 |
State |
Status/Date |
Level |
Summary |
|
 | 21st Century Skills |
| |
| Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
| |
| Accountability--Rewards |
| |
| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--Learnfare |
| |
| Accountability--Sanctions/Interventions--No Pass No Drive |
| |
| Accountability--Sanctions/Interventions--No Pass No Play |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
| |
| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--College Entrance Exams |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--High Stakes/Competency |
| |
| Assessment--Legal Issues |
| |
| Assessment--NAEP (NAEP Results and NAEP Organization) |
| |
| Assessment--Performance Based/Portfolio |
| |
| Assessment--Value Added |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Compulsory |
| |
| Attendance--Statutory Ages (Upper and Lower) |
| |
| Attendance--Truancy |
| |
| Background Checks |
| |
| Bilingual/ESL |
| |
| Brain Research |
| |
| Business Involvement |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Cheating |
| |
| Choice of Schools |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Charter Districts |
| |
| Choice of Schools--Charter Schools--Closings |
| |
| Choice of Schools--Charter Schools--Cyber Charters |
| |
| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Charter Schools--Research |
| |
| Choice of Schools--Choice/Open Enrollment |
| |
| Choice of Schools--Choice/Open Enrollment--Research |
| |
| Choice of Schools--Innovation Schools |
| |
| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Tax Credits |
| |
| Choice of Schools--Vouchers |
| |
| Choice of Schools--Vouchers--Privately Funded |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Civic Knowledge and Literacy |
| |
| Civic Education--Curriculum/Standards |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Alignment |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Censorship |
| |
| Curriculum--Core Curriculum |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Excusal |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Geography Education |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--Home Economics |
| |
| Curriculum--International Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Multicultural |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Curriculum--Speech Education |
| |
| Data-Driven Improvement |
| |
| Demographics |
| |
| Demographics--Condition of Children/Adults |
| |
| Demographics--Enrollments |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Education Research |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Aid to Private Schools |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Does Money Matter? |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Litigation |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| Finance--Performance Funding |
| |
| Finance--Private Giving |
| |
| Finance--Resource Efficiency |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--Mandates |
| |
| Governance--Regional Entities |
| |
| Governance--School Boards |
| |
| Governance--School Boards--Training |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--Mental Health |
| |
| Health--Nutrition |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| Health--Teen Pregnancy |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
| |
| High School--Credit Recovery |
| |
| High School--Dropout Rates/Graduation Rates |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Early Colleges/Middle Colleges |
| |
| High School--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches |
| |
| Instructional Approaches--Constructivism |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
| |
| Instructional Approaches--Homework/Study Skills |
| |
| Instructional Approaches--Official English |
| |
| Instructional Approaches--Problem Based Learning |
| |
| Instructional Approaches--Single-Sex Education |
| |
| Instructional Approaches--Time/Time on Task |
| |
| Instructional Approaches--Tracking/Ability Grouping |
| |
| Integrated Services/Full-Service Schools |
| |
| International Benchmarking |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--District Superintendent--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership |
| |
| Leadership--Principal/School Leadership--Certification and Licensure |
| |
| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
| |
| Leadership--Principal/School Leadership--Induction Programs and Mentoring |
| |
| Leadership--Principal/School Leadership--Preparation |
| |
| Leadership--Principal/School Leadership--Preparation--Alternative |
| |
| Leadership--Principal/School Leadership--Professional Development |
| |
| Leadership--Principal/School Leadership--Recruitment and Retention |
| |
| Leadership--Principal/School Leadership--Tenure |
| |
| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--African American |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| Minority/Diversity Issues--Hispanic |
| |
| No Child Left Behind |
| |
| No Child Left Behind--Adequate Yearly Progress |
| |
| No Child Left Behind--Assessment |
| |
| No Child Left Behind--Choice/Transfer |
| |
| No Child Left Behind--Consequences for Schools |
| |
| No Child Left Behind--Finance |
| |
| No Child Left Behind--Parent Involvement |
| |
| No Child Left Behind--Reauthorization Issues/Waivers |
| |
| No Child Left Behind--Report Cards |
| |
| No Child Left Behind--School Support |
| |
| No Child Left Behind--Special Populations |
| |
| No Child Left Behind--Supplemental Services |
| |
| Online Learning--Digital/Blended Learning |
| |
| Online Learning--Virtual Schools/Courses |
| |
| P-16 or P-20 |
| |
| P-3 |
| |
| P-3 Brain Development |
| |
| P-3 Child Care |
| |
| P-3 Content Standards and Assessment |
| |
| P-3 Data Systems |
| |
| P-3 Early Intervention (0-3) |
| |
| P-3 Ensuring Quality |
| |
| P-3 Evaluation/Economic Benefits |
| |
| P-3 Family Involvement |
| |
| P-3 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Health and Mental Health |
| |
| P-3 Kindergarten |
| |
| 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 |
| |
| Postsecondary Students--Minority |
| |
| Postsecondary Success |
| |
 | Postsecondary Success--Completion |
| |
| CA | Signed into law 09/2012 | P-12 | Encourages the California Community Colleges, the California State University, and the University of California to consider and adopt the American Council on Education credit recommendations to give
veterans due credit for their military experience. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0151-0200/acr_159_bill_20120918_chaptered.pdf
Title: A.C.R. 159
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 06/2012 | Postsec. | From section 46 of bill summary: Existing provisions provide that, effective with the 2012-13 academic year, for students at the institution to be eligible for initial and renewal Cal Grant awards, the institution's 3-year cohort default rate must be below 30%.New provisions decrease that 3-year cohort default rate threshold to 15.5%. Effective the 2012–13 academic year, makes an otherwise qualifying institution ineligible
for an initial or renewal Cal Grant award at the institution if the institution has a graduation rate of 30% or less for students taking 150% or less of the expected time to complete degree requirements, with certain
exceptions. Also requires the student aid commission to annually certify by October 1 the institution's latest graduation rate as reported by the U.S. Department of Education. Requires the commission to provide specified notifications and information to initial and renewal Cal Grant recipients seeking to attend, or attending, an institution that is ineligible for initial and renewal Cal Grant awards under these provisions.
http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_1001-1050/sb_1016_bill_20120627_chaptered.pdf
Title: S.B. 1016 - Cal Grant Institutional Eligibility + Cohort Default Rates and On-Time Completion Rates
Source: www.leginfo.ca.gov
| |
| CO | Signed into law 06/2012 | Postsec. | Allows the Colorado commission on higher education to take into account the rigor of a student's high school courses in establishing academic
admission standards for state institutions of higher education. Directs the commission to ensure the remedial education policy is aligned with the
academic admission standards, and therefore allows multiple measures for admissions and course placement. In setting the standards for remedial
education, the commission may differentiate the mathematics requirements based on a student's chosen area of study. While only certain institutions
may provide remedial courses, the commission may authorize other institutions to provide supplemental academic instruction for students who enroll
in credit-bearing courses but are identified as having limited skill deficiencies.
Under current law, the commission is charged with recommending a performance funding model for institutions. The bill directs the commission, in
preparing its recommendations, to analyze the effects of differentiated Colorado opportunity fund (COF) stipend amounts and of limiting the funding
for credit hours taken in excess of a certain limit. The bill lowers the existing lifetime limit on eligibility for COF stipends, and a student cannot receive
a COF stipend for any course for which the student has received an incomplete 2 or more times.
http://www.leg.state.co.us/clics/clics2012a/csl.nsf/fsbillcont3/64C3361BBB1CA6C187257981007DBE2F?Open&file=1155_enr.pdf
Title: H.B. 1155
Source: http://www.leg.state.co.us
| |
| LA | Signed into law 06/2012 | Postsec. | Limits the maximum number of semester hours required to earn a baccalaureate degree to 120 (previous provision left this number to the discretion of the board of regents); continues provision that exceptions may be granted with board of regents' approval. Adds that exceptions may be made to 120-credit maximum without board approval for degree programs that require additional credit hours to meet certification or accreditation requirements. http://www.legis.state.la.us/billdata/streamdocument.asp?did=811559
Title: S.B. 103
Source: www.legis.state.la.us
| |
| OK | Signed into law 05/2012 | Postsec. | Creates the Post-Military Service Occupation, Education and Credentialing Act. Authorizes the public and private institutions of higher education and the career and technology centers to utilize the Guide to the Evaluation of Educational Experiences in the Armed Services, published by the American Council on Education (ACE), to compare and apply academic credit for education, training and experience received through military duty or service which is applicable to the selected program of study for an honorably discharged military service member who becomes a student at an institution of higher education or career and technology center within 3 years after separation from military service. A new section of law requires each governing board to adopt by January 1, 2013, a policy authorizing the institution or career and technology center under the board's supervision and management to award educational credits to a student enrolled in the institution or career and technology center who is also honorably discharged from the Armed Forces of the United States within 3 years of initial enrollment, for courses that are part of the student's military training or service and that meet the standards of the ACE or equivalent standards for awarding academic credit if the award of educational credit is based upon the institution's or technical career center's admission standards and its role, scope and mission. Requires each governing board to adopt necessary rules and procedures to implement the provisions of this section.
http://webserver1.lsb.state.ok.us/2011-12bills/SB/SB1863_ENR.RTF
Title: S.B. 1863
Source: http://webserver1.lsb.state.ok.us
| |
| CO | Signed into law 04/2012 | P-12
Postsec. | To the extent possible, requires state agencies to produce an annual report regarding state workforce need projections and college credential production. The report also should indicated anticipated credentials that high school vocational programs, apprenticeships and other workforce training programs are expected to issue.
http://www.leg.state.co.us/clics/clics2012a/csl.nsf/fsbillcont3/76D69C40F5D0891387257981007DB71F?Open&file=1061_enr.pdf
Title: H.B. 1061
Source: http://www.leg.state.co.us
| |
| CO | Signed into law 04/2012 | Postsec. | The bill requires a 4-year state institution of higher education to notify a 2-year institution when a student who transferred from the 2-year institution accumulates 60 credits. The 2-year institution shall conduct a degree audit to determine whether the student meets the requirements for an associate degree and shall award the degree to the student unless the student declines the award. The 2-year and 4-year institutions of higher education shall inform students about the program.
http://www.leg.state.co.us/clics/clics2012a/csl.nsf/fsbillcont3/479AA0B83425E2C287257981007E03F2?Open&file=045_enr.pdf
Title: S.B. 45
Source: http://www.leg.state.co.us
| |
| FL | Signed into law 04/2012 | P-12
Postsec. | From final bill analysis: Establishes a Degree Completion Pilot Program to recruit, recover, and retain adult learners and assist them in completing degrees aligned to high-wage, high-skill, and workforce needs. Bill text (pages 33-36 of 72): http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h5201er.docx&DocumentType=Bill&BillNumber=5201&Session=2012
Final bill analysis: http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=h5201z.HEAS.DOCX&DocumentType=Analysis&BillNumber=5201&Session=2012
Title: H.B. 5201 - Degree Completion Pilot Program
Source: myfloridahouse.gov
| |
| FL | Signed into law 04/2012 | Postsec. | Requires the board of governors and the state board of education to adopt regulations & rules, respectively, that enable U.S. Armed Forces servicemembers to earn college credit at public postsecondary institutions for college-level training and education acquired in the military. http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h0347er.docx&DocumentType=Bill&BillNumber=0347&Session=2012
Title: H.B. 347
Source: myfloridahouse.gov
| |
| HI | Signed into law 04/2012 | Postsec. | Amends the University of Hawaii college-credit equivalency program to provide for the awarding of credit for service in the U.S. armed forces. Requires the program to develop a learning assessment or other criteria to determine college-level learning gained during service in the U.S. armed forces. http://www.capitol.hawaii.gov/session2012/bills/HB2639_HD2_.pdf
Title: H.B. 2639
Source: www.capitol.hawaii.gov
| |
| CO | Signed into law 03/2012 | Postsec. | Requires the commission on higher education and postsecondary institutions to develop criteria for awarding credit for students' prior learning though work experience, military service, community involvement or independent study and to define a process to assess prior learning.
http://www.leg.state.co.us/clics/clics2012a/csl.nsf/fsbillcont3/845EEEEA117B030387257981007E03A0?Open&file=1072_enr.pdf
Title: H.B. 1072
Source: http://www.leg.state.co.us
| |
| IN | Signed into law 03/2012 | Postsec. | Requires a state educational institution to adopt a policy to award educational credit to an individual who is enrolled in a state educational institution and successfully completes courses that: (1) are part of the individual's military service; (2) meet the standards of the American Council on Education for awarding academic credit; and (3) meet the state educational institution's role, scope, and mission. Requires that the commission for higher education must adopt rules that establish uniform guidelines for state educational institutions to follow when implementing the requirements. Provides that an occupational or professional licensure board shall issue a license, certificate, registration, or permit to a military service applicant or military spouse who meets certain requirements. Allows a board to issue a temporary practice permit or provisional license while the military service applicant or military spouse is satisfying certain requirements as determined by the board. http://www.in.gov/legislative/bills/2012/PDF/HE/HE1116.1.pdf
Title: H.B. 1116
Source: www.in.gov
| |
| NY | Signed into law 03/2012 | Postsec. | Part N: Directs the state university board of trustees and the city university board of trustees to jointly conduct a study on postsecondary remediation, which must consider a variety of factors, including strategies and programs proven effective in addressing the needs of remedial students, efforts to support student transfer from colleges offering associate's degrees to baccalaureate-awarding institutions, and methods for improving postsecondary completion rates. Requires that the study be submitted to specified legislative leadership by November 1, 2012.
Chapter 57: http://assembly.state.ny.us/leg/?default_fld=&bn=A09057&term=&Summary=Y&Memo=Y&Text=Y
Title: A.B. 9057 - Postsecondary Success Study
Source: assembly.state.ny.us
| |
| OR | Signed into law 03/2012 | Postsec. | Expands duties of Higher Education Coordinating Commission to include the development and recommendation of policies to ensure or improve access to higher education
by underserved populations, recommend and encourage student success and completion initiatives, develop and recommend policies to improve the coordination of the provision of educational
services, oversee the licensing of career schools, review research efforts among the public universities of this state to improve economic development in this state, and coordinate education initiatives with the State Workforce Investment Board, the Department of Community Colleges and Workforce Development, local workforce investment boards, the Oregon Health and Science University and independent institutions of postsecondary education. Provides that the duties, functions and powers of the State Board of Education, Department of Education and Superintendent of Public Instruction relating to career schools are imposed upon, transferred to and vested in the Higher Education Coordinating Commission.
http://www.leg.state.or.us/12reg/measures/sb1500.dir/sb1538.en.html
Title: S.B. 1538
Source: leg.state.or.us
| |
| VA | Signed into law 03/2012 | Postsec. | Requires the governing boards of each public institution of higher education, in accordance with guidelines developed by the State Council of Higher Education for Virginia, to implement policies that award academic credit to students for educational experience gained from military service. http://leg1.state.va.us/cgi-bin/legp504.exe?121+ful+HB195ER+pdf
Title: H.B. 195
Source: http://leg1.state.va.us/
| |
| WA | Partial Veto 03/2012 | Postsec. | Creates the Student Achievement Council to provide the focus and propose the goals and strategies for increasing educational attainment including improving student transitions from secondary to postsecondary education and training and between and among postsecondary institutions. The council replaces the Higher Education Coordinating Board. Identifies specific areas that Student Achievement Council strategies must address and identifies actions it is responsible for, including those previously handled by the Higher Education Coordinating Board. These actions include developing a short-term action plan and a ten-year plan that serves as a roadmap.
Creates a joint higher education committee to: (1) Review the work of the student achievement council and provide legislative feedback; (2) Engage with the student achievement council and the higher education community to create greater communication, coordination, and alignment between the higher education system and the expectations of the legislature; and
(3) Provide recommendations for higher education policy. Requires the education data center to: (1) In consultation with institutions of higher education, develop information on the approximate amount of state support that students receive; and (2) Determine and report on amounts constituting undergraduate and graduate educational costs.
Creates office of student financial assistance to administer state and federal financial aid and other education services programs.
Governor Vetoed Section 570 of the bill as being unnecessary since the provision it referenced no longer exists. http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/House%20Passed%20Legislature/2483-S2.PL.pdf
Title: H.B. 2483
Source: apps.leg.wa.gov
| |
| IL | Signed into law 08/2011 | Postsec. | Directs the board of higher education to include in a specified annual report to the governor and general assembly information on each public institution's admission, retention and graduation statistics of all students who are the first in their immediate family to attend an institution of higher education. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0588.pdf
Title: S.B. 122
Source: www.ilga.gov
| |
| CT | Signed into law 07/2011 | Postsec. | Existing law creates the Blue Ribbon Commission to develop and implement a strategic master plan for higher education in the state. Renames the commission the Planning Commission for Higher Education. Repeals the existing parameters for the master plan to be developed by the commission, and instead calls for the master plan to (1) establish numerical goals for 2015 and 2020 to increase the number of people earning a bachelor degree, associate degree or certificate, (2) increase the number of people successfully completing coursework at the community college level and the number of people entering the state's workforce and (3) eliminate the postsecondary completion gap. Requires that the master plan identify specific strategies to achieve such goals. Also requires that the master plan recommend changes to funding policies, practices and accountability to (1) align policies and practices with specified goals for the state's higher education system, including an evaluation of the use of performance-based funding and (2) consider how institutions might publicly report on expenditures, staffing and state support in a transparent and thorough manner. Repeals the requirement that the commission report biennially to the governor and general assembly on progress toward benchmarks identified in the strategic plan. Instead requires that the commission submit a preliminary report by January 2012 on the development of the strategic master plan, and submit a master plan by October 2012. Replaces biennial reporting requirements to governor and relevant legislative committees with annual reporting requirements. Specifies that the commission may periodically suggest changes to the goals as necessary. Rescinds language terminating the commission in January 2021.
http://www.cga.ct.gov/2011/ACT/Pa/pdf/2011PA-00070-R00SB-00858-PA.pdf
Title: S.B. 858 - Postsecondary Provisions
Source: http://www.cga.ct.gov
| |
| FL | Signed into law 06/2011 | Postsec. | Establishes the Higher Education Coordinating Council and directs the council to make recommendations on: (1) The primary core mission of public and nonpublic postsecondary education institutions in the context of state access demands and economic development goals; (2) Performance outputs and outcomes designed to meet annual and long-term state goals, including, but not limited to, increased student access, preparedness, retention, transfer, and completion; (3) The state's articulation policies and practices to ensure that cost benefits to the state are maximized without jeopardizing quality; and (4) A plan for workforce development education.
Directs the Commissioner of Education, in consultation with the Chancellor of the State University System, to establish the Articulation Coordinating Committee which will make recommendations related to statewide articulation policies to the Higher Education Coordination Council, the State Board of Education, and the Board of Governors. Details the duties of the committee.
Requires Department of Education to utilize student performance data in subsequent coursework to determine appropriate Advanced Placement, Advanced International Certificate of Education examination, and International Baccalaureate examination scores for the receipt of college credit. Repeals the exemption from the state university system summer term enrollment requirement for students who have earned 9 or more credits through acceleration mechanisms. Requires the State Board of Education to specify by rule provisions for alternative remediation opportunities and retesting policies. Provides access to postsecondary education for individuals with intellectual disabilities, by allowing for reasonable substitution for admission and graduation requirements. Repeals the Florida Business and Education Collaborative and the University Concurrency Trust Fund.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7151er.docx&DocumentType=Bill&BillNumber=7151&Session=2011
Title: H.B. 7151
Source: http://www.myfloridahouse.gov
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| LA | Signed into law 06/2011 | Postsec. | Awards educational credits to a student enrolled in a public college or university, who is also a veteran, for courses that are part of the student's military training or service and that meet certain academic standards. Provides definitions and implementation requirements, including the adoption of certain policies and necessary rules, regulations, and procedures.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=760100
Title: H.B. 500
Source: http://www.legis.state.la.us
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| LA | Signed into law 06/2011 | Postsec. | Requires audits of information submitted by such Board of Regents institutions as indication of achievement of performance objectives under the LA GRAD Act; addressesto provide the timing and costs of such audits.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=760744
Title: H.B. 560
Source: http://www.legis.state.la.us
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| MI | Signed into law 06/2011 | Postsec.
Community College | From Legislative Staff Summary: Encourages community colleges to explore ways of increasing collaboration and cooperation with universities. Provides that it is the intent of the Legislature that universities work with community colleges to implement transfer of credits from a university to a community college to enable award of credentials. Creates a committee to develop a process to improve the transferability of core college courses between colleges and universities. Directs colleges to work with public universities to implement reverse transfer agreements (that would transfer university credits to college for an associate's degree). Requires that by February 15, 2012, each public university must submit a report to the Legislature and others regarding (1) academic program accreditation and (2) the number of transfer credits rejected for incoming students. http://www.legislature.mi.gov/documents/2011-2012/publicact/htm/2011-PA-0062.htm
Title: H.B. 4325 - Postsecondary Provisions
Source: http://www.legislature.mi.gov
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| NC | Signed into law 06/2011 | Postsec. | Requires the Commission on Workforce Development, acting as the lead agency, with the cooperation of other participating agencies, including but not limited to, the North Carolina Community College System, The University of North Carolina, and the North Carolina Independent Colleges and Universities to initiate the "No Adult Left Behind" Initiative (Initiative) geared toward achievement of major statewide workforce development goals. Provides that the Initiative may also include community-based nonprofit organizations that provide services or assistance in the areas of worker training, workforce development, and transitioning North Carolinians between industries in the current global labor market. Provides that the first goal of the Initiative is to increase dramatically to forty percent (40%) the percentage of North Carolinians who earn associate degrees, other two-year educational credentials, and baccalaureate degrees. Permits specific fields of study may be selected for the most intense efforts. Directs the Commission on Workforce Development to, as the lead agency along with the North Carolina Community College System and The University of North Carolina as key cooperating institutions: (1) Collaborate to provide model evening-weekend certificate and degree programs designed specifically for working adults and other nontraditional students; (2) Work together to promote systemic changes designed to increase access and foster success among adult workers and other nontraditional students; and (3) Make it a priority to provide model evening-weekend certificate and degree programs in high-demand disciplines, occupations, and fields closely linked to economic development or that are the focus of public initiatives. http://www.ncga.state.nc.us/Sessions/2011/Bills/Senate/HTML/S166v5.html
Title: S.B. 166
Source: http://www.ncga.state.nc.us
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| NV | Signed into law 06/2011 | Postsec. | This bill creates the Committee to Study the Funding of Higher Education. Establishes the composition of the committee. Directs the committee to study specified issues, including: (1) Compare the method of funding higher education in Nevada with the methods used in other states, and determine whether other states' funding systems would be appropriate in Nevada; (2) Review the funding of remediation in the context of instructional delivery methods; (3) Consider funding institutions based on course completion rather than enrollment; and (4) Consider rewarding institutions for achieving defined graduation goals.
http://www.leg.state.nv.us/Session/76th2011/Bills/SB/SB374_EN.pdf
Title: S.B. 374
Source: http://www.leg.state.nv.us
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| OH | Signed into law 06/2011 | Postsec. | Directs the chancellor of the board of regents to require all state institutions of higher education that offer baccalaureate degrees to submit a statement describing how each major for which the school offers a baccalaureate degree may be completed within three academic years. Provides the statement may include but is not limited to specified methods to contribute to earning a baccalaureate degree in three years, including Advanced Placement, International Baccalaureate, and a waiver of degree and credit-hour requirements by completion of courses that are widely available at community colleges in the state or through online programs offered by state institutions of higher education or private nonprofit institutions or through postsecondary enrollment options (dual enrollment), completion of coursework in summer sessions, and a waiver of foreign language requirements by demonstration of proficiency. By October 15, 2012, requires each state institution of higher education to provide such statements for 10% of all baccalaureate degree programs offered by the institution, and by June 30, 2014, to provide such statements for 60% of all baccalaureate degree programs offered by the institution. Requires every state institution of higher education required to submit statements to post its three-year option on its Web site and also provide that information to the department of education. Directs the department to distribute that information to the superintendent, high school principal, and guidance counselor, or equivalents, of each school district, community school and STEM school. Provides that nothing in statute requires an institution to take any action that would violate the requirements of any independent association accrediting baccalaureate degree programs. Pages 438-439 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Three-Year Baccalaureate
Source: www.legislature.state.oh.us
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| TX | Signed into law 06/2011 | Postsec. | Permits the coordinating board of higher education, in partnership with institutions of higher education, to enter into an agreement with nonprofit organizations to help the board identify and implement strategies to increase degree completion rates, including by (1) identifying and promoting innovative models, emerging technology platforms, and best practices for increasing degree completion rates in areas including developmental education, financial assistance, student support services, and transfer or articulation agreements; (2) providing data, research, and evaluation support to help the board assess the effectiveness of pilot
programs in increasing degree completion rates; (3) coordinating ongoing local, state, federal and philanthropic initiatives to increase degree completion rates; and (4) determining the extent of implementation and effectiveness of degree completion rate improvement models across a region or the state. Permits the board by rule to establish a grant program to fund projects, including a grant to a nonprofit organization, related to the improvement of degree completion rates.
Directs the board, by January 2012, to report a description of: (1) the types of nonprofit organizations eligible for a grant; (2) grants awarded; and (3) a survey of partnerships between other states and nonprofit organizations to increase degree completion rates, including identification of best practices. Pages 1-2 of 6: http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB02910F.pdf#navpanes=0
Title: H.B. 2910 - Increasing Postsecondary Completion Rates
Source: www.capitol.state.tx.us
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| TX | Signed into law 06/2011 | Postsec. | Defines "degree plan" as a statement of the course requirements that an undergraduate must complete to be awarded an associate or bachelor's degree from the institution. Requires each student in an associate or bachelor's degree program at an institute of higher education to file a degree plan with the institution by the end of the second regular semester following the semester in which the student completed 45 or more credit hours, including transfer courses, International Baccalaureate, dual credit or any other course for which the student has earned college credit. Requires a student starting at an institution with 45 or more credit hours to file a degree plan by the end of the student's second regular semester at the institution. Requires institutions to provide students with information on the degree plan filing requirement, including the option for consulting with an academic advisor. Requires students to provide notification to the institution when enrolling in subsequent semesters that the student has filed a degree plan, and that the courses for which the student is registering are consistent with that degree plan. Requires student notification if a student does not file a degree plan. Provides a student may not obtain an official transcript until the student has filed a degree plan wtih the institution. Pages 1-3: http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB03025F.pdf#navpanes=0
Title: H.B. 3025 - Degree Plan
Source: www.capitol.state.tx.us
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| TX | Signed into law 06/2011 | Postsec.
Community College | Provides that this provision relates to a student enrolled in a general academic teaching institution (as defined in 61.003(3) http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.61.htm) who has transferred from or previously attended a lower-division institution of higher education (i.e., public two-year institution) after earning at least 30 credit hours at the lower-division institution, and who has successfully completed at least 90 cumulative credit hours. Requires the general academic teaching institution, as soon as practicable after such a student has met the aforementioned criteria, to request authorization from the student for the institution to release the student's transcript to the lower-division institution of higher education, to determine whether the student has earned the credits required for an associate degree from the lower-division institution of higher education. Requires the general academic teaching institution to release the transcript upon receipt of student authorization, and requires the lower-division institution of higher education to review the transcript. Permits the lower-division institution of higher education to award the student the degree if the lower-division institution of higher education determines the student has earned the credits required to receive an associate degree. Pages 3-4: http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB03025F.pdf#navpanes=0
Title: H.B. 3025 - Credit Transfer for Associate Degree
Source: www.capitol.state.tx.us
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| CO | Signed into law 05/2011 | Postsec. | Directs the commission on higher education to design a master plan that achieves the following goals: increasing the overall number of degrees and certificates awarded in a year by 30% in a decade to provide support for economic development; renegotiating performance contracts with individual postsecondary institutions; and creating a performance-based funding plan that will make 25% of institutional funding based on student success metrics.
http://www.leg.state.co.us/clics/clics2011a/csl.nsf/fsbillcont3/63B087D7A1DC83D687257801006051AC?Open&file=052_enr.pdf
Title: S.B. 52
Source: http://www.leg.state.co.us
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| MD | Signed into law 05/2011 | Postsec. | From Department of Legislative Services Fiscal and Policy Note: Distinguishes between public, private nonprofit, and for-profit institutions of higher education. Clarifies the scope of the Maryland Consumer Protection Act to include the unfair or deceptive offer for sale of course credit or other educational services. Creates a separate and distinct Guaranty Fund to reimburse students at for-profit institutions of higher education who are entitled to a refund of tuition and fees due to the for-profit institution's breach of agreement or contract with the student or the state. Alters the process for approval of programs offered by for-profit institutions of higher education and requires notification of specified students if a program has not been recommended for implementation. Prohibits the payment of a commission, bonus, or other incentive payment based on success in securing enrollment. Allows the Maryland Higher Education Commission (Commission) to require reasonable annual reports and data from a for-profit institution of higher education as the Commission generally requires of other institutions of higher education. Recommends that the Commission, in order to assist the state in reaching the goal that 55% of adults in Maryland will have an associate's or bachelor's degree by 2025, should consider incorporating for–profit and out–of–state institutions awarding degrees in Maryland into the goal. http://mlis.state.md.us/2011rs/chapters_noln/Ch_277_sb0695T.pdf
Title: S.B. 695
Source: http://mlis.state.md.us
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| TX | Adopted 05/2011 | Postsec. | Defines terms, including "doctoral graduation rate", "graduate placement" and "master's graduation rate". Provides that if the minimum number of credit hours required to complete a bachelor degree program exceeds 120, the institution must provide a compelling academic reason. Provides the higher education coordinating board will review the documentation provided and make a determination to approve or deny a request to exceed the 120-hour limit. Requires each public university and health-related institution to review all doctoral and master's programs at least once every 7 years. Provides processes and criteria for such reviews. Provides that the criteria by which master's and doctoral programs will be evaluated include student graduation rate, and that graduate placement (i.e., employment or further education/training) is one of the criteria for evaluating master's programs. Sections 5.43 and 5.44 adopted as published in the February 11, 2011 Texas Register (page 5 of 68): http://www.sos.state.tx.us/texreg/pdf/backview/0211/0211prop.pdf. Section 5.52 adopted as published in the May 20, 2011 Texas Register (pages 7-9 of 21): http://www.sos.state.tx.us/texreg/pdf/backview/0520/0520adop.pdf
Title: 19 TAC 5.43, 44, 52
Source:
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| WA | Signed into law 04/2011 | Postsec. | Relating to an accelerated baccalaureate degree program. State universities, regional universities and the Evergreen State College may develop accelerated baccalaureate degree programs that will allow academically qualified students to obtain a baccalaureate degree in three years without attending summer classes or enrolling in more than a full-time class load during the regular academic year. The programs must allow academcally qualified students to begin course work within their academic field during their first term or semester of enrollment. The state universities, regional univerisities and Evergree State College are to report on their plans for the accelerated baccalaureate degree programs to the higher education coordinating board for approval. Effective 07/22/2011
http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/Senate%20Passed%20Legislature/5442-S.PL.pdf
Title: S.B. 5442
Source: http://apps.leg.wa.gov/
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| AR | Signed into law 03/2011 | Postsec.
Community College | Strengthens the transfer of courses between institutions of higher education. Expands the Roger Phillips transfer policy. Clarifies which courses are prerequisite courses. Establishes a statewide common course numbering system for postsecondary. Creates a "state minimum core curriculum." Directs the state board, in collaboration with state-supported institutions of higher education, to select the baccalaureate degree programs of study that will be included in the state minimum core curriculum. Requires all public institutions of higher education to provide comprehensive academic advising to all students regarding transfer options available under this policy.
http://www.arkleg.state.ar.us/assembly/2011/2011R/Acts/Act747.pdf
Title: H.B. 1772
Source: http://www.arkleg.state.ar.us
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| CA | Signed into law 09/2010 | Community College
Postsec. | Directs the Board of Governors of the California Community Colleges to adopt a plan for promoting and improving student success within the California Community Colleges. Directs the board of governors to establish a taskforce to examine best practices in the community colleges and effective models nationwide for achieving student success. Directs the taskforce to develop and present recommendations to the board of governors for incorporation into the plan. Requires that these recommendations focus on, but not be limited to, the following considerations:
(1) Multiple measures and effective programs for assessing student success and completion, including attaining college-level skills, accumulating college-level course credits, earning a degree or certificate, or transferring to a four-year college or university
(2) Statutory and regulatory barriers to student success and completion
(3) Best practices for promoting student success and completion, including, but not limited to, the acquisition of basic skills
(4) Alternative funding options for providing necessary services to students and promoting best practices for student success and completion
(5) Alternative funding options instituted in other states for improving student success and completion
(6) The effective use of technology by community colleges and districts to promote, evaluate and improve student success and completion
Directs the taskforce, prior to presenting its recommendations to the board of governors, to facilitate discussions with key community college stakeholders and other appropriate parties to provide input on the findings and recommendations. Directs the board of governors, prior to implementing the plan, to report the contents of the plan and the taskforce's recommendations to the senate committee
on education and the assembly committee on higher education at a joint hearing by March 1, 2012. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1101-1150/sb_1143_bill_20100928_chaptered.pdf
Title: S.B. 1143
Source: www.leginfo.ca.gov
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| RI | Signed into law 06/2010 | P-12
Postsec. | Moves from February 2010 to February 2011 date by which the board of governors for higher education must present to the general assembly an initial report, recommendations and timeline on the "Bachelors Degree in Three" program. Delays start of pilot "Bachelors Degree in Three" program to fall 2011.
http://www.rilin.state.ri.us/PublicLaws/law10/law10075.htm
Title: H.B. 7342, S.B. 2124
Source: www.rilin.state.ri.us
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| TN | Signed into law 05/2010 | Postsec. | A resolution to require the Tennessee Board of Regents (TBR) and the University of Tennessee (UT) to accommodate non-traditional students seeking to complete degrees by accepting completed coursework and credits to the extent authorized by the institution's academic standards.
Link to fiscal note: http://www.capitol.tn.gov/Bills/106/Fiscal/HJR0959.pdf
Title: H.J.R. 959
Source: http://www.capitol.tn.gov
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| VT | Signed into law 05/2010 | P-12
Postsec. | Creates a prekindergarten–16 council (the "council") to help coordinate and better align the efforts of the prekindergarten–12 educational system with the higher education community. Establishes goals and sets membership of the Council. Together with the secretary of administration or the secretary's designee, a higher education subcommittee of the council is to perform any statutory or other duties required of it, including duties in connection with the higher education endowment trust fund. Sets membership of the subcommittee (higher education, business/industry and legislative). Legislative and higher education staff are directed to provide support to the council as appropriate to accomplish its tasks. Primary administrative support is to be provided by the legislative council. Repeals the commission on higher education funding. All members of the Council are to be selected byAugust 1, 2010, and the the commissioner of education is to convene the first meeting of the prekindergarten–16 council before September 1, 2010.
The strategies developed by the prekindergarten–16 council are to include the goal of ensuring that at least 60% of the adult population will have earned an associate's or higher-level degree by 2020.
http://www.leg.state.vt.us/docs/2010/Acts/ACT133.pdf
Title: H.B. 709
Source: http://www.leg.state.vt.us
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| VA | Issued 03/2010 | Postsec. | Establishes the Governor's Commission on Higher Education Reform, Innovation and Investment. Directs the commission to consider the current state of public and private higher education in the state, and best practices in other states and countries. Directs the commission to make findings and recommendations for addressing the following priorities:
(1) Preserving and enhancing the instructional excellence of Virginia's leading universities and of the higher education system as a whole
(2) Significantly increasing the percentage of college-age Virginians who enroll in colleges and complete degrees
(3) Attracting and preparing young people for the STEM areas and other disciplines (e.g., healthcare and advanced manufacturing) where skill shortages now exist and/or unmet demand is anticipated
(4) Forging new public-private partnerships and regional strategies for business recruitment, workforce preparation, and university-based research
(5) Making the state a national leader in providing higher education opportunities to military personnel and veterans
(6) Crafting a sustainable higher education funding model that will move Virginia toward higher levels of educational attainment and economic competitiveness over the next 15 years
(7) Developing innovative ways to deliver quality instruction, cost-saving reform strategies, and affordable new pathways to degree attainment for Virginians, regardless of income or background
(8) Evaluating strategies to reduce costs through additional college placement testing and accelerated degree completion
(9) Creating effective workforce development programs through expanded use of the community college system in coordination with the commission on economic development and job creation.
Calls for the creation of the following committees, and identifies tasks for each committee: (1) Increased Degree Attainment, Financial Aid and Workforce Training; (2) Implement Innovation and Cost Containment; and (3) Regional Strategies/Partnerships for Research and Economic Development.
Directs the committee to submit its interim findings and recommendations on matters potentially impacting the executive budget by September 30, 2010. Directs the commission to an interim report of its activities, findings and recommendations by November 30, 2010. Provides the interim report must focus primarily on increasing degree attainment, concentrating increased educational attainment in STEM areas and other high-demand and high-income fields, a model for higher education funding, and partnerships through which public and private colleges and community colleges participate actively in economic development and workforce training. Directs the commission to continue to meet and make recommendations on additional stated objectives throughout 2011.
Provides this executive order will become effective upon signing and remain in full force and effect until March 26, 2011 unless amended or rescinded by further executive order.
http://www.governor.virginia.gov/Issues/ExecutiveOrders/pdf/EO_9.pdf
Title: E.O. 9
Source: www.governor.virginia.gov
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| RI | Signed into law 11/2009 | Postsec.
Community College | Authorizes the Bachelors Degree in Three program, a new educational initiative designed to expedite the process so that students can earn a bachelor's degree at a state college or university within 3 years; requires the establishment of a credit transfer policy at the University of Rhode Island, Rhode Island College and the Community College of Rhode Island to ensure greater opportunities; requires the identification of potential related costs, including costs to students, and to school districts. http://www.rilin.state.ri.us/billtext09/housetext09/h5286.pdf
Title: H.B. 5286
Source: http://www.rilin.state.ri.us
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| CO | Signed into law 05/2006 | Postsec. | Concerns underserved students at institutions of higher education; requires each institution of higher education performance contract to include an addendum requiring the institution to demonstrate its commitment to the retention and success of underserved students through the institution's use of support services.
http://www.leg.state.co.us/clics2006a/csl.nsf/fsbillcont3/59C343C061F79739872570BA0061CD27?Open&file=1024_enr.pdf
Title: H.B. 1024
Source: Colorado Legislature
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| AR | Signed into law 04/2005 | Postsec. | An act to improve retention and graduation rates at public colleges and universities.
Title: S.B. 288
Source: StateNet
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| AR | Signed into law 03/2005 | Postsec. | Requires any university staff member assigned to provide course selection advice to incoming freshman students to provide any student who has declared a major with a written, eight semester course of study providing a recommended sequence for all course requirements for completion of most bachelor's degrees within eight semesters. Provides that a student may elect to sign this course of study or to sign a written waiver that clearly outlines the student's rights to obtain a bachelor's degree in eight semesters and verifies that the student chooses to not enter into the commitment. Provides that a student will be guaranteed a bachelor's degree at the end of the eight semesters if the student signs the recommended course sequence schedule and meets other requirements. Requires universities to offer courses in a time, sequence, and manner that will enable students to complete requirements for a degree within the time frame set out in the recommended course sequence schedule.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/HB2459.pdf
Title: H.B. 2459
Source: www.arkleg.state.ar.us
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| WA | Signed into law 04/2003 | Postsec. | Requiring policies regarding the efficient use of instructional resources. Adds provisions relating to increased tuition fees for excess credits taken at institutions of higher education. Requires each four-year institution of higher education and the state board for community and technical colleges to develop policies that ensure undergraduate students enrolled in degree or certificate programs complete their programs in a timely manner in order to make the most efficient use of instructional resources and provide capacity within the institution for additional students. Declares that policies adopted under this act shall address, but not be limited to, undergraduate students in the following circumstances: (1) Students who accumulate more than one hundred twenty-five percent of the number of credits required to complete their respective baccalaureate or associate degree or certificate programs; (2) Students who drop more than twenty-five percent of their course load before the grading period for the quarter or semester, which prevents efficient use of instructional resources; and (3) Students who remain on academic probation for more than one quarter or semester. Provides that policies adopted under this act may include assessment by the institution of a surcharge in addition to regular tuition and fees to be paid by a student for continued enrollment. Requires each public four-year institution of higher education and the state board for community and technical colleges to report to the higher education coordinating board by January 30, 2004, on the policies developed under this act. Directs the higher education coordinating board to summarize the reports from the institutions and the state board and make a report to the higher education committees of the legislature by March 1, 2004. http://www.leg.wa.gov/pub/billinfo/2003-04/Senate/5125-5149/5135-s2_pl.pdf
Title: S.B. 5135
Source: http://www.leg.wa.gov/
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| KY | Signed into law 04/2000 | P-12
Postsec. | Directs the Education, Assessment, and Accountability Review Subcommittee to study the issues of adequate preparation of students for promotion to higher grades, the establishment of appropriate educational criteria for entrance into higher grades, and remediation rates of entering postsecondary students.
Title: H.C.R. 88
Source: Lexis-Nexis/StateNet
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| AR | Signed into law 03/1999 | Postsec. | Requires state supported colleges and universities to establish programs to enhance the retention of minority students, faculty and staff; and for other purposes.
Title: H.B. 1805
Source: Lexis-Nexis/StateNet
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| MS | Died 05/1998 | P-12
Postsec. | Allow deduction in computing taxable income for income taxes to individuals completing high school or college or both.
Title: H.B. 30 & H.B. 79
Source: Lexis-Nexis/StateNet
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| Postsecondary Success--Completion--Completion Rates (Statistics) |
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| Postsecondary Success--Developmental/Remediation |
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| Postsecondary Success--Retention/Persistence |
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| Postsecondary Success--Transfer/Articulation |
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| Private Schools |
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| Privatization |
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| Privatization--Education Management Agencies (EMOs) |
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| Proficiency-Based Approaches |
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| Promising Practices |
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| Promotion/Retention |
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| Public Attitudes |
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| Public Involvement |
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| Purposes of Public Education |
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| Reading/Literacy |
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| Reading/Literacy--Adult Literacy |
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| Religion |
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| Religion--Prayer/Meditation |
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| Religion--Scientific Creationism (Evolution) |
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| Rural |
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| Scheduling/School Calendar |
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| Scheduling/School Calendar--Day/Class Length |
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| Scheduling/School Calendar--Extended Day Programs |
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| Scheduling/School Calendar--Summer School |
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| Scheduling/School Calendar--Week |
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| Scheduling/School Calendar--Year |
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| Scheduling/School Calendar--Year Round |
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| School Climate/Culture |
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| School Safety |
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| School Safety--Bullying Prevention/Conflict Resolution |
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| School Safety--Code of Conduct |
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| School Safety--Corporal Punishment |
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| School Safety--Disaster/Emergency Preparedness |
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| School Safety--Expulsion/Suspension |
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| School Safety--No Child Left Behind--Safe Schools |
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| School Safety--Sexual Harassment and Assault |
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| School Safety--Special Education |
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| School Safety--Uniforms/Dress Codes |
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| School/District Structure/Operations |
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| School/District Structure/Operations--District Consolidation/Deconsolidation |
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| School/District Structure/Operations--District Size |
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| School/District Structure/Operations--Facilities |
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| School/District Structure/Operations--Food Service |
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| School/District Structure/Operations--Libraries |
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| School/District Structure/Operations--Org. (K-3/K-8 etc.) |
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| School/District Structure/Operations--Personnel (Non-Teaching) |
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| School/District Structure/Operations--School Size |
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| School/District Structure/Operations--Shared Services |
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| School/District Structure/Operations--Staffing Ratios |
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| School/District Structure/Operations--Transportation |
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| Service-Learning |
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| Special Education |
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| Special Education--Federal Law/Regulations |
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| Special Education--Finance |
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| Special Education--Inclusion (Mainstreaming) |
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| Special Education--Placement |
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| Special Education--Transition |
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| Special Populations--Corrections Education |
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| Special Populations--Foster Care |
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| Special Populations--Gifted and Talented |
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| Special Populations--Homeless Education |
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| Special Populations--Immigrant Education |
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| Special Populations--Migrant Education |
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| Special Populations--Military |
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| Standards |
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| Standards--Common Core State Standards |
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| Standards--Implementation |
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| State Comparisons/Statistics |
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| State Longitudinal Data Systems |
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| State Policymaking |
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| State Policymaking--Ballot Questions |
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| State Policymaking--Constitutional Clauses |
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| State Policymaking--Politics |
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| State Policymaking--Task Forces/Commissions |
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| STEM |
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| Student Achievement |
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| Student Achievement--Closing the Achievement Gap |
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| Student Achievement--State Trends |
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| Student Supports |
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| Student Supports--Counseling/Guidance |
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| Student Supports--Mentoring/Tutoring |
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| Student Supports--Remediation |
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| Student Surveys |
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| Students |
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| Students--Athletics/Extracurricular Activities |
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| Students--Employment |
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| Students--Incentives |
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| Students--K-12 Exchange Students |
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| Students--Mobility |
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| Students--Records/Rights |
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| Teaching Quality |
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| Teaching Quality--Certification and Licensure |
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| Teaching Quality--Certification and Licensure--Alternative |
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| Teaching Quality--Certification and Licensure--Assignment |
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| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
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| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
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| Teaching Quality--Certification and Licensure--Special Education |
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| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
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| Teaching Quality--Certification and Licensure--Substitute Teachers |
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| Teaching Quality--Compensation and Diversified Pay |
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| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
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| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
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| Teaching Quality--Evaluation and Effectiveness |
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| Teaching Quality--Induction Programs and Mentoring |
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| Teaching Quality--Paraprofessionals |
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| Teaching Quality--Preparation |
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| Teaching Quality--Professional Development |
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| Teaching Quality--Recruitment and Retention |
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| Teaching Quality--Recruitment and Retention--At-Risk Schools |
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| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
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| Teaching Quality--Reduction in Force |
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| Teaching Quality--Teacher Attitudes |
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| Teaching Quality--Teacher Contracts (Not Tenure) |
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| Teaching Quality--Teacher Rights |
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| Teaching Quality--Tenure or Continuing Contract |
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| Teaching Quality--Unions/Collective Bargaining |
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| Teaching Quality--Unions/Collective Bargaining--Strikes |
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| Teaching Quality--Working Conditions |
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| Technology |
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| Technology--Computer Skills |
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| Technology--Devices/Software/Hardware |
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| Technology--Equitable Access |
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| Technology--Funding Issues |
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| Technology--Internet Safety |
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| Technology--Research/Evaluation |
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| Technology--Teacher/Faculty Training |
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| Textbooks and Open Source |
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| Urban |
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| Urban--Change/Improvements |
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| Urban--Governance |
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| Whole-School Reform Models |
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| Whole Child |
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