6-15-1902, 6-15-1903 .Creates the Student Assessment and Educational Accountability act of 2003; requires the establishment of a reporting system of schools' academic performance on the state-mandated criterion-referenced exam; student performance data shall be reported to parents and the public and serve as one of the components in developing a school improvement plan; beginning with the 2004-05 school year, information on the prior school year shall be published annually by October 15 and include demographic breakdowns, graduation rate, drop-out rate, transfers under the unsafe school choice option and transfers under the Public School Choice Act; annual reports must use a school rating system and performance goals.
http://www.arkleg.state.ar.us/ftproot/bills/2003s2/public/SB33.pdf
Title: S.B. 33 §§ 1, 4, 5, 6
Source: Arkansas Legislative Web site
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| CA | Signed into law 10/2003 | P-12 | Requires each outreach consultant utilized for purposes of a school- based motivation and maintenance program to possess a Dropout Prevention Specialist Certificate from a California State University. Requires a school- based motivation and maintenance program plan to include provisions for participation in specified activities organized and provided by the network of schools implementing pupil motivation and maintenance programs. Bill provisions will be inoperative on July 1, 2007, repealed as of January 1, 2008.
http://www.leginfo.ca.gov/pub/bill/asm/ab_0801-0850/ab_841_bill_20031012_chaptered.html
Title: A.B. 841
Source: California Legislative Web site
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| CA | Signed into law 09/2003 | P-12 | Revises the review day for expulsions; Provides that if a pupil completes algebra coursework in grades 7 or 8, the pupil is not exempt for the high school graduation requirement for algebra; Revises deadlines for individualized education programs; Includes other miscellaneous changes. http://www.leginfo.ca.gov/pub/bill/asm/ab_0251-0300/ab_300_bill_20030929_chaptered.html
Title: A.B. 300
Source: California Legislative Web site
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| IL | Signed into law 08/2003 | P-12 | Requires the Chicago Board of Education to establish a pilot program to prevent crime by developing guidelines to identify students at risk of committing crimes (limited to students who have engaged in serious acts of misconduct in violation of the board's policy on discipline), and require them to tour a prison to discourage criminal behavior; touring of a prison is subject to approval, in writing, of a student's parent or guardian. http://www.legis.state.il.us/legislation/fulltext.asp?DocName=&SessionId=3&GA=93&DocTypeId=SB&DocNum=1107
http://www.legis.state.il.us/legislation/publicacts/fulltext.asp?Name=093-0538
Title: S.B. 1107
Source: Illinois Legislative Web site
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| OH | Signed into law 08/2003 | P-12 | Creates the Ohio Accountability Task Force to study the state's accountability system (to make recommendations, periodically review fees for data analysis and reporting, periodically report to the department and state board, to examine the implementation of the value-added progress dimension and the reporting of performance data. Defines "graduation rate" as the ratio of students receiving a diploma to the number of students who entered ninth grade four years earlier. Students who transfer into the district are added to that calculation. Students who transfer out of the district for reasons other than dropout are subtracted from the calculation. Directs the Legislative Office of Education Oversight to conduct a study of each of the following: the academic achievement gap, (2) the provision of intervention services, (3) the Ohio Graduation Test performance of the Class of 2007, and (4) the progress of meeting the federal requirement of having only "highly qualified" teachers in core subject areas. Eliminates the requirement that certain state board rules be approved by the General Assembly prior to taking effect.
Title: H.B. 3--Section 3302.01
Source: www.legislature.state.oh.us
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| NH | Signed into law 07/2003 | P-12 | This bill establishes a dropout prevention and dropout recovery program in the department of education to provide a variety of services to high school students. The program is required to: (a) Provide and coordinate services designed to assist pupils in the successful completion of high school.
(b) Encourage individual, corporate, and state support and involvement to promote employment opportunities for New Hampshire's students.
(c) Render assistance in ensuring student placement in quality jobs with ample career opportunities.
(d) Encourage students to pursue postsecondary education by assisting in securing appropriate part-time work to accompany that education.
(e) Encourage lifelong learning by introducing students to the importance of skills training and demonstrating how learning is relevant to skills necessary in the workplace.
(f) Provide tutoring, study skills training, and instruction leading to successful completion of secondary school, including dropout prevention strategies through a school-site mentor.
(g) Provide alternative secondary school services with high academic standards.
(h) Deliver pre-employment and work maturity skill training, paid and unpaid work, work-based learning experiences that teach all aspects of industry-specific and general workplace competencies, including internships, job shadowing, and school sponsored workplace mentoring.
(i) Provide opportunities which may include community service and peer-centered activities encouraging responsibility and other positive social behaviors during non-school hours, including linking youth and adult mentoring, as appropriate.
(j) Provide support services and transitional links that assist students in the elimination of barriers.
(k) Establish an 85 percent graduation rate, and a 90 percent return to school rate as performance goals for program participants most likely to drop out. "Graduation rate" means the number of seniors who receive a diploma from a high school divided by the number enrolled in this program at such high school. "Return to school rate" means the percentage of students in grades 9-11 enrolled in the program who return to school for the next school year.
Also establishes a dropout prevention and dropout recovery oversight council. http://gencourt.state.nh.us/legislation/2003/hb0619.html
Title: H.B. 619
Source: http://gencourt.state.nh.us
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| RI | Became law without governor's signature 07/2003 | P-12 | Allocates moneys from the student equity investment fund based on each district's proportion of resident children eligible for USDA reimbursable school meals relative to the total number of eligible students statewide.
Title: H.B. 6055
Source: StateNet
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| CT | Signed into law 06/2003 | P-12 | Acknowledges and address special education needs of children in the juvenile justice system. http://www.cga.state.ct.us/asp/cgabillstatus/cgabillstatus.asp?selBillType=Bill&bill_num=6391&which_year=2003&SUBMIT.x=14&SUBMIT.y=13
Title: H.B. 6391
Source: Connecticut Legislative Web site
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| CT | Signed into law 06/2003 | P-12 | Requires the State Prevention Council to determine long-term goals, strategies and outcome measures to promote the health and well being of children and families including; early intervention strategies, an increase in healthy pregnant women and newborns, a decrease in child neglect and abuse, an increase in school-ready children, an increase in children who succeed in school, a decrease in children who are unsupervised after school and a decrease in juvenile suicide and crime. http://www.cga.state.ct.us/2003/act/Pa/2003PA-00145-R00SB-00886-PA.htm
Title: S.B. 886
Source: Connecticut Legislative Web site
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| GA | Signed into law 06/2003 | P-12 | Relates to child abuse and deprivation records; permits the Department of Human Resources to share access to child abuse records and release information from such records to the Office of School Readiness, includes principals, guidance counselors, school social workers or school psychologist; provides that counseling records are confidential and may not be disclosed to any unauthorized person. http://www.legis.state.ga.us/legis/2003_04/sum/sb201.htm
Title: S.B. 201
Source: Georgia Legislative Web site
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| NH | Signed into law 06/2003 | P-12 | Establishes a committee to study methods to prevent or reduce the high school dropout rate.
Title: S.B. 116
Source: StateNet
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| TX | Vetoed 06/2003 | P-12 | Having high school dropout rates affects the Texas economy and decreases not only the state's future tax revenues but also its ability to attract new business. Some believe that Texas' method of reporting dropouts has obscured the dropout problem, resulting in the loss of federal grants for certain school districts. C.S.H.B. 1518 requires the Texas Education Agency (TEA) to evaluate the accelerated instruction program and to include an analysis of the effectiveness of each dropout reduction program. This bill also requires TEA to collect and report dropout and
school completion data and requires the legislative budget board, the office of the state auditor, and the comptroller to review TEA's standards and definitions for dropouts and students completing school. C.S.H.B. 1518 requires the commissioner of education (commissioner) to adopt rules under which the commissioner must grant a one-year exemption from audits related to state compensatory education to a school district that consistently achieves significant reductions in dropout rates, but prohibits the commissioner from granting an exemption to a district that
does not make consistent significant progress in reducing its dropout rate. (From Bill Analysis, Senate Research Center) http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=78&SESS=R&CHAMBER=H&BILLTYPE=B&BILLSUFFIX=01518&VERSION=5&TYPE=B
Title: H.B. 1518
Source: http://www.capitol.state.tx.us
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| TX | Signed into law 06/2003 | P-12 | Authorizes each school district to provide a mentoring services program to students at risk of dropping out of school. The bill requires a district that provides a mentoring services program using compensatory education funds to meet standards adopted by the governor under the mentoring initiative established by the governor. The bill requires the board of trustees of the district to obtain the consent of a student's parent or guardian before allowing the student to participate in the program. The bill authorizes the board of trustees of the district to arrange for any public or private community-based organization to come to the district's schools and implement the program. The bill authorizes funds allocated under Section 42.152 to be used to fund a district's mentoring services program. (Committee Analysis Report) http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=78&SESS=R&CHAMBER=S&BILLTYPE=B&BILLSUFFIX=00016&VERSION=5&TYPE=B
Title: S.B. 16
Source: http://www.capitol.state.tx.us
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| TX | Signed into law 06/2003 | P-12 | Requires the commissioner to develop a process for auditing school district dropout records electronically. The commissioner must also develop a system and standards for review of the audit or use systems already available at the agency. The system must be designed to identify districts that are at high risk of having inaccurate dropout records and that, as a result, require on-site monitoring of dropout records. If the electronic audit of a district's dropout records indicates that a district is not at high risk of having inaccurate dropout records, the district may not be subject to on-site monitoring under this subsection. If the risk-based system indicates that a district is at high risk of having inaccurate dropout records, the district is entitled to an opportunity to respond to the commissioner's determination before on-site monitoring may be conducted. The district must respond not later than the 30th day after the date the commissioner notifies the district of the commissioner's determination. If the district's response does not change the commissioner's determination that the district is at high risk of having inaccurate dropout records or if the district does not respond in a timely manner, the commissioner shall order agency staff to conduct on-site monitoring of the district's dropout records. Rules must ensure that the Public Education Information Management System links student performance data to other related information for purposes of efficient and effective allocation of scarce school resources, to the extent practicable. Allows the use of compensatory funds for at risk or drop-out prevention programs but requires oversight of those districts with potential mis-use of funds. http://www.capitol.state.tx.us/tlo/78R/billtext/SB00894F.HTM
Title: S.B. 894
Source: http://www.capitol.state.tx.us
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| TX | Signed into law 06/2003 | P-12
Postsec.
Community College | Requires districts to analyze information related to dropout prevention. Sec. 29.908. MIDDLE COLLEGE EDUCATION PILOT PROGRAM requires: (a) The commissioner shall establish and administer a middle college education pilot program for students who are at risk of dropping out of school or who wish to accelerate high school completion. If a district has been rated as academically unacceptable for a period of two years or more due to the district's dropout rates, impose sanctions designed to improve high school completion rates, including: (A) ordering the development of a dropout prevention plan for approval by the commissioner; (B) restructuring the district or appropriate school campuses to improve identification of and service to students who are at risk of dropping out of school; (C) ordering lower student-to-counselor ratios on school campuses with high dropout rates; and (D) ordering the use of any other intervention strategy effective in reducing dropout rates, including mentor programs and flexible class scheduling. Also, Sec. 130.0012. PILOT PROJECT: BACCALAUREATE DEGREE PROGRAMS requires: (a) The Texas Higher Education Coordinating Board to establish a pilot project to examine the feasibility and effectiveness of authorizing public junior colleges to offer baccalaureate degree programs in the fields of applied science and applied technology. http://www.capitol.state.tx.us/tlo/78R/billtext/SB00976F.HTM
Title: S.B. 976
Source: http://www.capitol.state.tx.us
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| CO | Signed into law 05/2003 | P-12 | Allows the court to order a student with an individual education program to comply with this program as a condition of probation. The court must take into account the juvenile's intellectual functioning, adaptive behavior and emotional behaviors associated with his/her disability. http://www.leg.state.co.us/2003a/inetcbill.nsf/fsbillcont/6FEE0BD67084DDEE87256C9200612869?Open&file=1025_enr.pdf
Title: H.B. 1025
Source: Colorado Legislative Web site
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| IN | Signed into law 05/2003 | P-12 | Provides that a student who is expelled from a charter school is subject to the same requirements for enrollment in another school corporation as a student who is expelled from a public school or required to separate from a nonpublic school or a school in a state other than Indiana. http://www.in.gov/serv/lsa_billinfo?year=2003&request=getBill&docno=186
Title: S.B. 186
Source: Indiana Legislative Web site
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| MD | Signed into law 05/2003 | P-12 | Defines "informal kinship care" as a child who is not under the care or custody of social services living with a relative due to serious family hardship. Defines "serious family hardship." Requires a district receiving a child living in an informal kinship care situation to receive an appropriate education and include the child into its FTE enrollment. Except under certain circumstances, the district the child left must pay the receiving district the local current per-pupil expense in the sending district or receiving district, whichever is less. If the child is disabled, the sending district must pay the receiving district three times the local current per-pupil expense of the sending or receiving district, whichever is less. If the child is disabled and needs a nonpublic educational program, the sending district must pay. Requires every receiving district to give the state superintendent the name of every child in an informal kinship care relationship in its district, and make a preliminary determination of the sending district responsible for each child in informal kinship care. Establishes system by which sending district determined to be financially responsible may appeal that determination to the state superintendent within 30 days of mailing of notification by receiving agency to state superintendent. Superintendent has authority to make final determination on sending district's financial responsibility.
Requires a county superintendent to allow a child living in informal kinship care to attend school in the superintendent's district upon submission of a sworn affidavit from the relative providing informal kinship care. Specifies the required content and form of the sworn affidavit. Specifies that the parent or legal guardian of a child in an informal kinship care relationship has final decisionmaking authority on the child's educational needs. Specifies data that districts are required to report to the department on or before September 1, 2003 regarding family hardship waivers.
Title: S.B. 32
Source: StateNet
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| MD | Signed into law 05/2003 | P-12 | Defines "residential child care program" and specifies that group homes, alternative living units and emergency shelter care are classified as such. Requires a licensed operator of a residential child care program who receives state funding and who has legal custody of a child at least 5 but less than 16 to enroll the child in the school system in which the program is located, unless the program runs an approved educational program in accordance with the licensing regulations for the residential child care program. Also requires the operator to expeditiously start and monitor the transfer of the child's academic records, to ensure that the records are transferred to the school the child will attend while living at the program. Allows an operator to ask for a meeting with the child's teachers, and requires the operator to meet the child's teachers when enrolling the child and at any other time the school or teacher requests. Requires the operator to sign the child's report card, make sure the report card is returned to school, and keep a copy of the report card in the child's case record. Requires the department licensing the group home to inform any relevant group home of these requirements. http://mlis.state.md.us/2003rs/bills/sb/sb0178e.rtf
Title: S.B. 178
Source: mlis.state.md.us
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| NV | Signed into law 05/2003 | P-12 | The governing body of a regional training program may facilitate and coordinate access to information by teachers and administrators concerning issues related to suicide among pupils. Such information must be offered for educational purposes only. Receipt of or access to information does not create a duty for any person in addition to those duties otherwise required in the course of his employment.
Title: S.B. 36
Source: Nevada Legislative Web Site
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| TN | Signed into law 05/2003 | P-12 | Revises the criteria for determining at-risk children for pre-school and early learning programs from those "who live below the poverty line determined pursuant to 42 U.S.C. Section 9847" to those "who meet eligibility requirements identical to those met by school age children
qualifying for free and reduced lunch pursuant to 42 U.S.C. Section 1771. http://www.legislature.state.tn.us/bills/currentga/BILL/SB1975.pdf
Title: S.B. 1975
Source: http://www.legislature.state.tn.us
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| TN | Signed into law 05/2003 | P-12 | Creates a special joint committee to study public school dropout rates in Tennessee. This special joint committee, consisting of 5 Representatives and 5 Senators, shall reports its findings and recommendations no later than February 1, 2004, at which time the
committee shall cease to exist.
Title: H.J.R. 19
Source: http://www.legislature.state.tn.us
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| TX | Signed into law 05/2003 | P-12 | Requires dropout rates, including dropout rates and district completion rates for grade levels 9 through 12, be computed in accordance
with standards and definitions adopted by the National Center for Education Statistics of the United States Department of Education. The
bill adds to the list of indicators high school graduation rates, computed in accordance with standards and definitions adopted in compliance with the federal No Child Left Behind Act. (Bill Analysis, House Committee) http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=78&SESS=R&CHAMBER=S&BILLTYPE=B&BILLSUFFIX=00186&VERSION=5&TYPE=B
Title: S.B. 186
Source: http://www.capitol.state.tx.us
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| AZ | Signed into law 04/2003 | P-12 | Requires student level data for the Student Accountability Information System (SAIS) to include reasons for a withdrawal, if provided by the pupil or the parent or guardian of the pupil. The Arizona Department of Education must include data relating to students who withdraw from school due to pregnancy or being a biological parent of a child. The ADE must adopt guidelines for removing outdated confidential information from SAIS. http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=SB1238
Title: S.B. 1238
Source: Arizona Legislative Web site
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| CO | Signed into law 04/2003 | P-12 | Concerns a juvenile's right to counsel at proceedings under the School Attendance Law of 1963. http://www.leg.state.co.us/2003a/inetcbill.nsf/fsbillcont/C38AB5E15B8915CF87256CAB000098EF?Open&file=1226_enr.pdf
Title: H.B. 1226
Source: Colorado Legislative Web site
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| NM | Signed into law 04/2003 | P-12 | Relates to juveniles; authorizes public support for public-private partnerships to develop after-school and other prevention programs for the youth of New Mexico; provides for fund distribution.
Title: H.B. 700
Source: StateNet
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| CO | Signed into law 03/2003 | P-12 | Concerns the continuation of the statewide pilot program for teen pregnancy and dropout prevention. http://www.leg.state.co.us/2003a/inetcbill.nsf/fsbillcont/2909E7C05A4AB41187256C87004DB7AE?Open&file=1028_enr.pdf
Title: H.B. 1028
Source: Colorado Legislative Web site
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| MS | Signed into law 03/2003 | P-12 | Requires the department to annually report graduation and dropout rates to the legislature in terms of grades 7-12 and grades 9-12 cohort groups, both by district and statewide. http://billstatus.ls.state.ms.us/documents/2003/html/HB/0800-0899/HB0859SG.htm
Title: H.B. 859
Source: billstatus.ls.state.ms.us
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| WV | Adopted 11/2002 | P-12 | Provides a process for the establishment of a more formal method to fund programs that strengthen student learning ability as required by House Bill 4022 adding W.Va. Code 18-2-35. See H.B. 4022 (in this database) for more information. WEST VIRGINIA REG 4193 (SN)
Title: Policy 8350 --Title 126, Series 208
Source: StateNet
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| CA | Signed into law 09/2002 | P-12 | States the intent of the Legislature that federally- funded 21st Century Community Learning Centers complement the existing Before and After School Learning and Safe Neighborhoods Partnerships Program by utilizing existing funding provided under that program to provide local flexibility needed to implement the federal program through direct grants. Provides funds will be allocated on a priority basis to certain community learning centers.
Title: S.B. 1478
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 09/2002 | P-12 | Adds disciplinary rules and regulations and retention and promotion policies to the list of things about which parents have a right to be informed and if their child is at risk of retention and of their right to consult with personnel responsible for such decision. Provides a parent or guardian's lack of English fluency does not preclude them from exercising the rights guaranteed. Requires reasonable steps to be taken to notify these parents or guardians.
Title: S.B. 1595
Source: Lexis-Nexis/StateNet
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| NC | Signed into law 09/2002 | P-12
Community College | Directs the state board to improve the state's tracking of dropout data; encourages the concurrent enrollment of state technical high schools, career centers, and community colleges; directs the Joint Legislative Education Oversight Committee to study the correlation between the compulsory attendance age and dropout rates, and the fiscal and instructional accountability of local school administrative units; relates to teacher renewal credits. Encourages local boards to adopt policies that require superintendents to assign to the core academic course, in 7th through 9th grades, teachers who have at least four years' teaching experience and who have received within the last three years an overall rating on a formal evaluation that is at least above standard. http://www.ncga.state.nc.us/html2001/bills/AllVersions/Senate/S1275vr.html
Title: S.B. 1275
Source: http://www.ncga.state.nc.us
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| NY | Vetoed 07/2002 | P-12 | Provides that correctional facilities shall coordinate the enrollment of a consenting child in the transitional program for post release services of the school district in which the facility is located; provides that the school district's transitional program for post release services may be provided for six months beyond release.
Title: S.B. 1893
Source: Lexis-Nexis/StateNet
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| GA | Signed into law 05/2002 | P-12 | Changes the method for calculating funding for certain after-school programs for students who have previously dropped out of school and students who have previously failed courses in a regular day time school; provides for related matters. http://www.legis.state.ga.us/Legis/2001_02/fulltext/sb384.htm
Title: S.B. 384
Source: Lexis-Nexis/StateNet
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| MD | Signed into law 05/2002 | P-12 | Establishes sales and use tax on telecommunications service in Prince George's County. Net proceeds from the revenue must be used only as supplemental funds for the operation of the Prince George's County School System. The board must consider using such funds for the provision of a program for at-risk or low-performing students in grades 6-12 that meets specified criteria; and a Spanish language immersion program for at least 450 pupils in grades K-5. http://mlis.state.md.us/2002rs/bills/hb/hb0949e.rtf
Title: H.B. 949
Source: mlis.state.md.us
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| NH | Signed into law 05/2002 | P-12 | Modifies the formula for calculating the portion of the adequate education grant based on free and reduced-price lunches.
Title: S.B. 140
Source: Lexis-Nexis/StateNet
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| NH | Signed into law 05/2002 | P-12 | Clarifies the right to public education for children of homeless families; establishes a committee to study requirements regarding the legal residency of homeless children in certain educational and institutional settings; relates to appeals regarding change of school or assignment.
Title: S.B. 321
Source: Lexis-Nexis/StateNet
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| IA | Signed into law 04/2002 | P-12 | Adds one nonvoting student member to state board, making total board membership 10, provides for application process and appointment of student member. Also requires school districts and nonpublic schools to report number of ninth graders who do not graduate from the school or school district, as well as the number of students who are tested on multiple assessment measures to determine student achievement levels, and the percentage of students who are so tested annually. Requires the board to develop and adopt uniform definitions consistent with the federal No Child Left Behind Act of 2001 and any federal regulations adopted pursuant to the federal Act. Permits department to conduct school site visits of accredited schools and districts on as-needed basis. Addresses conditions of employment of Superintendent staff. Addresses procedures in open enrollment law. Renders provision of school breakfast programs optional rather than mandatory. Modifies section addressing parental reimbursement for nonpublic school pupil transportation. Regulates the provision of textbooks to students in accredited nonpublic schools. Modifies requirements for school bus drivers' licenses. Establishes a conservation education program board and the duties of said board. http://www.legis.state.ia.us/GA/79GA/Legislation/HF/02500/HF02515/Current.html
Title: H.B. 2515
Source: www.legis.state.ia.us
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| NM | Signed into law 03/2002 | P-12 | Changes the calculation of the at-risk index used to determine additional program units, to assist students to reach their full academic potential.
Title: S.B. 61
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 01/2002 | P-12 | Any minor who is required to be reported as a truant may be required to attend makeup
classes conducted on one day of a weekend and is subject to the following: (a) The first time a truancy report is required, the pupil may be personally given a written warning by any peace officer specified in Section 830.1 of the Penal Code. A record of the written warning may be kept at the school for a period of not less than two years, or until the pupil graduates, or transfers, from that school. If the pupil transfers, the
record may be forwarded to any school receiving the pupil's school records. A record of the written warning may be maintained by the law enforcement agency in accordance with that law enforcement agency's policies and procedures. (b) The second time a truancy report is required within the same school year, the pupil may be assigned by the school to an afterschool or weekend study program located within the same county as the pupil's school. If the pupil fails to successfully complete the assigned study program, the pupil shall be subject to subdivision (c).
(c) The third time a truancy report is required within the same school year, the pupil shall be classified a habitual truant and may be referred to, and required to attend, an attendance review board or a truancy mediation program. If the district does not have a truancy mediation program, the pupil may be required to attend a comparable program deemed acceptable by the school district's attendance supervisor. If the pupil does not successfully complete the truancy mediation program or other similar program, the pupil shall be subject to subdivision (d).
(d) The fourth time a truancy is required to be reported within the same school year, the pupil shall be within the jurisdiction of the juvenile court which may adjudge the pupil to be a ward of the court pursuant to Section 601 of the Welfare and Institutions Code. If the pupil is adjudged a ward of the court, the pupil shall be required to do one or more of the following:
(1) Performance at court-approved community services sponsored by either a public or private nonprofit agency for not less than 20 hours but not more than 40 hours over a period not to exceed 90 days, during a time other than the pupil's hours of school attendance or employment. The probation officer shall report to the court the failure of the pupil to comply with this paragraph.
(2) Payment of a fine by the pupil of not more than one hundred dollars ($100) for which a parent or guardian of the pupil may be jointly liable.
(3) Attendance of a court-approved truancy prevention program.
(4) Suspension or revocation of driving privileges. This subdivision shall apply only to a pupil who has attended a school attendance review board program, a program operated by a probation department acting as a school attendance review board, or a truancy mediation program.
Title: A.B. 804
Source: California Legislative Web Site
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| NC | Signed into law 12/2001 | P-12 | Adds section concerning students who have been placed at risk of academic failure. Requires that schools identify students who have been placed at risk for academic failure. Stipulates that identification should occur as early as can be reasonable done and can be based on grades, observations, state assessments and other factors that impact student performance that teachers and administrators consider appropriate, without having to await the results of end-of-grade or end-of-course tests. At the beginning of the school year, a personal education plan must be developed for any student not performing at least at grade level, as identified by the state end-of-grade test. Parents are to be included in the implementation and ongoing review of personal education plans. Older language also stipulates that focused intervention and accelerated activities should include research-based best practices that meet the needs of students and may include coaching, mentoring, tutoring, summer school, Saturday school, and extended days. Requires local school administrative units to provide these activities free of charge to
students and provide transportation free of charge to all students who need it.
Title: S.B. 1005 -- Sec. 28.17(e), 115C-105.41
Source: Statutes
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| CA | Signed into law 08/2001 | P-12 | Chapter No.187, Extends the effective date of provisions authorizing school districts to establish an alternative education and work center for dropouts. Reenacts inactive provisions relating to educational clinics. Authorizes certification of educational clinics that recruit or receive referral of high school dropouts, provide instruction in basic academic skills, provide employment or reentry orientation, operate on a clinical client-centered basis and conduct courses of instruction.
Title: A.B. 844
Source: Lexis-Nexis/StateNet
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| IL | Signed into law 06/2001 | P-12 | Makes changes to the definition of student at risk of academic failure; defines alternative educational opportunities for at-risk students to receive a General Education Diploma (GED).
Title: H.B. 1096
Source: Lexis-Nexis/StateNet
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| LA | Signed into law 06/2001 | P-12 | , Provides for completion of educational courses, including a General Education Development course, or other programs offered at juvenile facilities.
Title: H.B. 1638
Source: Lexis-Nexis/StateNet
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| LA | Signed into law 06/2001 | P-12 | Authorizes youth development and assistance programs for elementary students at risk of having disciplinary problems; requires parental involvement in such programs.
Title: S.B. 1035
Source: Lexis-Nexis/StateNet
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| LA | Signed into law 06/2001 | P-12 | Establishes a program of suicide prevention in public schools.
Title: S.B. 792
Source: Lexis-Nexis/StateNet
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| TX | Signed into law 06/2001 | P-12 | Texas law defines a "student at risk of dropping out of school" by age
rather than grade level for students in grade levels higher than seventh
grade. This definition is used in determining portions of a school
district's funding. S.B. 702 expands the definition of "student at risk of
dropping out of school," and sets forth guidelines for administering and
funding of a compensatory and accelerated instruction program in public
schools.
Title: S.B. 702
Source: http://www.senate.state.tx.us/
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| FL | Vetoed 05/2001 | P-12 | Relates to prevention of learning problems in young children; authorizes a demonstration program to be called Learning Gateway; creates a steering committee; provides for membership and appointment of steering committee members; establishes duties of the steering committee; authorizes demonstration projects in 3 counties; authorizes designed agencies to share confidential information related to the program.
Title: S.B. 1018
Source: Lexis-Nexis/StateNet
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| OK | Signed into law 05/2001 | P-12 | States that each urban school district as defined in Section 1210.568 of this title and as identified as having a high population of elementary grade students who are at-risk and in need of alternative education shall expand the annual student needs assessment and alternative education to include a needs assessment and education plan for such students; delays implementation of this section until the current expenditure per pupil in average daily attendance in public elementary and secondary schools in unadjusted dollars for the 1998-99 school year or any school year thereafter for Oklahoma, as reported by the National Center for Education Statistics annually in the Digest of Education Statistics, reaches at least 90% of the regional average expenditure for that same year, and funds are provided.
Title: H.B. 1499 Multiple Components for At-Risk Elementary Students
Source: Oklahoma Legislative Web Site
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| OK | Signed into law 05/2001 | P-12 | Alternative Approaches grants are to be targeted at school districts located in counties with a high number of dropouts for the school year preceding the year for which the grant is being sought, and a high number of referrals to the juvenile justice system, or to a nonprofit organization or entity formed by an interlocal cooperative agreement in those districts. To be eligible for a High Challenge grant, a program must meet research-based criteria set by the state department. The Alternative Approaches Technical Assistance Center is required to provide the department with research and recommendations on effective programming for high-challenge children; limits Alternative Approaches grants for alternative education to middle-grade level alternative schools provided by a school district and to secondary-grade level programs provided pursuant to a contract with a nonprofit organization.
Title: H.B. 1460
Source: Oklahoma Legislative Web Site
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| GA | Signed into law 04/2001 | P-12
Postsec. | Act No. 29., Relates to elementary and secondary education; creates early intervention programs for kindergarten, primary grades, and upper elementary grades, in place of the special instructional assistance program to assist students with certain identified developmental deficiencies; relates to postsecondary education; changes the eligibility requirements for HOPE scholarships for seniors attending private postsecondary institutions.
Title: H.B. 656
Source: Lexis-Nexis/StateNet
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| NM | Vetoed 03/2001 | P-12 | Relates to public school finance; changes the calculation of the at-risk index to determine additional program units.
Title: H.B. 49
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 02/2001 | P-12 | Teacher proficiency; continuing contract status. Provides that any teacher hired on or after July 1, 2001, will be required, as a condition of achieving continuing contract status, to have successfully completed training in instructional strategies and techniques for intervention for or remediation of students who fail or are at risk of failing the Standards of Learning assessments. Local school divisions will be required to provide the training at no cost to teachers employed in their division. In the event a local school division fails to offer the training in a timely manner, no teacher will be denied continuing contract status for failure to obtain such training. This bill is identical to SB 1304.
Title: H.B. 2514
Source: http://hod.state.va.us/welcome.htm
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| NJ | Signed into law 11/2000 | P-12 | Relates to State aid for school districts with concentrations of low-income pupils; establishes minimum period of school district eligibility for early childhood and demonstrably effective program aids; provides budget cap exclusion for demonstrably effective program aid.
Title: S.B. 838
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 09/2000 | P-12 | Increases the apportionment for purposes of the High-Risk Youth Education and Public Safety Program. Increases the multipliers for high-risk first-time offenders and for transitioning high-risk youths. Requires the reduction in the apportionment received by a county office of education take place at the final apportionment for the 5th year of program operation, as specified.
Title: S.B. 2196
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 09/2000 | P-12 | Authorizes the Adjutant General to develop, establish, and operate the Turning Point Academy for the purpose of providing a comprehensive and meaningful military academy experience for minors residing in California 15 years or older who have committed a firearms-related offense at school or a school activity off school grounds. Consists of an intensive program of treatment, physical training, education, drug screening and counseling for eligible wards of juvenile court.
Title: S.B. 1542
Source: Lexis-Nexis/StateNet
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| CA | Vetoed 09/2000 | P-12 | Relates to services to pupils. Requires the governing board of each school district and the county superintendent of schools, as part of the process of making the application for participation in the free or reduced-price meal program available, to also include a request form that parents may use to request information concerning the Medi-Cal program and the Healthy Families Program.
Title: A.B. 1735
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 09/2000 | P-12 | Chapter No. 313, Permits the Employment Development Department to contract with a specified, nonprofit organization meeting specified criteria to manage grant programs designed to help eligible at-risk youth complete their secondary education and acquire the skills necessary to successfully transition into the workforce or enroll in postsecondary education.
Title: A.B. 2827
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 08/2000 | P-12 | Relates to existing law which states the intent of the Legislature to establish a comprehensive, continuous, community-linked, and school-based program, to be known as the Cal-SAFE Program, that focuses on youth development and dropout prevention for pregnant and parenting pupils and on child care and development services for their children.
Title: S.B. 541
Source: Lexis-Nexis/StateNet
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| IA | Signed into law 05/2000 | Postsec.
Community College | Provides supplementary weighting for funding and for determining enrollment in school districts involved in district-to-district or district-to-community college sharing programs and at-risk programs.
Title: H.B. 2496
Source: Lexis-Nexis/StateNet
| |
| ME | Signed into law 05/2000 | P-12 | (LD 1623)Establishes the Children in Need of Services Program; provides for a safety plan consisting of housing, medical care, nutritional care and education for children 15 years of age and under who have been determined to be in need of supervision.
Title: H.B. 1138
Source: Lexis-Nexis/StateNet
| |
| WI | Signed into law 05/2000 | P-12 | Changes names of program from children at risk to "children at risk of not graduating from high school." Changes definition to "at risk of not graduating from high school because they failed the high school graduation exam," are dropouts, or are 2 or more of the following: one or more years behind their age group in the number of high school credits attained; two or more years behind their age group's basic skills levels; habitual truants; parents; adjudicated delinquents; or eighth-graders who scores are below certain basic level or who failed to be promoted to 9th grade.
Title: S.B. 241
Source: Lexis-Nexis/StateNet
| |
| AZ | Signed into law 04/2000 | P-12 | Requires the Department of Education to establish an AIMS Intervention and Dropout Prevention Program; requires Department of Education to establish an Arizona Instrument to Measure Standards Intervention and Program and to develop the Program's procedure and guidelines; establishes requirements for the service providers to receive monies for participation in the program.
Title: H.B. 2405
Source: Lexis-Nexis/StateNet
| |
| KY | Signed into law 04/2000 | P-12 | Requires the Kentucky Department of Education to establish and implement a comprehensive statewide strategy to provide assistance to local districts and to address the dropout problem; allocates funds.
Title: H.B. 77
Source: Lexis-Nexis/StateNet
| |
| VA | Signed into law 02/2000 | P-12 | Relates to public school enrollment of homeless pupils; revises various statutes addressing evidence of residence in the school division for public school enrollment; adds persons lacking a fixed, regular, and adequate nighttime residence and having a primary residence located within a school division, to those persons deemed to reside in a school division.
Title: S.B. 147
Source: Lexis-Nexis/StateNet
| |
| VA | Signed into law 02/2000 | P-12 | Creates the Office of Comprehensive Services for At-risk Youth and Families, under the lead of the Secretary of Health and Human Resources; assumes the responsibilities of the State Management Team to develop programs and fiscal policies that promote and support cooperation and collaboration in the provision of services at the State and local levels to troubled and at-risk youth and their families.
Title: H.B. 1510
Source: Lexis-Nexis/StateNet
| |
| LA | Signed into law 07/1999 | P-12 | Extends the termination date of the In-School Intervention Pilot Program.
Title: H.B. 2067
Source: Lexis-Nexis/StateNet
| |
| LA | Signed into law 06/1999 | P-12 | Requires approved private schools and other approved programs to notify public schools of the enrollment of students who leave public school in grades seven through 12.
Title: S.B. 252
Source: Lexis-Nexis/StateNet
| |
| TX | Signed into law 06/1999 | P-12 | Relates to the provision of private community-based dropout recovery education programs to provide alternative education programs for students at risk of dropping out of school.
Title: S.B. 1784
Source: Lexis-Nexis/StateNet
| |
| TX | Signed into law 06/1999 | P-12 | Relates to the administration of certain programs for at-risk children and their families; provides for implementing and managing programs designed to provide early intervention or prevent at-risk behaviors that lead to child abuse, delinquency, running away, truancy and dropping out of school.
Title: S.B. 1574
Source: Lexis-Nexis/StateNet
| |
| FL | Signed into law 05/1999 | P-12 | School improvement plans are required to include specific safety and discipline strategies. Required dropout prevention programs to employ diagnostic and assessment procedures. The educational program must provide character and law education, along with curricula and related services. Dropout prevention programs are expanded to include eligible students in grades 1 through 3. Department will provide one-year startup grants for districts seeking partnerships with private nonprofit or for-profit providers or public entities to start second chance schools. Students seeking to reenter traditional schools must complete a character education program and demonstrate preparedness to reenter rather than have an evaluation by district personnel. Adds a provision that a child cannot be labeled as a potential dropout by being from a single parent family. Requires notification of parent prior to placement of student in academic intervention program. Principals must ensure the accuracy and timeliness of all school reports and provide staff training opportunities in addition to other duties. Principals who fail are ineligible for performance pay incentives.
Title: H.B. 751
Source: Academic Excellence Council 1999 End-of-Session Report
| |
| FL | Signed into law 05/1999 | P-12 | Adopts new graduation and cohort graduation rates and study, which may include a 5-year rate as well as a 4-year rate. Beginning with the 2001-2002 school year, a school's performance grade category designation shall be based on performance data that includes the cohort graduation rate.
Title: H.B. 751
Source: Academic Excellence Council 1999 End-of-Session Report
| |
| AR | Signed into law 03/1999 | P-12 | Continues the unwed birth and teenage pregnancy prevention program.
Title: S.B. 787
Source: Lexis-Nexis/StateNet
| |
| VA | Signed into law 03/1999 | P-12 | Creates the Navigator Laboratory Program to provide a model for school divisions to explore innovative options and creative instructional programs for the education of secondary school students within the same facility who are educationally at-risk, assigned to the regular instruction program, identified as gifted or talented, over-age students, students with special needs, students enrolled in vocational or technical education programs and students that have been suspended.
Title: S.B. 1263
Source: Lexis-Nexis/StateNet
| |
| VA | Signed into law 03/1999 | P-12 | Requires licensed school personnel who have reason to believe that a student is considering suicide to immediately contact at least one of the student's parents to ask whether the parent is aware of the student's mental state and whether the parent wishes to or already has obtained counseling for the student; provides that parental contact will not be made if the student indicates parental abuse as the reason for contemplating suicide.
Title: S.B. 1250
Source: Lexis-Nexis/StateNet
| |
| NJ | Died 06/1998 | P-12 | Provides that remedial programs for nonpublic school students may be held on the premises of the nonpublic school.
Title: A.B. 3194
Source:
| |
| NE | Died 05/1998 | P-12 | Purposes several factors affect the student dropout rate in Nebraska; purposes of this study is to investigate the dropout rate in Nebraska schools; factors which influence that rate; means which may be utilized to lower the dropout rate in Nebraska Schools; appropriates alternatives for students who have dropped out; requires alternative schools, classes, and educational programs; determines how at-risk students should be counted.
Title: LR 137 Prevention of At-Risk Dropouts
Source: Lexis-Nexis/StateNet
| |
| IA | Signed into law 04/1998 | P-12 | Adds services funded by Title I of the federal Elementary and Secondary Education Act of 1965 to the list of which may be provided to nonpublic school students on nonpublic school premises.
Title: S.B. 2348
Source: Lexis-Nexis/StateNet
| |
| KY | Signed into law 04/1998 | P-12 | Eliminates the sixty (60) day notification and waiting period prior to a student between the ages and eighteen being able to withdraw from school; requires that a student who has dropped out and enrolled in a home school and who requests reinstatement of a driver's license show proof to the public school administrator that the academic deficiencies the student had while enrolled in public school have been corrected.
Title: H.B. 900
Source: Lexis-Nexis/StateNet
| |
| TN | Signed into law 05/1997 | P-12 | Requires Commissioner of Education to annually report certain information pertaining to student suspensions, expulsions and dropouts; requires certain local education agencies to develop and implement plans of action to reduce number of African American dropouts.
Title: S.B. 405 Student Information Reporting; Dropout Reduction
Source: Lexis-Nexis
| |
| MD | Died 04/1997 | P-12 | Establishes a New Targeted Poverty Grant Program; provides for grants to the counties and Baltimore City for students living in poverty; requires the money to be used to improve educational performance and academic acievement of schools with students living in poverty; improves the management and administration of schools with students inving in poverty; implements other improvements that directly support improved classroom instrucation.
Title: H.B. 1058 Poverty Grant Program
Source: Lexis-Nexis/StateNet
| |
| MS | Died 02/1997 | P-12 | Establishes the Motivating Parents and Children (M.P.A.C.) pilot program for school districts aimed at children-at-risk.
Title: S.B. 2215 Motivating Parents and Children Pilot Program for At-Risk
Source: Lexis-Nexis/StateNet
| |
| CA | Signed into law 09/1996 | P-12 | Appropriates $2,250,000 from the general Fund to the Superintendent of Public Instruction for the 1996-97 fiscal year only, for allocation to the L.A.Unified School District for the purpose of providing an early intervention program for at-risk pupils in grades 6 to 8, inclusive, who are otherwise otherwise eligible to be served by community day schools.
Title: A.B. 2895 Program for At-Risk Pupils
Source: Lexis-Nexis/StateNet
| |
| MD | Active 06/1996 | P-12 | Prevention and early intervention services for young parents and their children from birth to age 3. Centers located in neighborhoods with high concentrations of adolescent pregnancy, poverty and unemployment. Currently 15 centers housed in schools, churches and social service organizations. In 1992, 93% of children from birth to age 5 using Family Support Centers had up-to-date immunizations, compared with 56% statewide. Of the estimated 361 parenting teens under age 19 who came to the centers, only 24 had repeat pregnancies. In 1991, program was awarded the Innovations in State and Local Government Award by the Ford Foundation and the JFK School of Government.
Title: Family Support Centers
Source: NGA Press Release 9-23-93
| |
| MI | Died 04/1996 | P-12 | A school district shall provide special assistance to each pupil enrolled in the school district who is eligible for purposes of allocating federal funds under chapter 1 of the Hawkins-Stafford Elementary and Secondary School Improvement Amendments of 1988, Public Law 100-297 or who is at risk of falling seriously behind others of his or her age level in learning or in danger of being expelled or of not advancing in grade level with pupils of his or her age level as defined by department rule. A school district shall avoid removing a pupil described in this section from his or her core curriculum or other regular classroom courses in order to provide the special assistance.
Title: H.B. 5767 Remedial Instruction
Source: Lexis-Nexis/StateNet
| |
| MS | Passed 04/1996 | P-12 | (Effective: 05/03/96) Requires school districts to spend no less than 80% on annual Title 1 budgets at participating school sites, in order to improve school environments to enable children to succeed. Provides children greater opportunities for success, by directing more money to programs that directly touch children's education.
Title: Requiring School Districts to Spend No Less Than 80% on Annual Title 1 Budgets
Source: Lexis-Nexis/StateNet
| |
| ID | Signed into law 03/1996 | P-12 | Limits a teacher's or school district's duty to warn of a student's suicidal tendencies or of the possible injury of a student by another student.
Title: H.B. 598 Limitation of suicidal tendency and possible injury warnings
Source: Lexis-Nexis/StateNet
| |
| GA | Died 02/1996 | P-12 | Provides that a 16 year old shall be tried as an adult if he or she has dropped out of school and committed a crime.
Title: H.B. 1824 Dropouts Tried As Adults
Source: Lexis-Nexis/StateNet
| |
| MS | Passed 09/1995 | P-12 | (Effective: 10/20/95) Concerns reallocation procedure for Federal Compensatory Education Funds.
Title: Reallocation Procedure for Federal Compensatory Education Funds
Source: Lexis-Nexis/StateNet
| |
| AR | Passed 07/1995 | P-12 | (Effective: 07/21/95) Establishes funding levels for the various At Risk Programs, to establish funding formulas for the At Risk Programs and to prescribe program requirements for these programs.
Title: Funding Levels for At Risk Programs
Source: Lexis-Nexis/StateNet
| |
| CA | Signed into law 04/1995 | P-12 | (Effective: 04/21/95) Requires the State Department of Education to provide additional information and financial assistance to schools in which 30% or more of the school enrollment consists of children who have applied and qualify for free and reduced-price meals.
Title: S.B. 59 Financial Assistance to Children Who are At Risk of Dropping Out
Source: Lexis-Nexis/StateNet
| |
| AR | Signed into law 03/1995 | P-12 | Establishes the Intervention and Prevention Grant Program for at-risk Arkansas school children.
Title: S.B. 510 - Program for At-Risk Children
Source: Lexis-Nexis/StateNet
| |
| OK | Signed into law 08/1994 | P-12 | The legislation includes the establishment of eight pilot alternative academies grants for alternative education programs in counties with a high number of dropouts and a high number of referrals to the juvenile justice system. Lawmakers' growing concern in the juvenile justice area resulted in the passage of H.B. 2640 which creates the Oklahoma Juvenile Reform Act. Areas of the Act concerning prevention, intervention and recovery related specifically to education are considered to be of primary importance in the future reduction of juvenile delinquency and crime.
The competitive grants may be awarded by the State Board of Education tob school districts, nonprofit organizations or entities formed by specific interlocal cooperative agreements to serve middle school, junior high school and secondary school students in grades 6 through 12 who are most at risk of not completing a high school education. Funding to support these programs includes $2.0 million appropriated to the State Board of Education and $ 1.0 million to expand access to Head Start programs. Competitive grants for additional dropout recovery programs are established through area vocational-technical school districts. H.B. 2640 also creates the Delinquency and Youth Gang Intervention and Deterrence Act which provides for school, school- related, and after-school programs for children in grades 1 through 12, and their families who live in at-risk school districts, neighborhoods and communities and aid to communities in the development of prevention and early intervention programs and activities.
Title: H.B. 2640 Alternative Education
Source: 1994 Session Highlights
| |
| OK | Signed into law 08/1994 | P-12 | H.B. 1940 establishes the Community Youth Development Act to provide for school, school-related or after-school programs for children and youth and their families who live in at-risk school districts, neighborhoods and communities. The program will be administered by the Commission on Children and Youth.
Title: H.B. 1940
Source: 1994 Session Highlights
| |
| IL | Died 04/1994 | P-12 | Amends law authorizing denial of reenrollment to dropouts who, because of age and lack of credits, could not graduate with normal attendance by age 21, porvides that such student must be offered a due process meeting before they may be denied reenrollment; provides for certain exceptions. (Reported favorably as amended from House Committee on Elementary and Secondary Education) (The Legislature and the Schools Vol. XV, No 5 , 4/6/94)
Title: H.B. 2528 Compulsory School Age
Source: IL State Board of Education
| |
| NM | Signed into law 04/1994 | P-12 | During the 1994 session, the Legislature considered several pieces of legislation related to at-risk students, alternative education programs, gangs and violence. The Legislature appropriated $600,000 to fund alternative education curricula for at risk students and $48,000 to study the feasibility for a countywide alternative high school in San Juan County. Also, the Legislature passed several measures aimed at providing a safe environment on school campuses. (Legislative Education Study Committee 4/7/94)
Title: At Risk, Alternative Ed, Gangs, Violence
Source: State of NM
| |
| WA | Signed into law 04/1994 | P-12 | (Effective: 04/01/94) Creates the WA Youthbuild Program to help disadvantaged youth who have dropped out of school to obtain the education and employment skills to achieve economic self sufficiency and develop leadership skills. The program focuses on providing education and employment skills through the construction or rehabilitation of housing for special needs populations, very low income households, or low income households. (1994 End of Session Report)
Title: ESHB 2699 Washington Youthbuild Program
Source: Senate Education committee
| |
| WI | Signed into law 04/1994 | P-12 | (Effective: 05/04/94) This law allows a county, city, village or town to enact an ordinance prohibiting any pupil who is 16 or 17 years of age from being a school dropout and permitting suspension of the dropout's motor vehicle operating privilege until the child reaches the age of 18. The dispositional order suspending the dropout's operating privilege may be dismissed if the child enrolls in a school program or high school equivalency program. If undue hardship would result from suspension the dropout's operating privilege until the child attains 18 years of age, any of the dispositonal alternatives available for ordinances prohibiting habitual truancy may be substituted. The law provides that an applicant for an instruction permit or a driver's license who is under the age of 18 must submit written verification that he or she has graduated from high school, successfully completed a high school equivalency program or is enrolled in a school program or high school equivalency program and is not a habitual truant. (A New Law 5/4/94)
Title: A.B. 280
Source: WI Assoc of School Boards
| |
| WA | Signed into law 03/1994 | P-12 | Provides that a convicted juvenile sex offender, upon discharge, parole or authorized leave, shall not attend a school that is attended by a victim of the sex offender. (Statenet 3/23/94)
Title: H.B. 2198 (Juvenile sex offenders)
Source: Lexis-Nexis/StateNet
| |
| WV | Signed into law 03/1994 | P-12 | Relates to denying or suspending the motor vehicle operator's license of any person under the age of 18 who has been convicted of a crime involving the use of a deadly weapon, makes sales, rentals, grants or loans of a deadly weapon to a minor a felony offense, and prohibits the brandishing, exposing, carrying, holding or unholstering a deadly weapon within five hundred feet of a school by any person who is not in a private residence. (Statenet 3/30/94)
Title: S.B. 46 - Safety/Violence
Source: Lexis-Nexis/StateNet
| |
| 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 |
| |
| 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 |
| |
| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Parent/Family--Research |
| |
| Partnerships--University/School |
| |
| Postsecondary |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
| |
| Postsecondary Accountability--Diploma Mills |
| |
| Postsecondary Accountability--Licensing/Program Review and Approval |
| |
| Postsecondary Accountability--Student Learning |
| |
| Postsecondary Affordability |
| |
| Postsecondary Affordability--Financial Aid |
| |
| Postsecondary Affordability--Textbooks |
| |
| Postsecondary Affordability--Tuition/Fees |
| |
| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
| |
| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
| |
| Postsecondary Faculty |
| |
| Postsecondary Faculty--Compensation |
| |
| Postsecondary Faculty--Intellectual Property |
| |
| Postsecondary Faculty--Teaching Assistants |
| |
| Postsecondary Faculty--Tenure |
| |
| Postsecondary Finance |
| |
| Postsecondary Finance--Efficiency/Performance-Based Funding |
| |
| Postsecondary Finance--Facilities |
| |
| Postsecondary Finance--Revenue and Expenditures |
| |
| Postsecondary Governance and Structures |
| |
| Postsecondary Governance and Structures--Administrative/Leadership Issues |
| |
| Postsecondary Governance and Structures--State Executives/State Agencies |
| |
| Postsecondary Institutions |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Institutions--Four-Year Baccalaureate |
| |
| Postsecondary Institutions--HBCUs/Minority-Serving Institutions |
| |
| Postsecondary Institutions--Private/Independent |
| |
| Postsecondary Online Instruction |
| |
| Postsecondary Participation |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Admissions Requirements |
| |
| Postsecondary Participation--Affirmative Action |
| |
| Postsecondary Participation--Enrollments (Statistics) |
| |
| Postsecondary Participation--Outreach |
| |
| Postsecondary Students |
| |
| Postsecondary Students--Adults |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Students--Foster Youth |
| |
| Postsecondary Students--Graduate/Professional |
| |
| Postsecondary Students--International |
| |
| Postsecondary Students--Low-Income |
| |
| 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 |
| |
| 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 |
| |
| School/District Structure/Operations |
| |
| 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 |
| |
| School/District Structure/Operations--Libraries |
| |
| School/District Structure/Operations--Org. (K-3/K-8 etc.) |
| |
| School/District Structure/Operations--Personnel (Non-Teaching) |
| |
| School/District Structure/Operations--School Size |
| |
| School/District Structure/Operations--Shared Services |
| |
| School/District Structure/Operations--Staffing Ratios |
| |
| School/District Structure/Operations--Transportation |
| |
| Service-Learning |
| |
| Special Education |
| |
| Special Education--Federal Law/Regulations |
| |
| Special Education--Finance |
| |
| Special Education--Inclusion (Mainstreaming) |
| |
| Special Education--Placement |
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| Special Education--Transition |
| |
| Special Populations--Corrections Education |
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| Special Populations--Foster Care |
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| Special Populations--Gifted and Talented |
| |
| 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 |
| |
| State Longitudinal Data Systems |
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| State Policymaking |
| |
| State Policymaking--Ballot Questions |
| |
| State Policymaking--Constitutional Clauses |
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| State Policymaking--Politics |
| |
| State Policymaking--Task Forces/Commissions |
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| STEM |
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| Student Achievement |
| |
| Student Achievement--Closing the Achievement Gap |
| |
| Student Achievement--State Trends |
| |
| Student Supports |
| |
| Student Supports--Counseling/Guidance |
| |
| Student Supports--Mentoring/Tutoring |
| |
| Student Supports--Remediation |
| |
| Student Surveys |
| |
| Students |
| |
| Students--Athletics/Extracurricular Activities |
| |
| Students--Employment |
| |
| Students--Incentives |
| |
| Students--K-12 Exchange Students |
| |
| Students--Mobility |
| |
| Students--Records/Rights |
| |
| Teaching Quality |
| |
| Teaching Quality--Certification and Licensure |
| |
| Teaching Quality--Certification and Licensure--Alternative |
| |
| Teaching Quality--Certification and Licensure--Assignment |
| |
| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
| |
| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
| |
| Teaching Quality--Certification and Licensure--Special Education |
| |
| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
| |
| Teaching Quality--Certification and Licensure--Substitute Teachers |
| |
| Teaching Quality--Compensation and Diversified Pay |
| |
| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
| |
| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
| |
| Teaching Quality--Evaluation and Effectiveness |
| |
| Teaching Quality--Induction Programs and Mentoring |
| |
| Teaching Quality--Paraprofessionals |
| |
| Teaching Quality--Preparation |
| |
| Teaching Quality--Professional Development |
| |
| Teaching Quality--Recruitment and Retention |
| |
| Teaching Quality--Recruitment and Retention--At-Risk Schools |
| |
| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
| |
| Teaching Quality--Reduction in Force |
| |
| Teaching Quality--Teacher Attitudes |
| |
| Teaching Quality--Teacher Contracts (Not Tenure) |
| |
| Teaching Quality--Teacher Rights |
| |
| Teaching Quality--Tenure or Continuing Contract |
| |
| Teaching Quality--Unions/Collective Bargaining |
| |
| Teaching Quality--Unions/Collective Bargaining--Strikes |
| |
| Teaching Quality--Working Conditions |
| |
| Technology |
| |
| Technology--Computer Skills |
| |
| Technology--Devices/Software/Hardware |
| |
| Technology--Equitable Access |
| |
| Technology--Funding Issues |
| |
| Technology--Internet Safety |
| |
| Technology--Research/Evaluation |
| |
| Technology--Teacher/Faculty Training |
| |
| Textbooks and Open Source |
| |
| Urban |
| |
| Urban--Change/Improvements |
| |
| Urban--Governance |
| |
| Whole-School Reform Models |
| |
| Whole Child |
| |