 |
State |
Status/Date |
Level |
Summary |
|
 | 21st Century Skills |
| |
| Accountability |
| |
| Accountability--Accreditation |
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| 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 |
| |
| Postsecondary Success--Completion--Completion Rates (Statistics) |
| |
| Postsecondary Success--Developmental/Remediation |
| |
| Postsecondary Success--Retention/Persistence |
| |
| Postsecondary Success--Transfer/Articulation |
| |
| Private Schools |
| |
| Privatization |
| |
| Privatization--Education Management Agencies (EMOs) |
| |
| Proficiency-Based Approaches |
| |
| Promising Practices |
| |
| Promotion/Retention |
| |
| Public Attitudes |
| |
| Public Involvement |
| |
| Purposes of Public Education |
| |
| Reading/Literacy |
| |
| Reading/Literacy--Adult Literacy |
| |
| Religion |
| |
| Religion--Prayer/Meditation |
| |
| Religion--Scientific Creationism (Evolution) |
| |
| Rural |
| |
| Scheduling/School Calendar |
| |
 | Scheduling/School Calendar--Day/Class Length |
| |
| CA | Signed into law 07/2012 | P-12 | From bill summary: States findings and declarations regarding the pupils for whom an early college high school is designed and the key elements of an early college high school. Exempts an early college high school and a middle college high school from the 240-minute minimum schoolday. Instead provides that a day of attendance for an early college high school pupil or middle college high school pupil is 180 minutes if the pupil is a special part-time student enrolled in a community college under specified provisions, or the pupil is in grades 11 and 12 and is also enrolled part time in classes of the California State University or the University of California. Provides that a day of attendance for an early college high school pupil or middle college high school pupil who is neither a special part-time student enrolled in a community college nor enrolled part time in classes of the California State University or the University of California is 240 minutes. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_1301-1350/sb_1316_bill_20120709_chaptered.pdf
Title: S.B. 1316
Source: www.leginfo.ca.gov
| |
| MN | Signed into law 07/2011 | P-12 | Establishes a minimum number of hours for student instruction. Sets the hours at 425 hours per year for kindergarten pupils, 935 hours for pupils in grades 1 to 6 and 1,020 hours per year for pupils in grades 7 to 12. Clarifies that this section does not supersede the commissioner's approval authority of a four-day school week under section 124D.126. (Article 1, Sec 3)
http://wdoc.house.leg.state.mn.us/leg/LS87/1/HF0026.0.pdf
Title: H.F. 26
Source: http://www.house.leg.state.mn.us
| |
| IL | Signed into law 06/2011 | P-12 | Amends the Illinois Educational Labor Relations Act. Specifies that Chicago collective bargaining agreements may address decisions to determine the length of the work and school day and length of the work and school year. Page 97 of 111: http://www.ilga.gov/legislation/publicacts/97/PDF/097-0008.pdf
Title: S.B. 7 - Length of School Day and Year in Collective Bargaining Agreements
Source: www.ilga.gov
| |
| GA | Signed into law 05/2011 | P-12 | Extends for 2013-14 and 2014-15 school years a provision waiving the state from specified reimbursement for additional days of instruction for low-performing students.
Page 8 of 11: http://www.legis.ga.gov/Legislation/20112012/116810.pdf
Title: H.B. 192 - Remediation
Source: www.legis.ga.gov
| |
| GA | Signed into law 05/2011 | P-12 | Amends grade configurations and other criteria that qualify schools for participation in the middle school program. Repeals provision requiring minimum 5 hours of instruction in middle schools to include, for students not performing on grade level, remedial instruction in core academic courses. Repeals provision permitting a middle school to petition the state board to permit a 4.5-hour school day.
Pages 9-11 http://www.legis.ga.gov/Legislation/20112012/116810.pdf
Title: H.B. 192 - Middle School Program
Source: www.legis.ga.gov
| |
| NM | Signed into law 04/2011 | P-12 | Clarifies the lenght of school day requirements for different grade levels.
http://www.nmlegis.gov/Sessions/11%20Regular/final/SB0145.pdf
Title: S.B. 145
Source: http://www.nmlegis.gov/
| |
| GA | Vetoed 06/2010 | P-12 | Revises and clarifies language relating to the organization of schools serving grades 6, 7 and/or 8. Provides that schools serving any of those grades qualify for the middle school program for students. Eliminates provision that for students not performing on grade level, the minimum 5 hours of instruction that middle schools must provide must include remedial academic instruction in English/language arts, reading, math, science or social studies as required to bring such students to grade level performance. Eliminates provision allowing middle schools to submit a waiver request to the state board to schedule a minimum of 4.5 hours of academic instruction (instead of 5), and requiring the state board to grant such a request if the school has achieved an acceptable rating for the preceding year.
Amends provisions related to the scholarship program for K-12 special needs students. Requires specific eligibility notice to be provided to parents of students with a disability each January and April via letter, e-mail and, if the school system utilizes automated telephone calls, by such automated system. Also requires the district to ensure that a student is notified at each IEP meeting. Requires the department to provide scholarship application deadline opportunities on August 1, October 1 and March 1 of each school year for a student to transfer. Requires that quarterly scholarship payments from the department be paid in equal amounts, and that if a student enrolled in the participating school after the school's start date, on or before specified dates for students entering a school during each of four specified quarters. Specifies payment procedures if a quarterly payment date is missed because a student had not been enrolled in a school at least 10 days in the prior quarter.
Bill text: http://www.legis.state.ga.us/legis/2009_10/pdf/hb907.pdf
Governor's veto message: HB 907 was originally intended to allow additional flexibility for management of middle schools, which I support. During the legislative process, however, language from another bill was added which imposes onerous requirements on the Department of Education regarding the Special Needs Voucher, most significant of which was the unqualified requirement to pay such vouchers in four equal quarterly payments. In a budget environment as challenging as this one – an environment in which public schools are being forced to operate on smaller budgets – it is not appropriate to tie administrators' hands and require them to fund vouchers fully as they seek budget flexibility elsewhere during these uncertain economic times. For these reasons, I VETO HB 907. (From http://gov.georgia.gov/00/press/detail/0,2668,78006749_160096907_160291947,00.html)
Title: H.B. 907
Source: www.legis.state.ga.us
| |
| CA | Signed into law 07/2009 | P-12 | From legislative analysis: Existing law prescribes the minimum length of time for the instructional school year and the minimum number of instructional minutes per schoolday. Existing law imposes fiscal penalties on school districts and county offices of education that fail to maintain those minimum instructional times per school year or schoolday.
Effective 2009–10 through the 2012–13 school years, would authorize a school district, county office of education, and charter school to reduce the equivalent of up to 5 days of instruction or the equivalent number of instructional minutes without incurring the fiscal penalties.
http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0001-0050/abx4_2_bill_20090728_chaptered.pdf
Title: A.B. 2D - Section 21
Source: www.leginfo.ca.gov/
| |
| MO | Signed into law 07/2009 | P-12 | Act established school flex program allowing eligible students in 11th and 12th grades to attend school a minimum of two instructional hours per school day within their school district; pursue a timely graduation; provide evidence of college or technical career education enrollment and attendance; or proof of employment and labor that is aligned with the student's career academic plan; refrain from being expelled or suspended; pursue course and credit requirements for a diploma and maintain a 95% attendance rate. Parental and principal approval required. Participating school districts must report annually to the Department of Elementary and Secondary Education and the department must report annually to the Joint Committee on Education on the program's effectiveness. Act also changes the requirement for compulsory attendance age for school districts (except St. Louis City school district). Act changes compulsory attendance age to seventeen or successful completion of sixteen credits toward high school graduation. For the purposes of homeschooling, act defines a completed credit towards high school graduation as 100 hours or more of instruction in a course. Home school education enforcement and records will be subject to review only by the local prosecuting attorney.
http://www.senate.mo.gov/09info/pdf-bill/tat/SB291.pdf
Title: S.B. 291--School Flex Program
Source: http://www.senate.mo.gov
| |
| OH | Signed into law 07/2009 | P-12 | **No funds allocated in the current budget for this center, according to the DOE's H.B. 1 summary document http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635**
Authorizes the state superintendent to create the center for creativity and innovation in the department of education. Provides that, if created, the center must help schools in districts, educational service centers, community schools and STEM schools with any of the following:
(1) Designing and implementing strategies and systems that enable schools to become professional learning communities, including:
(a) Mentoring and coaching teachers and support staff
(b) Enabling school principals to focus on supporting instruction and engaging teachers and support staff as part of the instructional leadership team so that teachers and staff may share the responsibility for making and implementing school decisions
(c) Adopting new models for restructuring the learning day or year, such as including teacher planning and collaboration time as part of the school day
(d) Creating smaller schools or smaller units within larger schools to facilitate teacher collaboration to improve and advance the professional practice of teaching and to enhance instruction that yields enhanced student achievement.
(2) Using strategies in collaboration with the teach Ohio program to promote, recruit and enhance the teaching profession, including:
(a) Designing and implementing "grow your own" recruitment and retention strategies to support individuals in becoming licensed teachers, to retain highly qualified teachers, to assist experienced teachers in obtaining licensure in subject areas for which there is need, to assist teachers in earning senior professional educator and lead professional educator licenses, and to assist teachers to grow and develop in the profession
(b) Enhanced conditions for new teachers
(c) Incentives to attract qualified math, science or special education teachers
(d) Developing and implementing a partnership with teacher preparation programs at colleges and universities to help attract teachers qualified to teach in shortage areas
(e) Implementing a program to increase the cultural competency of both new and veteran teachers.
(3) Identifying state policies that impede the adoption of innovative practices and making recommendations to the superintendent of public instruction for the repeal, revision, or waiver of those provisions
(4) Identifying promising programs and practices based on high quality education research and developing models for their early adoption, including research and practices in arts education and creativity
(5) Other duties as assigned by the superintendent of public instruction.
If created, directs the center to promote collaboration between districts and community schools to enhance the academic programs of both and to broaden the application of successful and innovative academic practices developed by community schools. In doing so, directs the center to (1) Study and serve as a clearinghouse of best practices and innovative programming developed and utilized by community schools that could be adopted by school districts; and (2) Identify circumstances in which students could benefit from collaboration between the complementary programs of school districts and community schools.
Pages 1044-1045 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.82
Source: www.legislature.state.oh.us
| |
| MO | Signed into law 06/2009 | P-12 | Defines "school term" as a minimum of 174 school days for schools with a 5-day school week or a minimum of 142 school days, as that term
35 is defined in section 160.041, for schools with a four-day school week. 160.041 defines the "minimum school day" as three hours for schools with a 5-day school week or four hours for schools with a 4-day school week in which the pupils are under the guidance and direction of teachers in the teaching process. A "school month" consists of four weeks of 5 days each for schools with a 5-day school week or four weeks of four days each for schools with a 4-day school week.
http://www.senate.mo.gov/09info/pdf-bill/tat/SB291.pdf
Title: S.B. 291 - School Calendar
Source: http://www.senate.mo.gov
| |
| TX | Signed into law 06/2009 | P-12 | Section 17: Directs the commissioner, in reviewing a funding application for an extended year program, to give priority to districts with high concentrations of educationally disadvantaged students.
Section 18: Brings provisions related to flexible school day program applications in line with provisions outlined in 2009 H.B. 1297 (http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB01297F.pdf)
Section 19: Directs the commissioner of education to distribute funds for life skills programs for student parents. Directs the commissioner to give priority to applicant districts that received funds for such a program the preceding year, and then to districts with the highest concentration of students who are pregant or parents. Specifies that a life skills programs for student parents is required only in districts that receive a state grant for this purpose and any other funds available for the program. Pages 13-16 of 108: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Sections 17-19
Source: www.legis.state.tx.us
| |
| NM | Signed into law 04/2009 | P-12 | Clarifies the school year and length of school day. Kindergarten, for half-day programs, two and one-half hours per day or, for full-day programs, five and one-half hours per day. Grades one through six, five and one-half hours per day; and grades seven through twelve, six hours
per day.
http://nmlegis.gov/Sessions/09%20Regular/final/HB0691.pdf
Title: H.B. 691
Source: http://nmlegis.gov/
| |
| OK | Adopted 07/2008 | P-12 | Proposes rules to require all schools to complete the self-examination on their use of school time and to assess the amount of time spent on quality instructional time.
Title: OAC 210:15-8-3
Source: Lexis-Nexis/StateNet
| |
| UT | Signed into law 03/2008 | P-12 | Establishes the Utah Science Technology and Research Initiative (USTAR) Centers Program to provide a financial incentive for charter schools and school districts to adopt programs that result in a more efficient use of human resources and capital facilities.
Enumerates the potential benefits of the program:
(1) Increased compensation for math and science teachers by providing opportunities for an expanded contract year which will enhance school districts' and charter schools' ability to attract and retain talented and highly qualified math and science teachers
(2) Increased capacity of school buildings by using buildings more hours of the day or more days of the year, resulting in reduced capital facilities costs
(3) Decreased class sizes created by expanding the number of instructional opportunities in a year
(4) Opportunities for earlier high school graduation
(5) Improved student college preparation
(6) Increased opportunities to offer additional remedial and advanced courses in math and science
(7) Opportunities to coordinate high school and post-secondary math and science education
(8) The creation or improvement of science, technology, engineering, and math centers (STEM Centers).
Directs the State Board of Education to solicit proposals from the State Charter School Board and from districts, and to award competitive grants from monies appropriated for the USTAR Centers Program to pay for costs related to the adoption and implementation of the program. Specifies criteria the state board must consider when selecting grant recipients.
Provides that a school district or charter school must use at least 95% of grant monies received to provide full year teacher contracts, part-time teacher contract extensions, or combinations of both, for math and science teachers. Up to 5% of grant monies may be used to fund math and science field trips, textbooks, and supplies. Provides that Participation in the USTAR Centers Program must be voluntary for individual teachers and for a charter school or school district.
Directs the state board to make an annual report during the 2009, 2010 and 2011 interims to the Public Education Appropriations Subcommittee describing the program's impact on students and its effectiveness at achieving the benefits enumerated in legislation.
Pages 33-35 of 43: http://le.utah.gov/~2008/bills/sbillenr/sb0002.pdf
Title: S.B. 2 - Section 22
Source: le.utah.gov
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| IL | Adopted 09/2006 | P-12 | New section (p 243 of 405 http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue41.pdf) institutes a requirement that districts electronically report information used in determining whether teachers can be considered "highly qualified"
for their assignments in the core academic subject areas.
New section 1.242 (p 244 of 405 http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue41.pdf) conveys the due process requirements that are applicable when districts elect to deny enrollment to high school students for failure to maintain academic or attendance standards, as permitted by Public Act 93-803.
Sections 1.420 and 1.430 (pp 244-254 of 405 http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue41.pdf) have been updated to acknowledge that, under Public Act 94-198, physical education is not required daily in cases of block scheduling.
Language has been inserted into Section 1.720 (pp 254-258 of 405 http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue41.pdf) to clarify the long-standing policy that the "major field of teaching assignment" is the one in which a (middle-grades) teacher spends
the most time and is thus the field in which the teacher is generally required to have 18 semester hours of credit.
Title: 23 IAC 1.77, .242, .420, .430, .720
Source: www.cyberdriveillinois.com
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| FL | Signed into law 05/2006 | P-12 | Defines secondary schools as those serving grades 6-12. Specifies that the following guiding principles must be used in the annual preparation of each secondary school's improvement plan:
(a) Struggling students, especially those in failing schools, need the highest quality teachers and dramatically different, innovative approaches to teaching and learning.
(b) Every teacher must contribute to every student's reading improvement.
(c) Quality professional development provides teachers and principals with the tools they need to better serve students.
(d) Small learning communities allow teachers to personalize instruction to better address student learning styles, strengths, and weaknesses.
(e) Intensive intervention in reading and math must occur early and through innovative delivery systems.
(f) Parents need access to tools they can use to monitor their child's progress in school, communicate with teachers, and act early on behalf of their child.
(g) Applied and integrated courses help students see the relationships between subjects and relevance to their futures.
(h) School is more relevant when students choose courses based on their goals, interests, and talents.
(i) Master schedules should not determine instruction and must be designed based on student needs, not adult or institutional needs.
(j) Academic and career planning engages students in developing a personally meaningful course of study so they can achieve goals they have set for themselves.
Requires local boards to adopt policies to address:
(a) Procedures for placing and promoting grade 6-12 students entering from out of state or from a foreign country, including a review of the student's prior academic performance.
(b) Alternative methods for students to demonstrate competency in required courses and credits, with special support for students who have been retained.
(c) Applied, integrated, and combined courses that provide flexibility for students to enroll in courses that are creative and meet individual learning styles and student needs.
(d) Credit recovery courses and intensive reading and math intervention courses based on student performance on the FCAT. These courses should be competency based and offered through innovative delivery systems, including computer-assisted instruction. Districts should use learning gains as well as other appropriate data and provide incentives to identify and reward high-performing teachers who teach credit recovery and intensive intervention courses.
(e) Grade forgiveness policies that replace a grade of "D" or "F" with a grade of "C" or higher earned subsequently in the same or a comparable course.
(f) Summer academies for students to receive intensive reading and mathematics intervention courses or competency-based credit recovery courses. A student's participation in an instructional or remediation program prior to or immediately following entering grade 9 for the first time shall not affect that student's classification as a first-time 9th grader for reporting purposes.
(g) Strategies to support teachers' pursuit of the reading endorsement and emphasize reading instruction professional development for content area teachers.
(h) Creative and flexible scheduling designed to meet student needs.
(i) Procedures for high school students who have not prepared an electronic personal education plan to prepare such plan.
(j) Tools for parents to regularly monitor student progress and communicate with teachers.
(k) Additional course requirements for promotion and graduation which may be determined by each school district in the student progression plan and may include additional academic, fine and performing arts, physical education, or career and technical education courses in order to provide a complete education program.
Requires the department to:
(a) By February 1, 2007, increase the number of approved applied, integrated, and combined courses available to districts.
(b) By the beginning of the 2006-2007 school year, make available a professional development package designed to provide the information that content area teachers need to become proficient in applying scientifically based reading strategies through their content areas.
(c) Share best practices for providing a complete education program to students enrolled in course recovery, credit recovery, intensive reading intervention, or intensive math intervention.
(d) Expedite assistance and decisions and coordinate policies throughout all divisions within the department to provide districts with support to implement the Florida Secondary School Redesign Act.
(e) Use data to provide the Legislature with an annual longitudinal analysis of the success of this reform effort, including the progress of 6th grade students and 9th grade students scoring at Level 1 on FCAT Reading or FCAT Math.
Directs the commissioner of education to create and implement the Secondary School Improvement Award Program to reward public secondary schools that demonstrate continuous student academic improvement and show the greatest gains in student academic achievement in reading and math.
Pages 35-39 of 160: http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 - Section 19
Source: www.myfloridahouse.gov
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| OK | Signed into law 05/2006 | P-12 | Allows districts to adopt an extended day schedule for 9th-12th grades. Requires a public hearing and certain documentation; requires revocation of authorizaiton for a program if the student achievement is not documented; provides for denial of accreditation in certain circumstances.
http://webserver1.lsb.state.ok.us/2005-06bills/HB/HB2367_ENR.RTF
Title: H.B. 2367
Source: http://webserver1.lsb.state.ok.us
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| AR | Signed into law 04/2005 | P-12 | Repeals provision that notation must be made on a student's transcript to indicate each special education class included on the transcript.
Establishes that school day must consist of at least rather than fewer than six hours of instructional time.
Allows a school district to include as part of the school day the travel time between public schools or other educational programs of those students attending classes or programs authorized by law.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/sb1044.pdf
Title: S.B. 1044 (sections 14-15)
Source: www.arkleg.state.ar.us
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| AZ | Line item vetoed 06/2003 | P-12
Postsec.
Community College | Creates budget reconciliation for education and includes the following provisions: Prohibits the State Board of Education from sponsoring additional charter schools in FY 2003-04, and requires the State Board for Charter Schools to provide oversight for existing state board of education-sponsored charter schools during FY 2003-04;Repeals a FY 2002-03 transfer of monies to the Parental Choice for Reading Success Program and deposits the monies in the General Fund; Allows school districts and charter schools to complete the minimum number of instructional hours in less than 180 days; Repeals the State Board of Directors for Community Colleges (SBDCC), transfers any remaining SBDCC funds to the General Fund, applies this change retroactively to July 1, 2003, and requires the Legislative Council to prepare proposed legislation conforming the repeal of the SBDCC throughout statute.
Title: H.B. 2534
Source: Arizona Legislation Web site
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| AR | Signed into law 04/2003 | P-12 | Provides teachers with additional time for instructional purposes. http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB2655.pdf
Title: H.B. 2655
Source: Arkansas Legislative Web site
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| OK | Signed into law 04/2003 | P-12 | Applies the 6-hour school day requirement to first grade. (Section 1-111. A. A school day shall consist of not less than six (6) hours devoted to school activities, except that a school day for nursery, early childhood education, kindergarten, extended day program, and alternative education programs shall be as otherwise defined by law or as defined by the State Board of Education.) Exemptions formerly applied to first grade. http://www2.lsb.state.ok.us/2003-04SB/sb289_enr.rtf
Title: S.B. 289
Source: http://www2.lsb.state.ok.us
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| KY | Signed into law 05/2001 | P-12 | Requires that school districts adopt a school calendar designating opening and closing dates and instructional days and permitting the scheduling of school breaks outside of the minimum school term; requires that schools allow teacher delegates to attend statewide professional meetings and hire substitute teachers if schools are scheduled to operate on meeting days; allows Federal School Breakfast Program to provide students with 15 minutes to eat breakfast.
Title: S.B. 108
Source: Lexis-Nexis/StateNet
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| ID | Signed into law 04/2000 | P-12 | Amends existing law to delete noninstructional from recess time as it relates to the option of a local school board or trustees to approve a reduction in annual instructional hour requirements as allowed by law; maintains the restriction that recess time shall not be included in the reduction.
Title: H.B. 636
Source: Lexis-Nexis/StateNet
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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 Safety |
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| School Safety--Corporal Punishment |
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| School Safety--No Child Left Behind--Safe Schools |
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| School Safety--Special Education |
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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 Surveys |
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| Teaching Quality |
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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--Compensation and Diversified Pay--Retirement/Benefits |
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| Teaching Quality--Evaluation and Effectiveness |
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