 |
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 |
| |
| 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 |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Week |
| |
| Scheduling/School Calendar--Year |
| |
| Scheduling/School Calendar--Year Round |
| |
| School Climate/Culture |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Code of Conduct |
| |
| School Safety--Corporal Punishment |
| |
| School Safety--Disaster/Emergency Preparedness |
| |
| School Safety--Expulsion/Suspension |
| |
| School Safety--No Child Left Behind--Safe Schools |
| |
| School Safety--Sexual Harassment and Assault |
| |
| School Safety--Special Education |
| |
| School Safety--Uniforms/Dress Codes |
| |
| School/District Structure/Operations |
| |
| School/District Structure/Operations--District Consolidation/Deconsolidation |
| |
| School/District Structure/Operations--District Size |
| |
| School/District Structure/Operations--Facilities |
| |
| School/District Structure/Operations--Food Service |
| |
| School/District Structure/Operations--Libraries |
| |
| School/District Structure/Operations--Org. (K-3/K-8 etc.) |
| |
| School/District Structure/Operations--Personnel (Non-Teaching) |
| |
| School/District Structure/Operations--School Size |
| |
| School/District Structure/Operations--Shared Services |
| |
| School/District Structure/Operations--Staffing Ratios |
| |
| School/District Structure/Operations--Transportation |
| |
| Service-Learning |
| |
| Special Education |
| |
| Special Education--Federal Law/Regulations |
| |
| Special Education--Finance |
| |
| Special Education--Inclusion (Mainstreaming) |
| |
| Special Education--Placement |
| |
| Special Education--Transition |
| |
| Special Populations--Corrections Education |
| |
| Special Populations--Foster Care |
| |
| Special Populations--Gifted and Talented |
| |
| Special Populations--Homeless Education |
| |
| Special Populations--Immigrant Education |
| |
| Special Populations--Migrant Education |
| |
| Special Populations--Military |
| |
 | Standards |
| |
| CA | Signed into law 09/2012 | P-12 | From bill summary: Existing law prohibits the state board from adopting instructional materials until the 2015–16 school year. These provisions authorize the state board to consider the adoption of a revised curriculum framework and evaluation criteria for instructional materials in history-social science. Requires the state department of education to conduct work necessary to revise the curriculum framework and evaluation criteria for instructional materials in history-social science only after it has completed work related to the development of curriculum frameworks for the Common Core academic content standards
as provided by law. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_1501-1550/sb_1540_bill_20120908_chaptered.pdf
Title: S.B. 1540
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 09/2012 | P-12 | From bill summary: Authorizes the superintendent of public instruction to recommend and the state board to adopt the college and career readiness anchor standards developed by the Common Core State Standards Initiative consortium. Authorizes the state board to take action to resolve any technical issues in the English language arts standards it adopted.
Authorizes the superintendent of public instruction to recommend to the state board, and the state board to adopt, reject, or modify, modifications to the Common Core academic content standards for mathematics by March 30, 2013. Requires the state board to explain, in writing, to the governor and the legislature the reasons for modifying the standards. Requires the superintendent of public instruction, in consultation with the state board, to consult a specified group of experts in mathematics for purposes of developing the recommendations. Requires the superintendent of public instruction and the state board to hold a minimum of 2 public hearings in order for the public to provide input on the state superintendent's recommendations. Requires that modifications to the Common Core academic content standards in mathematics be incorporated into the curriculum framework and the evaluation criteria for mathematics for the purpose of adopting specified instructional materials in mathematics, but makes this provision operative only if AB 1246 of the 2011–12 Regular Session is enacted (A.B. 1246 chaptered 9/27/12 http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1201-1250/ab_1246_bill_20120927_chaptered.pdf).
Extends the dates by which the superintendent is required to present the recommended science content standards to the state board, and the state board is required to adopt, reject, or modify those standards to July 31, 2013, and November 30, 2013, respectively. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_1151-1200/sb_1200_bill_20120927_chaptered.pdf
Title: S.B. 1200
Source: www.leginfo.ca.gov
| |
| WV | Adopted 06/2012 | P-12 | Defines content standards and instructional goals and objectives for mathematics program of study, consistent with West Virginia's move to adopt the common core standards. Broadens scope of mathematics curriculum to include 21st century content standards and objectives as well as 21st century standards and objectives for learning skills and technology tools. Organizes around the three major components of a standards-based curriculum: learning standards, instructional objectives and performance descriptorsfor grades 2-12. The standards, objectives and performance descriptors are designed to provide clear, consistent priorities and focus, as well as depth of knowledge. The objectives spiral upward through the grade levels, eliminating repetition of content and increasing in rigor and depth of knowledge throughout the student's academic career.
Asserts that the vision of the state board and department includes the triangulation of mathematics content, learning skills and technology tools standards within each classroom so that students will be able to think critically, analyze information, comprehend new ideas, communicate, collaborate, solve problems and make decisions. Makes all mathematics teachers responsible for the integration of Policy 2520.14 21st Century Learning Skills and Technology Tools in their classroom instruction. http://apps.sos.wv.gov/adlaw/csr/readfile.aspx?DocId=23773&Format=PDF
Title: WV ADC s 126-44B-1, 2, 3, 4
Source: wvde.state.wv.us
| |
| OR | Signed into law 02/2012 | P-12 | Introduces an "accelerated learning entity" to assist school districts and high schools in providing accelerated learning options or standardized testing related to accelerated learning options that lead to college credit. The Superintendent of Public Instruction is charged with assisting school districts and high schools in increasing the availability of accelerated learning options.
http://www.leg.state.or.us/12reg/measpdf/hb4000.dir/hb4013.en.pdf
Title: H.B. 4013
Source: http://www.leg.state.or.us
| |
| CA | Signed into law 10/2011 | P-12 | From bill summary: Requires the state board to adopt science content standards pursuant to specified requirements. Requires the superintendent to convene a group of science experts with whom the superintendent must recommend science content standards for adoption to the state board. Requires the superintendent to hold at least 2 public meetings to provide public input on the science content standards. Requires the superintendent to present the recommended science content standards to the state board by March 30, 2013, and requires the state board to adopt, reject or modify those standards by July 30, 2013. Requires the superintendent and the state board to present to the governor and the appropriate policy and fiscal committees of the legislature a schedule and implementation plan for integrating the adopted science content standards into the state educational system. Repeals these provisions on July 1, 2014. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0251-0300/sb_300_bill_20111008_chaptered.pdf
Title: S.B. 300
Source: www.leginfo.ca.gov
| |
| ME | Signed into law 06/2011 | P-12 | Proposes to amend the current education laws to update high school graduation requirements. Requires the Department of Education (DOE) to submit a report to the Legislature by December 1, 2011 consisting of:
1. Draft legislation to require that, in order to graduate from high school after January 1, 2016, a student must (a) demonstrate proficiency in meeting state standards in all 8 content areas of the required system of learning results; (b) demonstrate proficiency in each of the 5 guiding principles outlined in regulation regarding parameters for essential instruction; and (c) meet other locally developed requirements to graduate from high school not inconsistent with state requirements. Provides that the legislation must also include any changes necessary to conform current state law to the needs of schools engaged in standards-based education, including allowing students to graduate from high school in more or fewer than 4 years.
2. An outline of rules or additional guidance necessary to more fully develop the requirements for awarding a high school diploma, including guidance regarding how schools are to track and report student mastery of standards and how schools are to ensure the validity of student assessments; and
3. A proposed system of technical assistance for schools in implementing standards-based education including proposed timelines for implementation.
Directs the DOE, in drafting the required report, to consult with teachers and administrators with experience in standards-based education, as well as the education associations in the state, for advice on determining the needs of educators. http://www.mainelegislature.org/legis/bills/bills_125th/chapters/RESOLVE83.asp
Title: S.P. 295 (L.D. 949)
Source: http://www.mainelegislature.org
| |
| OH | Signed into law 06/2011 | P-12 | Removes provision that the state board adopt state standards every five years after June 30, 2010; replaces with provision that state board adopt standards periodically. Repeals requirements that the standards specify "the development of skill sets as they relate to creativity and innovation, critical thinking and problem solving, and communication and collaboration" and "the development of skill sets that promote personal management, productivity and accountability, and leadership and responsibility". Replaces requirement for development of standards and model curricula in "computer literacy" with "technology". Page 3 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - State Standards
Source: www.legislature.state.oh.us
| |
| FL | Signed into law 05/2011 | P-12 | Sec. 21 - Requires the state Commissioner of Education, by April 15 of each school year, to appoint three state or national experts in the content areas submitted for adoption to review the instructional materials and evaluate the content for alignment with the applicable Next Generation Sunshine State Standards. Provides that the reviewers will be designated as state instructional materials reviewers and will review the materials for the level of instructional support and the accuracy and appropriateness of progression of introduced content. Revises statutes related to instructional materials for public schools requiring that by 2015-2016, all adopted instructional materials for K-12 students are to be in electronic or digital format. http://laws.flrules.org/files/Ch_2011-055.pdf
Title: S.B. 2120 - Sec. 21
Source: http://laws.flrules.org
| |
| VA | Signed into law 03/2011 | P-12 | Codifies in the Standards of Quality the flexibility to use funds provided in the appropriation act and provided to local school divisions for certain staffing standards related to instructional staff in mathematics, limited English proficiency, reading, technology, and assistant principals. Additionally, amends the definition of ''support services."
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+CHAP0055+pdf
Title: H.B. 1792/S.B. 1270
Source: http://lis.virginia.gov/
| |
| CA | Vetoed 09/2010 | P-12 | Establishes the Academic Content Standards Commission for Science and History-Social Science. Upon the state superintendent's recommendation, directs the state board to adopt a schedule for the commission to review and recommend revisions to the science and history-social science curriculum area content standards, when funding permits. Directs the commission to develop academic content standards
in science and history-social science, which must be internationally benchmarked and build toward college and career readiness. Directs the superintendent and state board to present to the governor and the appropriate legislative policy and fiscal committees a schedule and implementation plan for integrating these new academic content standards into the state educational system. Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0051-0100/ab_97_bill_20100820_amended_sen_v94.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z5yw33f8c09znr?&_c=d|yvcee9xanplikz|z5yxksmilkmaj8&_ce=1289861585.cc71e211ee0393cc32a7b6a9806c7f14
Title: A.B. 97
Source: www.leginfo.ca.gov
| |
| CA | Vetoed 09/2010 | P-12 | From bill summary: Requires the state board to inform the chairs of the assembly and senate education committees and the secretary for education of content that it interprets to be the result of certain changes made to the Texas Administrative Code. Repeals this provision on January 1, 2016. Also requires the state board, upon the next adoption of the history-social science curriculum framework, to ensure that the framework is consistent with specified standards governing instructional materials.
From comments in last bill analysis: Seeks to ensure that the revisions of Texas' Essential Knowledge and Skills for Social Studies do not influence the content of California textbooks by requiring the state board of education to ensure that the next revision of the history-social science framework is consistent with existing requirements pertaining to social content and annually report to the legislature if it finds content that it interprets to be a result of Texas' revised social studies standards.
Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1451-1500/sb_1451_bill_20100902_enrolled.pdf
August 31 bill analysis: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1451-1500/sb_1451_cfa_20100831_092219_sen_floor.html
Veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z5yw28z54lpzfk?&_c=d|yvcee9xanplikz|z5yxksmilkmaj8&_ce=1289861701.c29cd0e449dd370878e50d0f5d583b9b
Title: S.B. 1451
Source: www.leginfo.ca.gov
| |
| IL | Signed into law 08/2010 | P-12 | Provides that no public school district or private school is obligated to comply with any new unfunded mandate adopted by the legislature or state board of education. Provides that if the amount appropriated to fund a new mandate does not fully fund the mandated activity, the district or private school may choose to discontinue or modify the activity to ensure that the costs of compliance do not exceed the funding received. Provides that before discontinuing or modifying the mandate, a district must petition its regional superintendent of schools on or before February 15 of each year to request to be exempt from implementing the mandate in a school or schools in the next school year. Sets forth provisions concerning what the petition must contain, review of the petition and a public hearing, granting an exemption, state board of education notification, and appealing the regional superintendent's decision.
Provides that these provisions do not apply to:
(1) Any new statutory or regulatory mandates related to revised learning standards developed through the Common Core State Standards Initiative and assessments developed to align with those standards or actions specified in the state's Phase 2 Race to the Top Grant application if it is approved by the U.S. Department of Education
(2) New statutory or regulatory mandates imposed on school districts designated as being in the lowest performing 5% of schools within the Race to the Top Grant application.
http://www.ilga.gov/legislation/96/HB/PDF/09600HB4711lv.pdf
Title: H.B. 4711
Source: www.ilga.gov
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| OK | Adopted 08/2010 | P-12 | The proposed new rules explain the purpose, provide definitions, and describe adoption and implementation procedures for the Common Core State Standards. The rules direct that the Common Core State Standards for English Language Arts, Literacy in History/Social Studies and Science, and Mathematics shall be adopted and implemented. The rules also provide a process for reviewing, revising, and supplementing the Common Core State Standards.
Title: OK ADC 210:15-4-1, 2, 3
Source: Westlaw/StateNet
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| CA | Signed into law 07/2010 | P-12 | Calls upon the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) to develop common core state standards in the core academic disciplines of English-language arts,
mathematics, history-social science, and science. Asks NGA and CCSSO to replicate the process used to develop English-language arts and mathematics common core state standards to now develop common core state standards for social studies and science. Asks the NGA and CCSSO to also examine the viability of developing common standards in other subject areas, including foreign language, visual and performing arts, physical education, and career technical education. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0001-0050/ajr_39_bill_20100707_chaptered.pdf
Title: A.J.R. 39
Source: www.leginfo.ca.gov
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| OK | Signed into law 06/2010 | P-12 | Requires that by August 1, 2010, the State Board of Education is to adopt revisions to the subject matter curriculum adopted by the State Board for English Language Arts and Mathematics as is necessary to align the curriculum with the K-12 Common Core State Standards developed by the Common Core State Standards Initiative.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB2033_ENR.RTF
Title: S.B. 2033
Source: http://webserver1.lsb.state.ok.us
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| CO | Signed into law 05/2010 | P-12
Postsec.
Community College | Amends several provisions of the Preschool to Postsecondary Education Alignment Act to specifically incorporate visual arts and performing arts education into the standards, assessments, and postsecondary and workforce readiness program that the state board of education and local education providers adopt.
http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/177FD55E4CCFB7F6872576B00057D6E7?open&file=1273_enr.pdf
Title: H.B. 1273
Source: http://www.leg.state.co.us
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| MD | Signed into law 04/2010 | P-12 | Requires the state board of education to establish standards for the mastery of Braille for use in English, language arts, and mathematics instruction of students who are blind or visually impaired in pre-kindergarten through grade 12 by September 1, 2012. By September 1, 2013, the state board and the Professional Standards and Teacher Education Board must review and, as appropriate, modify certification and recertification requirements for teachers of students who are blind or visually impaired. http://mlis.state.md.us/2010rs/bills/hb/hb0413e.pdf
Title: H.B. 413
Source: http://mlis.state.md.us
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| ME | Signed into law 04/2010 | P-12 | Allows the Department of Education to include the "Common Core State Standards Initiative" standards for kindergarten to grade 12 in the State's system of learning results and assessment and grants the Commissioner of Education the authority to adopt emergency rules in order to implement the standards. http://www.mainelegislature.org/legis/bills/bills_124th/chapters/PUBLIC647.asp
Title: S.B. 705
Source: http://www.mainelegislature.org
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| CA | Signed into law 01/2010 | P-12 | Establishes legislative intent regarding California's efforts in the federal Race to the Top competition. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_1_bill_20100107_chaptered.pdf
Specifies that these provisions become operative only if Senate Bill 4 of the Fifth Extraordinary Session of 2009-10 is also enacted (full text http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_4_bill_20100107_chaptered.pdf). S.B. 4E was also enacted January 7, 2010.
Title: S.B. 1E - Section 1
Source: www.leginfo.ca.gov
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| CA | Signed into law 01/2010 | P-12 | Numbers below relate to Section numbers in Education Code.
60601: Extends repeal date on Chapter 5 of Education Code, "California Assessment of Academic Achievement", to January 2014.
60604.5: Adds new section establishing legislative intent that the reauthorized statewide pupil assessment program include:
(a) A plan for transitioning to a system of high-quality assessments, as defined in the federal Race to the Top guidance and regulations
(b) Alignment with the new college- and career-ready, internationally-benchmarked English language arts and math standards developed by the newly-established Academic Content Standards Commission
(c) Any common assessments aligned with the aforementioned standards
and conforms to the assessment requirements of any reauthorization of the federal Elementary and Secondary Education Act or its successor.
60605.7: Adds new section requiring that the state participate in the Common Core State Standards Initiative.
60605.8: Adds new section establishing the Academic Content Standards Commission to develop academic content standards in language arts and mathematics. Specifies that the standards be internationally benchmarked, and be geared toward college- and career-readiness by high school graduation; requires that at least 85% of these standards be the common core academic standards developed by the consortium sponsored by the National Governors Association and the Council of Chief State School Officers. Requires that these standards be presented to the state board by July 15, 2010, and that the state board accept or reject the standards by August 2, 2010. Directs the superintendent and state board to develop a schedule and implementation plan for integrating the academic content standards adopted pursuant to this section into the state educational system.
60605.9: Adds new section releasing instructional materials aligned with new content standards from requirement that criteria be approved at least 30 months prior to the date that the materials
are to be approved for adoption.
Pages 13-17 of 32: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_1_bill_20100107_chaptered.pdf
Specifies that these provisions become operative only if Senate Bill 4 of the Fifth Extraordinary Session of 2009-10 is also enacted (full text http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_4_bill_20100107_chaptered.pdf). S.B. 4E was also enacted January 7, 2010.
Title: S.B. 1E - Sections 9, 12, 14, 15, 16
Source: www.leginfo.ca.gov
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| NE | Adopted 01/2010 | P-12 | Requires no later than October 6, 2010, that school districts adopt new academic content standards in the subject area of mathematics determined by each district to be measurable quality standards that are the same as, equal to, or more rigorous than the state academic
content standards in Appendix B (Mathematics Standards) of this Chapter. The standards adopted by school districts with reference to Appendix B replace standards previously adopted with reference to Appendix A of this Chapter.
http://www.sos.ne.gov/rules-and-regs/regtrack/proposals/0000000000000797.pdf
Title: Title 92, NAC Chapter 10 - Multiple Provisions
Source: http://www.sos.ne.gov/rules-and-regs
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| MT | Rule Adoption 09/2009 | P-12 | Amends rules relating to math content standards and performance descriptors for the Board of Public Education.
Title: ARM 10.54.4010 thru .4112 non seq
Source: Lexis-Nexis/StateNet
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| OH | Signed into law 07/2009 | P-12 | Partially from the DOE summary of H.B. 1:Modifies the current requirement for the state board to develop a standard for reporting financial information to the public. Requires districts and educational service center boards to report revenues and expenditures by school building, including expenditures for salaries, and with expenditures for classroom teachers, other certified staff, and all other employees reported separately, as well as per-pupil expenditures per building.
Provides that the state board's existing minimum standards for all public schools must require instructional materials and equipment, including library materials, to be aligned with the academic content standards. Directs the state board to adopt minimum operating standards for school districts, which districts must comply with unless they receive a waiver from the state superintendent. According to DOE summary, the operating standards override any conflicting provisions of a collective bargaining agreement. Provides the operating standards must include:
(1) Standards for the effective and efficient organization, administration and supervision of districts (full text of this provision in "full text" field below)
(2) Standards for the establishment of business advisory councils and family and civic engagement teams by school districts
(3) Standards incorporating the classifications for the components of the adequacy amount under Chapter 3306 of the Revised Code into core academic strategy components and academic improvement components, as specified in rules adopted under section 3306.25 of the Revised Code
(4) Standards for school district organizational units, as defined in sections 3306.02 and 3306.04 of the Revised Code, that require:
(i) The effective and efficient organization, administration and supervision of each school district organizational unit so that it becomes a thinking and learning organization according to principles of systems design and collaborative professional learning communities research as defined by the state superintendent, including a focus on the personalized and individualized needs of each student; a shared responsibility among organizational unit administrators, faculty and staff to develop a common vision, mission and set of guiding principles; a shared responsibility among organizational unit administrators, faculty and staff to engage in a process of collective inquiry, action orientation and experimentation to ensure the academic success of all students; commitment to job-embedded professional development and professional mentoring and coaching; established periods of time for teachers to pursue planning time for the development of lesson plans, professional development, and shared learning; commitment to effective management strategies that allow administrators reasonable access to classrooms for observation and professional development experiences; commitment to teaching and learning strategies that utilize technological tools and emphasize inter-disciplinary, real-world, project-based, and technology-oriented learning experiences to meet the individual needs of every student; commitment to high expectations for every student and commitment to closing the achievement gap so that all students achieve core knowledge and skills in accordance with the statewide academic standards adopted under section 3301.079 of the Revised Code; commitment to the
use of assessments to diagnose the needs of each student; effective connections and relationships with families and others that support student success; commitment to the use of positive behavior intervention supports throughout the organizational unit to ensure a safe and secure learning environment for all students
(ii) A school organizational unit leadership team to coordinate positive behavior intervention supports, family and civic engagement services, learning environments, thinking and learning systems, collaborative planning, planning time, student academic interventions, student extended learning opportunities, and other activities identified by the team and approved by the district board of education. Provides that the team must include the building principal, representatives from each collective bargaining unit, the building lead teacher, parents, business representatives and others that support student success.
Eliminates requirement that state board develop a state plan for technology to encourage the use of technology in educational settings.
DOE summary document: http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Bill text (pages 979-984 of 3120): http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.07
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | Defines "business education" for purposes of this section as including accounting, career development, economics and personal finance, entrepreneurship, information technology, management and marketing. Directs the state board, by July 2010, to adopt business education standards for grades 7-12. Directs the department to provide the standards to all school districts, community schools and STEM schools, and permits any school district, community school or STEM school to use the standards. Provides that the business education standards supplement, and do not supersede, academic content standards adopted under section 3301.079 of the Revised Code. Page 1016 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.0719
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | Section 3301.079(A)(2). Requires the state board to adopt K-12 standards for instruction in financial literacy and entrepreneurship, which must meet the same requirements as standards in the core areas of English, math, science and social studies (i.e., the standards must specify: (1) The content and skills at each grade level that will allow students to be prepared for postsecondary instruction and the workplace for success in the 21st century; (2) The development of skill sets as they relate to creativity and innovation, critical thinking and problem solving, and communication and collaboration; (3) The development of skill sets that promote information, media and technological literacy; and (4) The development of skill sets that promote personal management, productivity and accountability, and leadership and responsibility
(5) Interdisciplinary, project-based, real-world learning opportunities.)
Creates new Section 3301.0721. Directs the superintendent of public instruction to develop a model curriculum for instruction in college and career readiness and financial literacy. Provides the curriculum must focus on grades 7-12 but may include other grades. Directs the department, once the curriculum is developed, to notify all school districts, community schools and STEM schools. Authorizes all such schools to use the model curriculum.
Creates new Section 3313.6015. Directs every district board to adopt a resolution describing how the district will address college and career readiness and financial literacy in its curriculum for grades 7 or 8 and for any other grades in which the board determines that those subjects should be addressed. Directs the board to submit a copy of the resolution to the department of education.
Section 3313.603: Requires academic content standards for financial literacy and entrepreneurship to be integrated into one or more social studies classes required for high school graduation or into another course. Requires a high school that permits a student below grade 9 to take a high school-level course to award high school credit for successful completion of the course.
Pages 986 (Section 3301.079), 1016-1017 (Section 3301.0721), 1160-1167 (Section 3313.603) and 1173 (Section 3313.6015) of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.0721, 3301.079(A)(2) and 3313.601, 3313.603
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | Section 3301.079: Directs the state board of education, by June 30, 2010 and at least once every five years thereafter, to adopt statewide K-12 academic standards in English language arts, math, science and social studies, with emphasis on coherence, focus and rigor. [OF NOTE: Defines "coherence", "focus" and "rigor". Requires that the standards specify:
(1) The content and skills at each grade level that will allow students to be prepared for postsecondary instruction and the workplace for success in the 21st century
(2) The development of skill sets as they relate to creativity and innovation, critical thinking and problem solving, and communication and collaboration
(3) The development of skill sets that promote information, media and technological literacy
(4) The development of skill sets that promote personal management, productivity and accountability, and leadership and responsibility
(5) Interdisciplinary, project-based, real-world learning opportunities.]
Specifies that after completing the English language arts, math, science and social studies standards, the state board must, by March 31, 2011, adopt a model curriculum aligned with the revised standards for English language arts, math, science and social studies. [OF NOTE: Defines "vertical articulation". Requires that the model curriculum demonstrate vertical articulation and emphasize coherence, focus and rigor.] Also requires the state board, after adopting standards for English, math, science and social studies, adopt K-12 standards and model curricula in computer literacy, financial literacy and entrepreneurship, fine arts and foreign language. Requires that the standards meet the aforementioned requirements for the standards in English language arts, math, science and social studies. Repeals Section 3301.0718(A), which directed the state board to adopt standards and model curricula for instruction in computer literacy in grades 3-12 and in fine arts and foreign languages for grades K-12.
Existing provisions require the state board to inform districts when academic standards and model curricula have been completed for any subject area required by Section 3301.079. New provision additionally requires that all community schools and STEM schools be notified of revised standards and model curricula, and that nonpublic schools required to administer state assessments be notified when academic standards have been completed for any subject area required by Section 3301.079. Existing provision directs the department of education to provide technical assistance to any district in implementing the model curriculum; new provision extends the availability of such technical assistance to community schools and STEM schools.
[OF NOTE: Requires the state superintendent, not less than 45 days before the adoption of the new (1) state standards in English, math, science and social studies and (2) model curriculum in English, math, science and social studies, to present the standards or model curricula to the house and senate education committees.]
Pages 986-989 (Section 3301.079) and 1015 (Section 3301.0718(A)) of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.079, 3301.0718(A)
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | Repeals Section 3301.0718(A), which directed the state board to adopt the most recent standards developed by the National Association for Sport and Physical Education as the K-12 physical education standards, or to adopt its own K-12 P.E. standards, and moves such provisions to Section 3301.079(A)(3). Also repeals 3301.0718(B), which directed the department to employ a qualified full-time physical education coordinator to provide technical assistance to districts and community schools in implementing the physical education standards. Moves such provision to Section 3301.079(A)(3). Also extends duties of physical education coordinator to assisting STEM schools in implementing the physical education standards.
Pages 986-987 (Section 3301.079(A)(3)), 1015-1016 (Section 3301.0718(B)) of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.079(A)(3), 3301.0718(B)
Source: www.legislature.state.oh.us
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| TX | Adopted 07/2009 | P-12 | Establish revised middle school science Texas Essential Knowledge and Skills (TEKS) for implementation beginning with the 2010-2011 school year.
Title: 19 TAC 2.112.B.112.17 -.21
Source: Lexis-Nexis/StateNet
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| TX | Adopted 07/2009 | P-12 | Establish revised science Texas Essential Knowledge and Skills (TEKS) for implementation beginning with the 2010-2011 school year. Starting page 4 of 84: http://www.sos.state.tx.us/texreg/pdf/backview/0731/0731adop.pdfhttp://www.sos.state.tx.us/texreg/pdf/backview/0731/0731adop.pdf
Title: 19 TAC 2.112.A.112.1, .10 -.16
Source: Lexis-Nexis/StateNet
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| TX | Adopted 07/2009 | P-12 | Establish revised high school science Texas Essential Knowledge and Skills (TEKS) for implementation beginning with the 2010-2011 school year.
Title: 19 TAC 2.112.C.112.31 -.39, .41
Source: Lexis-Nexis/StateNet
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| LA | Adopted 05/2009 | P-12 | Amends rules relating to technology standards for Pre K-12 classes. Reflects changes in the skills students need to learn effectively and addresses the new and emerging instructional technologies.
http://doa.louisiana.gov/osr/lac/28v75/28v75.doc
Title: LAC 28:LXXV.Chapter 1
Source: http://doa.louisiana.gov/
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| HI | Signed into law 04/2009 | P-12 | Repeals the educational and performance standards review commission. http://www.capitol.hawaii.gov/session2009/Bills/SB162_.HTM
Title: S.B. 162
Source: Lexis-Nexis/StateNet
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| KY | Signed into law 03/2009 | P-12 | Directs the Kentucky Department of Education, in collaboration with the Council on Postsecondary Education (CPE), to implement a process to revise the state content standards in reading, language arts including writing, mathematics, science, social studies, arts and humanities, and practical living skills and career studies. Provides that revisions to the content standards must:
1. Focus on critical knowledge, skills, and capacities needed for success in the global economy
2. Result in fewer, but more in-depth standards to facilitate mastery learning
3. Communicate expectations more clearly and concisely to teachers, parents, students and citizens
4. Be based on evidence-based research
5. Consider international benchmarks
6. Ensure that the standards are aligned from elementary to high school to postsecondary education so that students can be successful at each education level.
Provides that the revision process, jointly organized by the commissioner of education and the president of the CPE, must engage K-12 teachers in discussions with postsecondary faculty. Requires that the process also include business and industry professionals actively engaged in career fields dependent on the various content areas, and others as deemed appropriate by the commissioner and the president. Directs the department to consider standards that have been adopted by national content advisory groups and professional education consortia.
Requires the standards to be widely disseminated statewide to various stakeholders, including K-12 and postsecondary faculty and administrators, parents, citizens, private professionals in the content areas, and others for comment and recommendations, to ensure that the specifications enumerated above are met. Requires the commissioner of education and the CPE president to ensure that the standards submitted to the state board for approval are aligned with postsecondary course and assessment standards for the gateway areas of reading and mathematics. Directs the council also to review the proposed academic standards in all other content areas and provide written recommendations as needed to ensure alignment with postsecondary requirements.
Directs the department to disseminate the new content standards to K-12 schools, postsecondary faculty in the respective content areas, and teacher programs within 30 days of state board approval. Requires the state board to approve the revised standards by December 15, 2010.
Directs the department of education to offer statewide training sessions for for existing teachers and administrators on how to:
1. Integrate the revised content standards into classroom instruction
2. Better integrate performance assessment of students within their instructional practices
3. Help all students use higher-order thinking and communication skills.
Directs the education professional standards board, in cooperation with the Kentucky Board of Education and the CPE, to coordinate training sessions on the revised standards for faculty in all teacher preparation programs. Requires the education professional standards board to ensure that all teacher preparation programs use the revised standards and that all teacher interns have experience planning classroom instruction based on the revised standards. Directs the CPE, in cooperation with the department of education and postsecondary education institutions, to coordinate information sessions on the revised standards for faculty teaching in the various content areas.
Amends the duties of the Council on Postsecondary Education. Requires the council to:
(1) Participate with the department of education, board of education and postsecondary institutions to ensure that academic content requirements for successful entry into postsecondary education programs are aligned with high school content standards and that students who master the high school academic content standards shall not need remedial courses. Requires the council to monitor the results on an ongoing basis.
(2) Cooperate with the department of education and the education professional standards board to in providing information sessions to selected postsecondary education content faculty and teacher educators of the high school academic content standards.
Pages 4-6 and 64-65 of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 2(2) and 13
Source: www.lrc.ky.gov
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| FL | Adopted 09/2008 | P-12 | Amends rule to address the Sunshine State Standards math access points for students with significant cognitive disabilities.
Sunshine State Standards for Special Diploma as incorporated by reference in paragraph (1)(h) of this rule describe what certain students with a disability should be able to do at three (3) proficiency levels (independent, supported, and participatory). Public schools shall provide appropriate instruction to assist students in the achievement of these standards.
https://www.flrules.org/gateway/readFile.asp?sid=0&tid=6139826&type=1&file=6A-1.09401.doc
Title: FAC 6A-1.09401
Source: https://www.flrules.org/
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| ID | Adopted 08/2008 | P-12 | Amends rules to incorporate a new set of achievement standards in mathematics, reading, language usage, and science in grades 3-8 and 10.
http://www2.state.id.us/adm/adminrules/rules/idapa08/08index.htm
Title: IDAPA 08.02.03.0701
Source: http://www2.state.id.us
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| FL | Signed into law 06/2008 | P-12
Community College | Requires the State Board of Education to replace the Sunshine State Standards with the Next Generation Sunshine State Standards; relates to tests by private schools for the Corporate Income Tax Credit Scholarship Program, graduation designations, assessments (including end-of-course), career-preparatory instruction, postsecondary placement tests, dual enrollment, testing standards, remedial instructions, individuals with disabilities, forfeiture of school funds, teacher certification and school cafeteria inspections.
http://www.flsenate.gov/data/session/2008/Senate/bills/billtext/pdf/s1908er.pdf
Title: S.B. 1908
Source: http://www.flsenate.gov
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| CO | Signed into law 05/2008 | P-12 | Directs the State Standards and Assessments Development and Implementation Council, the State Board of Education, and school districts to add financial literacy standards to the mathematics content standards and to recommend and adopt statewide assessments that are aligned with the financial literacy standards.
http://www.leg.state.co.us/clics/clics2008a/csl.nsf/fsbillcont3/0073E839636E1F3A872573680059FA3F?open&file=1168_enr.pdf
Title: H.B. 1168
Source: http://www.leg.state.co.us/
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| ME | To governor 03/2008 | P-12 | Amends standards for student assessment, basic school approval, the elementary, middle and secondary courses of study, the comprehensive program of study for the high school diploma, and the Department of Education diploma in order to more fully implement the State's system of learning results.
http://janus.state.me.us/legis/LawMakerWeb/externalsiteframe.asp?ID=280027886&LD=2174&Type=1&SessionID=7
Title: H.B. 1548
Source: http://janus.state.me.us/house/
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| WA | Signed into law 03/2008 | P-12 | Requires the state board of education to direct an expert national consultant in mathematics to analyze the February 2008 version of the revised standards, to recommend specific language and content changes to finalize the revised standards, and to present findings and recommendations to the board. The board must review the recommendations, and present them to the superintendent, who by July 1, 2008, must revise the standards to conform to the board's recommendations. The board has until July 31, 2008 to approve and adopt the new mathematics standards.
http://apps.leg.wa.gov/documents/billdocs/2007-08/Pdf/Bills/Session%20Law%202008/6534.SL.pdf
Title: S.B. 6534
Source: http://www.leg.wa.gov/legislature
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| WA | Signed into law 03/2008 | P-12 | Beginning with the 2009-2010 school year, disrticts must ensure that history and government courses include the following content: 1. Commerce in Washington and Washington's place in the global economy; 2. The Washington State Constitution and Washington politics; 3. Washington geography; and 4. Washington history and culture. Teachers are also encouraged to include instruction on the history and meaning of the pledge of allegiance.
http://apps.leg.wa.gov/documents/billdocs/2007-08/Pdf/Bills/Session%20Law%202008/2781.SL.pdf
Title: H.B. 2781
Source: http://www.leg.wa.gov/legislature
| |
| ID | 11/02/2007 Temporary Rule Amendment 07/2007 | P-12 | Amends rules to incorporate a new set of achievement standards in mathematics, reading, language usage, and science in grades 3-8 and 10. IDAHO 7520
Title: IDAPA 08.02.03
Source: IDAPA 08-0203
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| TX | Vetoed 06/2007 | P-12
Postsec. | From bill analysis: Requires that the Texas Higher Education Coordinating Board's (THECB) master plan be geared toward preparing Texas college students for participating in the public affairs of the state as well as the global economy. This bill requires the master plan to define the missions and roles of public institutions of higher education in a way consistent with state needs and goals; establish more effective methods for funding higher education; establish a coherent long-term financial aid strategy that takes into account both needs and merit; strengthen collaboration between two-year and four-year institutions; and develop and institutionalize long-term collaboration between primary, secondary, and higher education.
http://www.capitol.state.tx.us/tlodocs/80R/billtext/pdf/SB01234F.pdf
Title: S.B. 1234
Source: http://www.capitol.state.tx.us
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| CO | Signed into law 05/2007 | P-12 | Concerns the adoption of science-based content standards for instruction regarding human sexuality. The standards are intended to help reduce the incidence of sexually transmitted diseases, pregnancy, and abortion among teenagers, and for teen pregnancy prevention program that encourage teenagers to return to abstinence and to teach the effective use of condoms and other means of contraception.
http://www.leg.state.co.us/clics/clics2007a/csl.nsf/fsbillcont3/8BE351914A5391DD8725726400804B00?open&file=1292_ren.pdf
Title: H.B. 1292
Source: Colorado Legislature
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| NM | Signed into law 04/2007 | P-12 | Directs each school district to align its curricula to meet the state standards for each grade level and subject area so that students who transfer between public schools
within the school district receive the same educational opportunity within the same grade or subject area. Provides for a schedule for implemenation.
http://legis.state.nm.us/Sessions/07%20Regular/final/HB0911.pdf
Title: H.B. 911
Source: http://legis.state.nm.us
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| NY | Signed into law 04/2007 | P-12 | Adds new sections 211 (see separate record), 211-a, 211-b and 211-c to the education code.
Section 211-a: Directs the regents, by the beginning of the 2008-2009 school year, to establish an interim, modified accountability system for schools and districts that is based on a growth model, using existing state assessments. Directs the regents to proceed with the development of an enhanced accountability system, with new or revised state assessments, based on an enhanced growth model that includes a value-added assessment model that employs a scale-score approach to measure growth of students at all levels.
Directs the regents, by July 1, 2008, to establish targets for school and district improvement, based on performance on state assessments, graduation rates, and other indicators, such as student retention rates and college attendance and completion rates.
Section 211-b: Directs the regents to expand the scope and improve the effectiveness of the schools under registration review (SURR) process in the 2007-2008 school year and thereafter, to ensure that all schools that meet the criteria for identification as SURR are identified as such. Provides that the goal of such expansion is to identify as SURR up to 5% of the schools in the state within four years, and to reorganize or restructure such schools as appropriate.
Also directs the regents to develop a plan for increased support and possible intervention in schools in improvement, corrective action, or restructuring status or in SURR status. Directs the regents to establish a two-step process as follows:
(1) The appointment by the commissioner of a school quality review team to assist any school in school improvement, corrective action, or restructuring status or in SURR status in developing and implementing a plan for the school. Provides that such team may also conduct resource and program and planning audits and examine the quality of curriculum, instructional plans, and teaching in the schools, the learning opportunities and support services available to students, and the organization and operations of the school. Requires the team, after such review, to provide diagnostic recommendations for school improvement, which may include administrative and operational improvements.
(2) The appointment by the commissioner of a joint school intervention team, for schools in restructuring or SURR status that have failed to demonstrate progress as specified in their corrective action plan or comprehensive education plan. Provides that the team must include administrators and educators from the district or charter school, as well as any distinguished educator appointed to the district (see section 211-c). Provides the team must assist the district in developing, reviewing and recommending plans for reorganizing/reconfiguring such schools.
Provides that in both steps of the process, the reasonable and necessary expenses incurred in the performance of the team's duties is to be a charge of the district or charter school that operates the school.
Provides that a district that has been identified as requiring academic progress as defined in regulation, or includes one or more schools under registration review, in need of improvement, in corrective action or restructuring status must submit a district improvement plan to the commissioner for approval. Requires that, in formulating the district improvement plan, the district must consider redirecting resources in the identified schools to programs and activities included in the menu of options in section 211-d, subdivision 3. Requires that, if such options are not adopted in the district improvement plan, the district must provide the commissioner with an explanation of such decision, which the commissioner must consider in determining whether to approve the plan.
Directs the commissioner to develop a plan for intervention in schools under restructuring or SURR status that fail to demonstrate progress on established performance measures and may be targeted for closure. Requires such plan to specify criteria for school closure and include processes to be followed, research-based options, and alternatives and strategies to reorganizing, restructuring or reconfiguring schools. Requires such plan to be developed with input from administrators, teachers and individuals identified as distinguished educators.
Directs the regents to ensure that all districts include in any contract of employment with a superintendent, community superintendent or deputy, assistant, associate or other superintendent a provision that the superintendent is required to fully cooperate with any distinguished educator appointed by the commissioner. In the case of a charter school, the contract of employment with the principal or other chief school officer of the charter school must include this provision.
Section 211-c: Directs the regents to establish a distinguished educator program that recognizes educational leaders who have agreed to assist in improving the performance of low-performing school districts. Provides that principals, superintendents and teachers, including retirees, under whose leadership schools have demonstrated consistent growth in academic performance and other individuals who have demonstrated educational expertise, including superior performance in the classroom, are eligible for designation as distinguished educators. Provides that employees of for-profit entities are not eligible for such recognition.
Directs the commissioner to appoint, from the pool of distinguished educators established by the regents, distinguished educators who have expressed their willingness to assist low-performing districts in improving their academic performance. Directs the commissioner to appoint, to the extent practicable, distinguished educators to assist districts with comparable demographics to the schools or districts under the educator's leadership.
Authorizes the commissioner to appoint a distinguished educator to a district when the district or a school has failed to make adequate yearly progress for four or more years and/or as a member of a joint school intervention team (as defined above). Requires the district to which a distinguished educator is appointed to cooperate fully with an appointed distinguished educator.
Provides that an appointed distinguished educator must assess the learning environment of schools in the district, review or provide assistance in the development and implementation of any district improvement plan an/or any corrective action, restructuring or comprehensive plan of any school in the district to which the distinguished educator is assigned. Provides that the distinguished educator must either endorse without change or make recommendations for modifications to any such plan to the board of education, trustees or chancellor in New York City and the commissioner. Provides that, upon receipt of any recommendations for modification, the board, trustees or chancellor must either modify the plans accordingly or provide a written explanation to the commissioner of its reasons for not adopting such recommendations. Provides the commissioner must direct the district to modify the plans as recommended by the distinguished educator unless the commissioner finds the district's written explanation has compelling merit.
Provides that appointed distinguished educators are to be ex-officio, nonvoting members of the board of education or trustees. Provides that in New York City, an appointed distinguished educator is to be an ex-officio, non-voting member of the community district education council or the city board, as applicable. Provides that reasonable and necessary expenses incurred by an appointed distinguished educator must be paid by the district. Provides that if an appointed distinguished educator is employed by a district or charter school, the board of education or trustees of the school district, New York City chancellor, or the charter school's board of trustees must grant reasonable leave requests and otherwise accommodate the distinguished educator's efforts, to the extent such efforts do not substantially interfere with the educator's performance of his/her regular duties.
http://assembly.state.ny.us/leg/?bn=S02107&sh=t
Title: S.B. 2107 - Part A, Section 1
Source: assembly.state.ny.us
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| NY | Signed into law 04/2007 | P-12 | Adds new section 211 to the education code. Directs the regents to periodically review and evaluate the existing regents learning standards to determine if they need to be amended to provide adequate opportunity for students to be prepared for employment or postsecondary education and to function productively as civic participants upon high school graduation. Provides that such review must be conducted upon a schedule adopted by the regents, but that a review of the English language arts standards must be completed no later than the end of the 2007-2008 school year.
Directs the regents, in conducting such reviews, to seek the recommendations of teachers, school administrators, teacher educators and others with educational expertise on improvements to the standards so that they ensure students are prepared for postsecondary education or employment.
http://assembly.state.ny.us/leg/?bn=S02107&sh=t
Title: S.B. 2107 -- Part A, Section 1-- Standards
Source: http://assembly.state.ny.us
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| OK | Signed into law 04/2007 | P-12 | Creates the Achieving Classroom Excellence II Task Force; states that the task force shall study the following issues:
1. Comparison of the Priority Academic Student Skills with other states' curricular standards, primarily states that score highest on the National Assessment of Educational Progress (NAEP);
2. Alignment of the Priority Academic Student Skills with the National Assessment of Educational Progress (NAEP) standards;
3. Feasibility of realigning the state performance level standards to NAEP performance level standards;
4. Differences in achievement levels among states based on exclusion rates on the NAEP; and
5. Feasibility of aligning the cut scores on state-mandated tests to NAEP cut scores.
Provides for membership, appointment, election of chair, quorum, staff support, and travel reimbursement; requires compliance with Oklahoma Open Meeting Act and Oklahoma Open Records Act; directs task force to submit report of findings and recommendations by certain deadline; provides for noncodification; provides an effective date.
http://webserver1.lsb.state.ok.us/2007-08bills/SB/SB921_ENR.RTF
Title: S.B. 921
Source: http://webserver1.lsb.state.ok.us
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| VA | Signed into law 03/2007 | P-12 | Provides for the phasing out of the eighth grade cumulative history test in the 2007-2008 school year, and the implementation of the United States History to 1877, United States History: 1877 to the Present, and Civics and Economics tests in the 2008-2009 school year; clarifies that a career and technical education course may be used as an option to fulfill credit requirements for graduation; adds effective classroom management to the listing of professional development programs to be provided to teachers and principals; emphasizes that student improvement efforts should focus particularly on educationally at-risk students; requires local school divisions to post a current copy of the school division policies, including the Student Conduct Policy, on the local division's website while ensuring that printed copies of such policies are available, as needed, to citizens who do not have Internet access; makes technical changes to standards 1, 3, 4, 5, 6, and 7 of the Standards of Quality. http://leg1.state.va.us/cgi-bin/legp504.exe?071+ful+SB795ER
Title: S.B. 795
Source: http://legis.state.va.us/
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| WV | Adopted 11/2006 | P-12 | Amends rules regarding science content standards and objectives for grades 9 through 12 of West Virginia schools. http://wvde.state.wv.us/policies/p2520.35_co.pdf
Title: Title 126, Series 44R
Source: http://wvde.state.wv.us/policies/
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| ID | 11/01/2006 Pending Legislative Review 10/2006 | P-12 | Modifies teacher certification requirements to make it easier for teachers certified outside of Idaho meet the state's highly qualified teacher requirements for purposes of the No Child Left Behind (NCLB) Act. (pages 44-48 of 159)
Amends teacher certification requirements for teachers of K-12 bilingual education, English as a New Language, grades 6-12 Health, 6-12 and K-12 Physical Education. Amends principal and superintendent certification provisions to require all administrator certificate candidates to meet specific competencies of the Idaho
Foundation Standards for School Administrators. (pages 51-58 of 159)
Incorporates state content standards by reference rather than placing them in administrative rule. (pages 59-91 of 159)
http://adm.idaho.gov/adminrules/bulletin/bul/06jun.pdf
Title: IDAPA 08.02.03
Source: adm.idaho.gov
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| WV | Adopted 10/2006 | P-12 | Amends rules regarding learning skills and technology tools content standards and objectives for West Virginia schools. http://wvde.state.wv.us/policies/p2520.14_ne.pdf
Title: Title 126, Series 44N
Source: Lexis-Nexis/StateNet
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| WV | Adopted 10/2006 | P-12 | Amends rules regarding science content standards and objectives for West Virginia schools. http://wvde.state.wv.us/policies/p2520.3_ne.pdf
Title: Title 126, Series 44C
Source: Lexis-Nexis/StateNet
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| WV | Adopted 10/2006 | P-12 | Amends rules regarding mathematics content standards and objectives for West Virginia schools. http://wvde.state.wv.us/policies/p2520.2_ne.pdf
Title: Title 126, Series 44B
Source: Lexis-Nexis/StateNet
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| WV | Adopted 10/2006 | P-12 | Amends rules regarding reading and language arts content standards and objectives for West Virginia schools. http://wvde.state.wv.us/policies/p2520.1_ne.pdf
Title: Title 126, Series 44A
Source: Lexis-Nexis/StateNet
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| WV | Adopted 10/2006 | P-12 | Amends rules regarding social studies content standards and objectives for West Virginia schools. http://wvde.state.wv.us/policies/p2520.4_ne.pdf
Title: Title 126, Series 44D
Source: Lexis-Nexis/StateNet
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| CA | Vetoed 09/2006 | P-12 | Requires the Superintendent of Public Instruction to develop, and the State Board of Education to adopt, school library content standards. Requires that the standards include information literacy skills that support academic content standards required by existing law. Allows the standards to be taught in collaboration with content area teachers through school library programs. Requires the creation of an advisory committee. Makes specified requirements on the Commission on Teacher Credentialing.
Title: A.B. 2065
Source: California Legislature
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| DE | Adopted 08/2006 | P-12 | Establishes rules regarding the development of a recommended statewide uniform curricula for all public schools in the state.
The purpose of this regulation is to provide a process through which all Delaware school districts demonstrate the alignment of their local curricula with the State Content Standards in the content areas specified in the 14 DE Admin. Code 501.
http://www.state.de.us/research/AdminCode/title14/500/1502.shtml#TopOfPage
Title: 14 DAC 502
Source: Delware Regulations
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| HI | Became law without governor's signature 07/2006 | P-12 | Requires standards-based curricula to meet specific K-12 alignment criteria. Authorizes schools to develop an articulated and aligned K-12 standards-based curriculum in one or more of the areas of language arts, math, science and social studies. Requires schools to provide professional development and requires schools that develop a standards-based curriculum to use standards-based formative assessment tools to monitor student progress, on at least a quarterly basis throughout the school year. Requires schools to develop rigorous classroom-based performance assessments. Authorizes schools to implement software programs to help align course material with state content and performance and federal educational standards.
Directs the department to submit annual progress reports to the legislature no later than 20 days prior to the convening of the 2007, 2008 and 2009 regular sessions. Requires these progress reports to include information on the process of aligning course materials for all grades with Hawaii content and performance standards and federal educational standards, and on any vendor selected to provide its software program or programs to assist in course material alignment.
Also requires the department to submit a second annual report to the legislature including:
(1) An assessment of the implementation of articulated and aligned standards-based curricula in schools and complexes;
(2) Performance and competency indicators of student achievement for evaluating the implementation of a standards-based curriculum;
(3) A plan for a complex-by-complex development and implementation of a standards-based curriculum;
(4) Resource requirements and a time line to implement specific portions of the curriculum to other school complexes or possible statewide application; and
(5) Any need to contract with a curricula developer or consultant to carry out the purposes of this section.
Makes appropriations. http://www.capitol.hawaii.gov/sessioncurrent/bills/sb3059_cd1_.htm
Title: S.B. 3059
Source: www.capitol.hawaii.gov
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| PA | Adopted 07/2006 | P-12 | Establishes rules relating to academic standards and assessment. Adds academic standards for Career Education and Work. Specifies academic standards to be achieved by students enrolled at various grade levels in the public schools of this Commonwealth. PENNSYLVANIA 4072
http://www.pde.state.pa.us/stateboard_ed/lib/stateboard_ed/CHAPTER44-12-05_GED_.pdf
Title: 22 PA. Code Ch. 4
Source: Pennsylvania Regulations
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| WV | Rule Adoption 07/2006 | P-12 | Establishes high quality standards for juvenile institutional education programs under the governance of the West Virginia Board of Education and the State Superintendent of Schools. These standards are not applicable to education programs in juvenile detention centers. http://wvde.state.wv.us/policies/p2325.pdf
Title: Title 126, Series 53
Source: Lexis-Nexis/StateNet
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| GA | Adopted 06/2006 | P-12 | Clarifies rules regarding the Comprehensive Academic Performance System (CAPS) Demonstration Site Grant. The intent of the funding is to provide seed resources to stimulate the adoption of a school-based comprehensive academic performance system that consolidates the use of curriculum standards alignment and pacing, benchmark assessment, differentiated instruction, parent involvement, and public accountability. Use of a web-based accountability system is required.
Each participant school, with the support of its affiliated district, must:
(a) Develop and implement an achievement-oriented, comprehensive instructional model that champions standards-based instruction, benchmark assessment, data driven decision-making, differentiated instruction, parent involvement, and public accountability;
(b) Make the time and funding commitments required for the training of leaders, teachers, coaches, parents, community, etc.;
(c) Set annual and benchmark measurable goals for improving learning, teaching and assessment;
(d) Align instruction to state standards for the content that all students should know by grade span and subject;
(e) Conduct formative and summative assessment of student academic achievement at regular intervals;
(f) Utilize results of benchmark student assessments that have clear performance criteria to differentiate instruction;
(g) Publicize student performance statistics at each interval, including statistics by subject, by teacher and by class;
(h) Provide parents with specific information regarding the performance of their students;
(i) Agree to participate in ongoing coordination with the GaDOE and school/system project teams. http://rules.sos.state.ga.us/docs/160/1/4/200/72.pdf
Title: GAC 160-1-4-.272
Source: rules.sos.state.ga.us
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| FL | Signed into law 05/2006 | P-12 | The state board shall establish a schedule to facilitate the periodic review of the standards to ensure adequate rigor, relevance, logical student progression, and integration of reading, writing, and mathematics across all subject areas. The standards review by subject area must include participation of curriculum leaders in other content areas, including the arts, to ensure valid content area integration and to address the instructional requirements of different learning styles. The process for review and proposed revisions must include leadership and input from the state's classroom teachers, school administrators, and community colleges and universities, and from representatives from business and
industry who are identified by local education foundations. A report including proposed revisions must be submitted to the Governor, the President of the Senate, and the Speaker of the House of Representatives annually.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 6)
Source: Florida Legislature
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| FL | Signed into law 05/2006 | P-12 | District school boards and superintendents must prescribe and adopt standards and policies to provide each student the opportunity to receive a complete education program, including language arts, mathematics, science, social studies, health, physical education, foreign languages, and the arts, as defined by the Sunshine State Standards. The standards and policies must emphasize integration and reinforcement of reading, writing, and mathematics skills across all subjects, including career awareness, career exploration, and career and
technical education.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 10)
Source: Florida Legislature
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| KS | Signed into law 05/2006 | P-12 | Revises 72-6439 related to standards and assessments. Changes frequency of curriculum standards review from every 3 years to every 7 years. http://www.kslegislature.org/bills/2006/549.pdf
Title: S.B. 549 - Section 22
Source: www.kslegislature.org
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| MN | Signed into law 05/2006 | P-12 | Requires the commissioner of education to revise and align the state's academic standards and high school graduation requirements in various years. Certain requirements for each subject area specified. The commissioner must revise and appropriately embed technology and information literacy standards. Years and subjects that the commissioner must revise and align state academic standards: (1) Mathematics, 2006-07: (2) Arts, 2007-08; (3) Science, 2008-09; (4) Language Arts, 2009-10; and (5) Social Studies, 2010-11. Districts and charter schools must revise and align local academic standards and high school graduation requirements in health, physical education, world languages and career and technical education to require students to complete the revised standards beginning in a school year determined by the school district or charter school. School districts and charter schools must formally establish a periodic review cycle for the academic standards and related benchmarks.
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=S2994.4.html&session=ls84
Title: S.B. 2994
Source: http://www.revisor.leg.state.mn.us/
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| OK | Signed into law 05/2006 | P-12 | Clarifies that testing for grades 3, 4, 6 and 7 is contingent on the availability of federal and state funds. Eliminates grade 3 stand-alone language arts test. Clarifies that grade 5 social studies assessment must include U.S. history, the Constitution and government, and geography. Adds a criterion-referenced test in geography in grade 7. Eliminates references to arts assessments.
Requires the grade 8 reading and math assessments to be administered online with raw score test results reported immediately and complete results reported in less than 2 weeks, beginning in the 2007-08 school year.
Adds English III end-of-course exam as requirement for high school diploma once test is implemented. Requires the end-of-course tests in English III, Geometry, and Algebra II to be developed and field tested during the 2006-07 school year, and implemented during the 2007-08 school year. Requires the the multiple choice portion of the end-of-instruction tests to be administered online with raw score test results reported immediately and complete results reported in less than 2 weeks beginning in the 2008-09 school year. Clarifies that only students who do not score at at least the satisfactory level are eligible to retake end-of-course tests. Increases number of possible retakes from once before graduation to up to 3 times each calendar year until at least achieving at the satisfactory level.
Provides that, beginning with students who enter grade 9 in the 2008-09 school year, districts must report the student's performance levels of satisfactory and above on the end-of-instruction tests, rather than the the highest achieved state test performance level, on the student's high school transcript.
Provides that state content standards must be aligned with American Diploma Project benchmarks.
Directs the state board to review, realign, and recalibrate, as necessary, the grade 3-8 tests in reading and math and the end-of-instruction tests. Directs the state board to determine the cut scores for the performance levels on the end-of-instruction tests, which must be phased in over a multi-year period. Directs the board to conduct an ongoing review to compare the end-of-instruction test content and performance descriptors with those of other states and, upon receipt of the review, to adjust the cut scores as necessary.
Directs the state board, for the purposes of conducting reliability and validity studies, monitoring contractor adherence to professionally accepted testing standards, and providing recommendations for testing program improvement, to retain the services of an established, independent agency or organization that is nationally recognized for its technical expertise in educational testing but is not engaged in the development of aptitude or achievement tests for elementary or secondary level grades. Requires these national assessment experts to annually conduct reliability and validity studies of the end-of-instruction tests. Provides that validity studies must include studies of decision validity, concurrent validity and the validity of performance level cut scores.
Moves deadline for vendor delivery of school, district and state assessment results from July 1 to September 1.
Eliminates obsolete/outdated language.
http://webserver1.lsb.state.ok.us/2005-06bills/SB/SB1792_ENR.RTF
Title: S.B. 1792 - Section 4
Source: webserver1.lsb.state.ok.us
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| ID | Adopted 04/2006 | P-12 | Reorganization and revision of standards to meet NCLB requirements. Deletes text of standards from state board regulations. Incorporates Idaho Achievement Standards by reference (standards now available on state board of education Web site: http://www.boardofed.idaho.gov) Pages 20-71 of 111: http://adm.idaho.gov/adminrules/bulletin/bul/06apr.pdf
Title: IDAPA 08.02.03
Source: adm.idaho.gov
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| ME | Signed into law 04/2006 | P-12 | Provides financial support to existing nongovernment education organizations that create and manage statewide and regional networks that provide learning results implementation support and services to educators and school systems, such as professional development. Each organization receiving funds as a result of this section shall collect evaluation data annually directly from the school districts served, use this data to develop additional services and support and report progress to the department. Public Law No. 593
http://www.mainelegislature.org/legis/bills/billdocs/LD142501.doc
Title: H.B. 989; LD 1425
Source: Maine Legislature
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| KS | Signed into law 03/2006 | P-12 | Changes frequency of review of curriculum standards from every 3 years to every 7 years. Clarifies language about high academic standards for the core academic areas. http://www.kslegislature.org/bills/2006/329.pdf
http://www.kslegislature.org/bills/2006/329.pdf
Title: S.B. 330
Source: www.kslegislature.org
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| VA | Signed into law 03/2006 | P-12 | Moves the biennial review of the standards of quality conducted by the state board from the odd-numbered years to even-numbered years. http://leg1.state.va.us/cgi-bin/legp504.exe?061+ful+CHAP0130, http://leg1.state.va.us/cgi-bin/legp504.exe?061+ful+CHAP0042
Title: H.B. 1058, S.B. 71
Source: http://leg1.state.va.us/
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| VA | Signed into law 02/2006 | P-12 | Changes the Board of Education's required review of the Standards of Quality from odd-numbered years to even-numbered years; provides that in any odd- numbered year following the year in which the Board proposes changes to the Standard of Quality, budget estimates required to be reported take such changes into consideration. From the fiscal note: This legislation moves the review of new standards to even-numbered years, so that any funding received by the General Assembly could be incorporated into biennial rebenchmarking, which begins after each odd-numbered General Assembly session ends. For instance, if funding for additional standards were considered and recommended by the Board in calendar year 2006 and then presented to and adopted by the 2007 General Assembly, funding for any new standards would be "built into" the rebenchmarking process for the 2008-2010 biennium. Not only would the costs of such new standards remain current, but this schedule would provide ample time for local school divisions to plan for the new standards.
http://leg1.state.va.us/cgi-bin/legp504.exe?061+ful+CHAP0042
Title: S.B. 71
Source: http://leg1.state.va.us
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| LA | Adopted 11/2005 | P-12 | Brings state content standards in science, social studies and mathematics into compliance with provisions in the No Child Left Behind (NCLB) Act of 2001.
Science: pp 6-41 of 198
Social studies: pp 41-73 of 198
Mathematics: pp 73-98 of 198
English language arts: pp 98-132 of 198
http://www.doa.state.la.us/osr/reg/0511/0511RUL.pdf
AGENCY CONTACT: Nina A Ford, Board of Elementary and Secondary Education, Box 94064, Capitol Station, Baton Rouge, LA 70804-9064
Title: LAC 28:CXIX, Chapters 1-17; LAC 28:CXXIII, Chapters 1-21; LAC 28:CXXI, Chapters 1-13; LAC 28:LXIII.Chapters 1-19
Source: Lexis-Nexis/StateNet, www.doa.state.la.us/osr
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| TX | Adopted 11/2005 | P-12 | Amends rules concerning the TEKS for mathematics. Establishes curriculum standards for elementary mathematics,
Kindergarten to Grade 5. Refines the elementary mathematics TEKS for 2006-2007 school year.
Title: 19 TAC 2.111.A.111.11 thru
111.17
Source: tea.state.tx.us
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| NC | Signed into law 08/2005 | P-12 | Streamline School Testing Program.
Title: H.B. 911
Source: StateNet
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| DE | Rule Adoption 05/2005 | P-12 | Amends regulation concerning Instructional Program Requirements by removing the Functional Life Skills Curriculum to conform to Federal Regulations. Letter from State Council for Persons with Disabilities: http://www2.state.de.us/scpd/datafiles/regltr/8-1405-1.pdf
Regulations as amended: http://www.state.de.us/research/AdminCode/title14/500/503.shtml#TopOfPage
Title: 14 DAC 503
Source: StateNet
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| KS | Became law without governor's signature 04/2005 | P-12 | Requires every accredited school to teach the subjects and areas of instruction adopted by the state board of education as of January 1, 2005. Requires every accredited high school to also teach the subjects and areas of instruction necessary to meet the graduation requirements adopted by the state board of education as of January 1, 2005. Requires the state board to design subjects and areas of instruction to achieve the following goals established by the legislature to allow for the:
(1) Development of sufficient oral and written communication skills which enable students to function in a complex and rapidly changing society;
(2) acquisition of sufficient knowledge of economic, social and political systems which enable students to understand the issues that affect the community, state and nation;
(3) development of students' mental and physical wellness;
(4) development of knowledge of the fine arts to enable students to appreciate the cultural and historical heritage of others;
(5) training or preparation for advanced training in either academic or vocational fields so as to enable students to choose and pursue life work intelligently;
(6) development of sufficient levels of academic or vocational skills to enable students to compete favorably in academics and the job market;
and
(7) needs of students requiring special education services.
Bill as enacted: http://www.kslegislature.org/legsrv-bills/showBill.do?id=38800
Fiscal note: http://www.kslegislature.org/legsrv-bills/showBill.do?id=35742
Supplemental note: http://www.kslegislature.org/legsrv-bills/showBill.do?id=37465
Title: H.B. 2247 (section 6)
Source: www.kslegislature.org
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| KY | Signed into law 03/2005 | P-12
Postsec. | Requires colleges and universities to:
(a) Utilize institution-wide resources to work with elementary and secondary educators and other entities to align curriculum content to ensure that students who achieve proficiency on standards established at the prekindergarten through secondary levels will require no remediation to successfully enter a postsecondary education program;
(b) Provide quality undergraduate teacher preparation programs to ensure that those preparing to teach reading or mathematics at all grade levels have the necessary content knowledge, assessment and diagnostic skills, and teaching methodologies;
(c) Deliver appropriate continuing education for teachers in reading and mathematics through institutes, graduate level courses, and other professional development activities that support a statewide agenda for improving student achievement in reading and mathematics;
(d) Conduct or assist with research on best practices in assessment, intervention strategies, teaching methodologies, costs and effectiveness of instructional models, and other factors as appropriate to reading and mathematics;
(e) Provide staff to consult and provide technical assistance to teachers, staff, and administrators at elementary, middle, and secondary school sites;
(f) Assume active roles in the statewide initiatives referenced in Sections 2 and 5 of this Act; and
(g) Develop written procedures for measuring the effectiveness of activities outlined in paragraphs (a) to (e) of this subsection.
Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB93.htm
Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc
Title: H.B. 93 (Section 1, paragraph 7)
Source: lrc.ky.gov
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| NM | Rule Adoption 12/2004 | P-12 | Establishes rules regarding educational standards and general requirements. NEW MEXICO REG 4204 (SN) http://www.nmcpr.state.nm.us/nmac/parts/title06/06.030.0002.htm
Title: NMAC 6.30.2
Source: StateNet
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| CA | Vetoed 09/2004 | P-12 | Removes the authority of the State Board of Education to modify proposed content and performance standards in core curriculum areas. Deletes the statement that the standards are not subject to the Administrative Procedure Act. Requires the Superintendent of Public Instruction to appoint content standards review panels in each subject area to review the content standards established in its particular subject matter and revise the standards as the panel deems necessary. http://www.leginfo.ca.gov/pub/bill/asm/ab_2701-2750/ab_2744_bill_20040826_enrolled.html
Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_2744_veto.pdf
Title: A.B. 2744
Source: California Legislative Web site
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| CA | Signed into law 09/2004 | P-12 | Section 2: Repeals the requirement that pupils in American government and civics courses required for high school graduation read and be taught specified documents, including the Declaration of Independence, the United States Constitution and the Gettysburg Address. Requires the Curriculum Development and Supplemental Materials Commission to ensure that those documents are incorporated in the framework when the history-social science framework is revised. Requires the State Board of Education and the Superintendent of Public Instruction to ensure that an appropriate number of questions on the California Standards Tests relate to those documents if any portion of the California Standards Tests is revised. http://www.leginfo.ca.gov/pub/bill/asm/ab_2851-2900/ab_2855_bill_20040929_chaptered.pdf
Signing message: http://www.governor.ca.gov/govsite/pdf/press_release/AB_2853_2855_2856_sign.pdf
Title: A.B. 2855 (multiple provisions)
Source: www.leginfo.ca.gov
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| CA | Signed into law 09/2004 | P-12 | Requires a master contracts with nonpublic, nonsectarian schools for the provision of special education and related services to include that, with respect to a nonpublic, nonsectarian school that is associated with a licensed children's institution, there be a method of evaluating whether the school meets specified guidelines, and with respect to a nonpublic, nonsectarian school, the school be subject to the alternative accountability system of the Public School Performance Accountability Program in the same manner as public schools during the school's testing period, and each pupil placed in the school be tested in accordance with that accountability program, and the school prepare a school accountability report card. Requires the test results to be reported by the nonpublic, nonsectarian school to the State Department of Education.
Authorizes the Superintendent of Public Instruction to certify a nonpublic, nonsectarian school or agency for a period of not longer than 18 months. Requires a nonpublic, nonsectarian school or agency to make notification of its intent to seek certification. Requires that only those nonpublic, nonsectarian schools and agencies that provide special education that utilize staff who hold a certificate, permit, or other document equivalent to that which staff in a public school would be required to hold may be certified.
Requires a nonpublic, nonsectarian school that provides special education and related services to an individual with exceptional needs to certify in writing to the Superintendent of Public Instruction that the school satisfies various requirements relating to, among others, access to standards-based curriculum and instructional materials, access to specific instruction and assistance, and a discipline policy. http://www.leginfo.ca.gov/pub/bill/asm/ab_1851-1900/ab_1858_bill_20040930_chaptered.pdf
Signing message: http://www.governor.ca.gov/govsite/pdf/press_release/AB_1858_sign.pdf
Title: A.B. 1858 (multiple provisions)
Source: www.leginfo.ca.gov
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| DE | Rule Adoption 09/2004 | P-12 | Amends regulation regarding the State Content Standards by removing the reference to the Standards for Functional Life Skills Curriculum because Federal regulations no longer allow the use of separate functional standards. DELAWARE REG 1543 (SN) http://www.state.de.us/research/AdminCode/title14/500/501%20State%20Content%20Standards.shtml#TopOfPage
Title: 14 DAC 501
Source: Delaware State Web site
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| SD | Adopted 09/2004 | P-12 | Eliminates requirement that evidence of completion of all required sections of the Dakota STEP assessment must appear on the student's transcript before graduation may be authorized and a signed diploma may be issued; Removes curriculum and special education directors from the administrative program group and places them in the school service program group; revises rules so they are content standards based and allows preparing institutions the flexibility to vary their courses to meet the content standards. SOUTH DAKOTA REG 4035 (SN)
Title: 24:14:04:12.01, 12.02; 15:06:33, 36; 03:06:06.05, 15:01:01; 16:01:01, 05:03; 06:01, 02, 03, 07:01; 16:07:01, 02, 03, 08:01 thru 58 (Non-Seq.), 09:03 thru 05, 10:06 and 07
Source: StateNet
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| RI | Signed into law 07/2004 | P-12 | Requires (a) The board of regents for elementary and secondary education to adopt a statewide curriculum in mathematics and English-language arts for students in grades 3-10 by May 1, 2005. (b) The curriculum adopted by the board of regents must:
(1) be aligned with state standards and assessments utilized by the state department of education; (2) contain sufficient detail to guide teachers in planning lessons aligned with state standards and assessments; and (3) be offered on a voluntary basis to school districts; provided, however, school districts shall not be required to utilize or implement such curriculum.
Title: H.B. 7714
Source: rilin.state.ri.us/gen_assembly/
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| RI | Signed into law 07/2004 | P-12 | Requires the Board of Regents for elementary and secondary education to select and/or develop a statewide curriculum in mathematics and English/Language arts in grades kindergarten (k) through twelve by August 31, 2006. The curriculum selected and/or developed by the board of regents must (1) be aligned with state standards and assessments utilized by the state department of education; and (2) contain sufficient detail to guide teachers in planning lessons aligned with state standards and assessments. The state commissioner is to convene an advisory committee in each area (math and English/language arts).
Title: S.B. 2672
Source: Rhode Island Legislative Web Site
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| MO | To governor 05/2004 | P-12 | Amends certain policies with regard to MAP testing. Provides that the performance standards of the MAP so that such indicators meet the standards of the National Assessment Educational Progress exam.
This act amends policies with regard to MAP testing by stating that, no later than June 30, 2006, the State Board of Education shall align the performance standards of the MAP so that such indicators meet, but do not exceed, the performance standards of the National Assessment of Educational Progress (NAEP) exam. The department will make other changes necessary to meet existing federal requirements. By July 1, 2006, the department will revise its accreditation standards to permit process and resource standard waivers consistent with academic performance profiles.
http://www.house.state.mo.us/bills041/bills/sb1080.htm
Title: S.B. 1080
Source: StateNet
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| DE | Issued 04/2004 | P-12 | 1. The Delaware Department of Education shall convene a panel of three national experts in the areas of assessment, accountability, and/or standard setting. Said experts will be chosen as follows: one by Delaware Department of Education, one by the members of the Delaware Education Consortium (Delaware Chief School Officers Association, Delaware Association of School Administrators, Delaware State Education Association, Delaware School Boards Association, the State Board of Education and the Delaware Charter Schools Network) and one jointly chosen by the President Pro Tempore of the Senate and the Speaker of the House of Representatives.
2. The panel shall be provided with all applicable and related information regarding the development of the assessments, the setting of performance levels, and the design of the student accountability system from the Department of Education and from any other study or paper that has been produced by any other stakeholder groups.
3. The panel may also consider other sources of information from regional or national studies that have been conducted on related matters.
4. The panel shall also examine the levels of incentives and consequences associated with the student accountability system including requirements for student improvement activities such as Individual Improvement Plans, summer school, retention and promotion, and awarding of diplomas and scholarships.
5. The Department of Education shall also contract with three national experts to conduct a full review of the implementation of standards based curriculum in mathematics in both middle and high schools in Delaware. Said experts will be chosen in the same manner as the assessment panel, one by the Department of Education, one by the Education Consortium and one jointly chosen by the President Pro Tempore of the Senate and the Speaker of the House of Representatives.
6. To ensure public participation in the process, a posted public comment period shall be utilized to allow members of the public to submit written public comments to either or both panels.
7. The expert panel on assessment and accountability and the expert panel on curriculum shall present findings and recommendations regarding these issues, including a timeline for proposed implementation, to the Governor and the General Assembly not later than February 15, 2005.
http://www.state.de.us/governor/orders/webexecorder54.shtml#TopOfPage
Title: Executive Order #54
Source: www.state.de.us/governor
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| VA | Signed into law 04/2004 | P-12 | Deletes language requiring the Standards of Learning to include the development of personal qualities such as self-esteem, sociability, self-management, integrity and honesty. http://leg1.state.va.us/cgi-bin/legp504.exe?041+ful+CHAP0955
Title: H.B. 1014
Source: leg1.state.va.us
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| VA | Signed into law 04/2004 | P-12 | Requires the English Standards of Learning for reading in grades K-3 to be based on components of effective reading instruction, including, at a minimum, phonemic awareness, phonics, fluency, vocabulary development, and text comprehension. http://leg1.state.va.us/cgi-bin/legp504.exe?041+ful+CHAP0955
Title: H.B. 1014
Source: leg1.state.va.us
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| VA | Signed into law 04/2004 | P-12 | Amends section 22.1-253.13:1 and 22.1-253.13:2 . Specifies that the Standards of Learning form the core of Virginia's educational program and other educational objectives. Specifies that the state board must, at a minimum, define Standards of Learning for English, mathematics, science, history and social science. Specifies that "communication" as included in the Standards of Learning comprises listening, speaking, reading and writing. To passage on public input on proposed revisions to the Standards of Learning, adds that the department must provide and maintain Web capacity to allowing K-12 educators to submit recommendations for improvements to the Standards of Learning, when under review by the state board, as well as to the related assessments. Deletes "career education schools" from language requiring local boards to implement career and technical education programs.
Provisions (i) increase from one half-time to one full-time principal in elementary schools with fewer than 300 students; (ii) provide one full-time assistant principal for each 400 students in each school, regardless of grade level; (iv) lower the pupil-teacher ratio from 25:1 to 21:1 in middle and high schools, to ensure the provision of scheduled teacher planning time; (v) reduce the required speech pathologist caseload from 68 to 60 students; (vi) require two technology support positions per 1,000 students in kindergarten through grade 12 divisionwide; and (viii) modify the current funding mechanism for remediation.
Requires the state board to submit to the governor and the general assembly a report on the condition and needs of public education in the commonwealth and shall identify any school divisions and the specific schools therein that have failed to establish and maintain schools meeting the existing prescribed standards of quality.
http://leg1.state.va.us/cgi-bin/legp504.exe?041+ful+CHAP0955
Title: H.B. 1014
Source: leg1.state.va.us
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| CA | Signed into law 10/2003 | P-12 | Amends existing law that requires the superintendent of public instruction to develop a model curriculum framework for implementation of career and technical education in consultation with an advisory group. Encourages advisory group to identify career technical education courses that meet state-adopted standards and that satisfy high school graduation requirements and admissions to State higher education institutions. http://www.leginfo.ca.gov/pub/bill/asm/ab_0551-0600/ab_591_bill_20031001_chaptered.html
Title: A.B. 591
Source: California Legislative Web site
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| CA | Signed into law 10/2003 | P-12
Postsec. | Requires the department of education, by June 1, 2009, to adopt content standards for teaching foreign languages in grades K-12 pursuant to recommendations developed by the superintendent of public instruction. Provides these standards are intended to guide schools that offer programs of instruction in languages other than English and to include a description of the skills to be attained at each grade level and alignment of the course content with the entrance requirements of the California State University and the University of California. Aligns teacher training standards with State content standards. http://www.leginfo.ca.gov/pub/bill/sen/sb_0001-0050/sb_5_bill_20031011_chaptered.html
Title: S.B. 5
Source: California Legislative Web site
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| CA | Vetoed 09/2003 | P-12 | Requires the superintendent of public instruction, commencing in 2005, to conduct a periodic review of the content standards in areas of reading, writing, mathematics, history/social science, and science, and as part of that review, to hold regional public hearings. Requires the State Board of Education to adopt or reject any changes to the content standards deemed necessary and desirable and any conforming changes to the statewide performance standards. http://www.leginfo.ca.gov/pub/bill/asm/ab_0601-0650/ab_642_bill_20030905_enrolled.html
Title: A.B. 642
Source: California Legislative web site
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| WY | Rule Adoption 08/2003 | P-12 | Prescribes uniform student content and performance standards for the common core of knowledge and the common core of skills specified for all public schools in language arts, mathematics, science, social studies, health, physical education, foreign language, career/vocational education, and fine and performing arts. Modifies requirements for graduation to include the career/vocational education standards and the fine and performing arts standards. WYOMING REG 4376 (SN)
Title: (Uncodified) Ch. 31
Source: StateNet
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| IA | Signed into law 05/2003 | P-12 | Specifies that the state superintendent must "develop core knowledge and skill criteria" rather than "develop core knowledge and skill criteria models." http://www.legis.state.ia.us/cgi-bin/Legislation/File_only.pl?FILE=/usr/ns-home/docs/GA/80GA/Legislation/HF/00500/HF00549/030508.html
Title: H.B. 549 (omnibus bill)
Source: www.legis.state.ia.us
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| MN | Signed into law 05/2003 | P-12 | Effective the 2003-04 school year and later, bars the state education commissioner from implementing the profile of learning portion of the state's results-oriented graduation rule, or classroom assessments that schools must use. Replaces references to "results oriented graduation rule" with "academic standards." (Retains requirement that students pass basic skills test to be eligible for high school graduation.) Requires students to complete district-determined course credit requirements to be eligible for high school graduation starting with students entering the ninth grade during the 2004-05 school year.
Establishes language arts, math, science, social studies and the arts as subject areas required for statewide accountability. Requires public elementary and middle schools to offer at least three and require at least two of the following four arts areas: dance, music, theater and visual arts. Requires public high schools to offer at least three and require at least one of the following five arts areas: media arts, dance, music, theater and visual arts. Requires the commissioner to submit proposed science and social studies standards to the legislature by February 1, 2004. Requires the commissioner to consider recommendations from specified stakeholders when developing state academic standards in language arts, math, science, social studies and the arts. Specifies that standards must: (1) be clear, concise, objective, measurable, and grade-level appropriate; (2) not require a specific teaching methodology or curriculum; and (3) be consistent with the constitutions of the United States and the state of Minnesota. Requires the commissioner to adopt rules for implementing statewide rigorous core academic standards in language arts, math and the arts. Specifies that after the rules are initially adopted, the commissioner may not amend or repeal these rules nor adopt new rules on the same topic without specific legislative authorization. Requires these academic standards to be implemented for all students beginning in the 2003-2004 school year. Additionally requires the commissioner to supplement the required state academic standards with grade-level benchmarks, although high school benchmarks may cover more than one grade. Establishes other requirements regarding benchmarks.
Requires every district to establish its own standards in the elective subject areas of health and physical education, vocational and technical education, and world languages. Requires every district to offer courses in all above elective subject areas, and to use a locally selected assessment to determine whether a student has achieved an elective standard. Additionally requires every district, by the 2007-08 school year, to adopt graduation requirements that meet or exceed state graduation requirements. Must provide students who enter grade 9 in or before the 2003-04 school year the opportunity to earn a diploma based on existing local graduation requirements in effect when student entered ninth grade.
Establishes graduation requirements based on course credits in language arts, math, science, social studies and electives, including the arts, for students entering grade 9 in the 2004-05 school year.
Beginning the 2005-06 school year and later, requires annual statewide testing in language arts and math in grades 3 through 8 and at the high school level. Also requires annual science assessments in one grade in grades 3-5 span, the grades 6-9 span, and the grades 10-12 span for the 2007-08 school year and later. Requires a state-developed test in a subject other than writing, developed after the 2002-03 school year, to include both multiple choice and constructed response questions. Requires state tests to be aligned with state academic standards, and for statewide results to be aggregated at the school and district level. Deletes language excluding test scores of students receiving limited English proficiency instruction from school and district testing results. Permits exemption of limited English proficiency students if the student has been in the United States for fewer than three years. Requires state assessments, by the 2006-07 school year to include a value-added component to measure student achievement growth over time. Requires commissioner to include alternative assessments for the very few students with disabilities for whom statewide assessments are inappropriate and for students with limited English proficiency.
Permits school, district or charter school to use a high school student's performance on a state assessment as a percentage of the student's final grade in a course or to place the student's assessment score on the student's transcript.
Requires the commissioner to develop language arts, math and science assessments aligned with state standards, which districts must use. Specifies that commissioner must not develop state assessments for academic standards in social studies and the arts.
http://www.revisor.leg.state.mn.us/cgi-bin/getbill.pl?session=ls83&version=latest&number=HF302&session_number=0&session_year=2003
Title: H.F. 302 (multiple provisions)
Source: www.revisor.leg.state.mn.us
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| MN | Signed into law 05/2003 | P-12 | Requires the academic standards adopted by the commissioner to be identical to: (1) the K-12 standards for language arts contained in the document labeled "Minnesota Academic Standards, Language Arts K-12, May 19, 2003, Minnesota Academic Standards Committee, Minnesota Department of Education"; (2) the K-12 standards for mathematics contained in the document labeled "Minnesota Academic Standards, Mathematics K-12, May 19, 2003, Minnesota Academic Standards Committee, Minnesota Department of Education"; and (3) the K-12 standards for arts contained in the document labeled "Minnesota Academic Standards, Arts K-12, May 19, 2003, Minnesota Department of Education".
Requires the K-12 standards documents to be deposited with the Minnesota revisor of statutes, the legislative reference library, and the Minnesota state law library, where the documents shall be maintained until the commissioner adopts rules for implementing statewide rigorous core academic standards in language arts, mathematics and the arts under Minnesota Statutes, section 120B.021, subdivision 3. The revisor must determine that the rules are identical to the documents deposited with it under this section before the revisor approves the form of the rules. In approving the form of the rules, the revisor may make any needed grammatic and form changes.
See Article 2, Section 1: http://www.revisor.leg.state.mn.us/cgi-bin/getbill.pl?session=ls83&version=latest&number=HF302&session_number=0&session_year=2003
Title: H.F. 302 (multiple provisions)
Source: www.revisor.leg.state.mn.us
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| AR | Signed into law 04/2003 | P-12 | Develops a comprehensive plan to revise content standards and curriculum frameworks adopted by the state in core academic areas of reading, writing, mathematics, science, history, geography and civics. http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB2374.pdf
Title: H.B. 2374
Source: Arkansas Legislative Web site
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| AR | Signed into law 04/2003 | P-12 | Requires the Department of Education to define and publish academic standards and expected outcomes for students in pre-kindergarten through grade 12; requires academic standards and expected outcomes be adopted and implemented by local school boards. http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB2775.pdf
Title: H.B. 2775
Source: Arkansas Legislative Web site
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| ND | Signed into law 04/2003 | P-12 | Relates to assessment of public school students in reading, mathematics and science. From the Fiscal Note: SB 2065 requires the state to develop and implement state assessments in reading/English language arts, mathematics, and science in identified grades as established by a specified schedule. The fiscal impact from SB 2065 falls entirely on the state. School districts are responsible for the administration of the state assessments within their proscribed instructional periods; therefore, there are no additional costs that impact local schools.
Costs associated with the development and implementation of the state assessments include: the development of state content standards, the development of state achievement standards, the alignment of state content standards with test items; the development of future test items, the administration of the actual assessments to students; the scoring of student tests; the establishment of achievement cut scores related to the state achievement standards; the printing and dissemination of reports to students, schools, districts, and the state; the development of school and district Report Cards and Profiles; the use of student data analysis and reporting applications, and associated professional development and technical assistance to schools. A state advisory committee has concurred with the Department of Public Instruction's identification of these development and administration activities. Listed below is an outline of the projected costs associated with the state assessment program.
Activity 2002-03 2003-04 2004-05 2005-06 2006-07
Standards Development: 350,000 275,000 50,000 50,000 350,000
Assessment Development: 800,000 2,480,000 3,310,000 4,150,000 3,950,000
State Accountability Initiatives: 1,500,000 1,050,000 950,000 300,000 300,000
Total 2,650,000 3,805,000 4,310,000 4,500,000 4,600,000
These projections may vary depending on the final determination of contract negotiations, unanticipated costs or
savings, schedule delays or postponements, or other associated project activities. Fiscal Note: http://www.state.nd.us/lr/assembly/58-2003/fiscal_notes/DQVU0500.pdf; bill text: http://www.state.nd.us/lr/assembly/58-2003/bill_actions/BA2065.html
Title: S.B. 2065
Source: http://www.state.nd.us
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| NM | Signed into law 03/2003 | P-12 | Adds Section 22-2A-3 and Section 22-2A-4. Requires the state board to adopt content and performance standards in mathematics, reading and language arts, science and social studies. Section 22-2A-4 requries the state board to establish a statewide assessment and performance standards and that measures adequate yearly progress for each student, public school and district. Testing requirements: (1) for grades kindergarten through two, diagnostic and standards-based tests on reading that include phonemic awareness, phonics and comprehension by the 2003-2004 school year; (2) for grades three through nine and for grade eleven, standards-based academic performance tests in mathematics, reading and language arts and social studies by the 2005-2006 school year; provided that testing in ninth grade and testing in social studies shall not occur until the legislature has provided funding for test development and implementation; (3) for grades four, six, eight and eleven, standards-based academic performance writing tests by the 2005-2006 school year and (4) for one of grades three through five and six through nine and for grade eleven, standards-based academic performance tests in science by the 2007-2008 school year. C. The department shall involve appropriate licensed school employees in the development of the standardsbased academic performance tests. D. All students shall participate in the academic assessment program. The state board shall adopt standards for reasonable accommodations in academic testing for students with disabilities and limited English proficiency, including when and how accommodations may be applied. The legislative education study committee shall review the standards prior to adoption by the state board. E. Students who have been determined to be limited English proficient may be allowed to take the standards-based academic performance test in their primary language. A student who has attended school for three consecutive years in the United States shall participate in the English language reading test unless granted a waiver by the department based on criteria set by the state board. New section 22-13-1 itemizes minimum instructional areas for accreditation, including graduation requirements.
http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico State Legislature
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| NM | Rule Adoption 03/2003 | P-12 | Establishes rules regarding the content standards for K-4 mathematics. NEW MEXICO REG 3682 (SN)
Title: 6.30.2.14 NMAC
Source: StateNet
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| CA | Vetoed 09/2002 | P-12 | Requires the State Board of Education to provide periodic review of curriculum content standards and a revision of the content standards, after prescribed regional public hearings, to be timed to coincide with and provide a foundation for periodic review of statewide curriculum frameworks and instructional materials, commencing in 2010. Requires adoption of conforming changes in performance standards, as necessary.
Title: S.B. 1367
Source: Lexis-Nexis/StateNet
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| FL | Signed into law 05/2002 | P-12 | Creates new section briefly describing Sunshine State Standards. See bill section 130, page 351, line number 13 ff: http://www.leg.state.fl.us/data/session/2002E/Senate/bills/billtext/pdf/s0020Eer.pdf
Title: S.B. 20E
Source: www.leg.state.fl.us
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| VA | Signed into law 03/2002 | P-12 | Authorizes local school boards to establish a Banking-at-School Partnership Program, consisting of school banks or school credit unions on the premises of public schools within the school division that have been developed and are operated jointly by a public school and a financial institution licensed to conduct business in the Commonwealth. The Program will be designed to provide a multidisciplinary method to reinforce, augment, and support the objectives of the relevant Standards of Learning and career and technical education competencies through practical experiences that (i) allow students to apply mathematical concepts, communication and computer technology skills, and knowledge of economic principles; (ii) allow students to develop proficiency in basic life skills pertaining to money management, personal finance, banking, commerce and trade, and investments; (iii) facilitate financial literacy and an understanding of the American economic system, Virginia's economy, the global economic system, and the effect of personal finance decisions on the national and state economic systems; and (iv) permit students to explore entrepreneurships and career options in banking and finance. The Program will be funded solely by gifts, grants, donations, in-kind services, and bequests received by a public school from its licensed partner financial institution. The department is to develop guidelines for these programs in consultation with the State Corporation Commission's Bureau of Financial Institutions, the Virginia Bankers Association, and the Virginia Credit Union League. Parental permission is required for student participation in these programs. Schools with high concentrations of at-risk and disadvantaged studented will be encouraged to participate in the Banking-at School Partnership Program. http://leg1.state.va.us/cgi-bin/legp504.exe?021+ful+CHAP0774
Title: H.B. 966
Source: http://leg1.state.va.us
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| WV | Signed into law 03/2002 | P-12 | Calls for development and implementation of a system to hold schools accountable for student performance and progress toward obtaining a high quality education. Creates a "Process for Improving Education Council" comprised of the Legislative Oversight Commission on Education Accountability, the Governor and Chancellor of the Higher Education Policy Commission. Council has the authority to meet and consult with the state board and to make recommendations on issues related to student, schools and school system performance. To ensure high quality education continues to be delivered, the statute grants the state board the authority to intervene again in county systems where they had once intervened within the past five years. If a second intervention is necessary, the bill provides the state board the authority to delegate additional authority to the state superintendent to conduct hearings or to make personnel changes.
Title: H.B. 4319
Source: West Virginina Department of Education News
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| WY | Signed into law 03/2002 | P-12 | Requires state board to set proficiency standards. Modifies requirements for graduation; imposes different types of student proficiency with respect to performance standards; imposes assessment duties upon school districts; conforms statutory provisions accordingly; provides an effective date. As measured by each district's body of evidence assessment system, a high school diploma must provide for one of the following endorsements which shall be stated on the transcript of each student: Advanced endorsement requires a student to demonstrate advanced performance in a majority of the areas of the common core of knowledge and skills and proficient performance in the remaining areas of the specified common core of knowledge and skills. Comprehensive endorsement requires a student to demonstrate proficient performance in all areas of the common core of knowledge and skills and general endorsement requires a student to demonstrate proficient performance in a majority of the areas of the common core of knowledge and skills. http://legisweb.state.wy.us/2002/engross/sf0056.pdf
Title: S.B. 56
Source: http://legisweb.state.wy.us
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| VA | Signed into law 02/2002 | P-12 | Directs the Department of Education to develop a website enabling educators to suggest improvements to the Standards of Learning.
Title: H.B. 159
Source: Lexis-Nexis/StateNet
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| OH | Signed into law 11/2001 | P-12 | Eliminates the requirement that school districts implement competency-based education programs. Directs the State Board of Education to develop statewide academic standards for each of grades K-12 in reading, writing, math, science, and social studies; diagnostic assessments aligned with the academic standards for grades kindergarten through two in reading, writing, and math and for grades three through eight in all five subject areas covered by the standards. Requires the State Board to design a model curriculum aligned with the academic standards which school districts may (but are not required to) use for instruction. Requires school districts to administer the diagnostic assessments at least once annually to all students in the appropriate grade levels; to provide intervention services to students whose scores on the diagnostic assessments show that they are unlikely to meet the academic standards. Permits "high-performing" school districts to use assessments other than the diagnostic assessments. Phases in the development of 15 achievement tests (total) in 3rd, 4th, 5th, 7th, 8th, and 10th grades to replace 20 proficiency tests currently administered in 4th, 6th, 9th, and 12th grades. Requires the state board to align the new tests with the academic standards and model curricula.
Title: S.B. 1
Source: 2001 Digest of Enactments
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| LA | Signed into law 06/2001 | P-12 | Requires the transfer of student education records within 10 days of receipt of a written request by an educational facility.
Title: S.B. 118
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 05/2001 | P-12 | Directs the Board of Education, prior to adopting or revising Standards of Learning resource guides, to conduct public hearings; states that prior to conducting any such hearings, the Board shall give written notice by mail of the date, time, and place of the hearings to all local school boards and any other persons requesting to be notified of the hearings; publishes notice of its intention to adopt or revise SOL resource guides in the Virginia Register of Regulations.
Title: H.B. 2777
Source: Lexis-Nexis/StateNet
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| AR | Signed into law 04/2001 | P-12 | Requires that State Board of Education develop a comprehensive academic content standards and curriculum frameworks plan for consistency in course work offered by local school districts.
Title: H.B. 2301
Source: Lexis-Nexis/StateNet
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| NM | Vetoed 04/2001 | P-12 | Creates public school reading proficiency fund to help train teachers to teach reading and writing to students below grade level; sets up "enterprise centers" to provide fee-for-service assistance to districts; creates "probationary school intervention funds" for grants to probationary schools; requires colleges of education to form a consortium to develop criterion-referenced end-of-course tests for high schools (to be administered during 2002-03); makes appropriations for professional development days for teachers, teacher mentorship programs, etc.; appropriates dollars to summer programs, bilingual, art/music, full-day kindergarten; appropriates dollars to standards/assessment alignment, development of new assessments and early literacy interventions.
Title: S.B. 307
Source: New Mexico Legislative Web Site
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| VA | Signed into law 02/2001 | P-12 | Directs the Board of Education, prior to adopting or revising Standards of Learning resource guides and lists of recommended textbooks in any Standards of Learning academic subject, to conduct public hearings; states that prior to conducting any such hearings, the Board shall give written notice by mail of the date, time, and place of the hearings to all local school boards and any other persons requesting to be notified of the hearings, including parents; publishes notice of its intention to adopt or revise SOL resource guides in the Virginia Register of Regulations. In addition, in order to provide appropriate opportunity for input from the general public, parents and teachers in each locality, local school boards shall solicit public comment prior to adoption or purchase of any Standards of Learning resource guides and textbooks in any Standards of Learning academic subject. Thirty days prior to adoption or purchase, the local school board shall make the teacher resource guides and textbooks available for review and comment by parents and teachers and other members of the public. Interested parents, teachers and other members of the public shall be given reasonable opportunity to be heard and to present information prior to final adoption or purchase by a local school board.
Title: H.B. 2777
Source: http://hod.state.va.us/welcome.htm
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| NJ | Signed into law 09/2000 | P-12 | Revises the mission of the New Jersey School of Arts to provide assistance to secondary schools in meeting Visual and Performance Arts Standards; appropriates funds.
Title: A.B. 2175
Source: Lexis-Nexis/StateNet
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| HI | Signed into law 04/2000 | P-12 | States that the Department of Education shall regulate courses of study to be pursued in all grades of public schools and classify them by methods the department deems proper.
Title: H.B. 2495
Source: Lexis-Nexis/StateNet
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| NE | Signed into law 04/2000 | P-12 | Directs the state board to develop sufficiently clear and measurable model academic content standards. Additionally, each school district in the state is required to develop measurable academic standards that would need to be the same as, equally rigorous as or more rigorous than the measurable model standards created by the board. Also directs local school districts to develop academic subject assessments, which will be given in one subject each year, beginning with reading. Once a subject assessment takes place, the local versions of the assessments will be forwarded to an independent expert who will select four model assessments. School districts will then be required to utilize one of the model assessments the next time that subject area is assessed. Provides for the implementation of a statewide writing assessment beginning in the spring of 2001 for students at three grade levels selected by the state board.
Title: L.B. 812
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 03/2000 | P-12 | Directs the Board of Education to schedule the administration of Standards of Learning assessments to be graded by computerized or other automated means to occur no earlier than 2 weeks before the end of the relevant course.
Title: S.B. 318
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 03/2000 | P-12 | Provides that the Standards of Learning in all subject areas shall be subject to review and revision every five years, beginning no later than 7/1/2000, to maintain rigor and to reflect a balance between content knowledge and the application of knowledge.
Title: H.B. 633
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 03/2000 | P-12 | Revises Standards of Quality to make educational technology squarely within the scope of the Standards of Quality; requires the Board of Education to include proficiency in the use of computers and related technology in the Standards of Learning.
Title: H.B. 203
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 03/2000 | P-12 | Provides that, by 10/01/2000, the Board of Education shall establish a regular schedule for review and revision as may be necessary of the Standards of Learning in all subject areas; provides that such review and revision shall occur at least once every 7 years.
Title: S.B. 606
Source: Lexis-Nexis/StateNet
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| NM | Signed into law 02/2000 | P-12 | Relates to educational standards; provides for remediation and academic improvement programs; restricts promotions; provides for parental involvement.
Title: H.B. 78
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 02/2000 | P-12 | Requires the Board of Education to include, in the requirement for verified credits for the standard and advanced studies diplomas, a provision that allows students completing elective classes into which the Standards of Learning for any required course have been integrated to take the relevant Standards of Learning assessment for the relevant required course and receive, upon achieving a satisfactory score on the specific SOL test.
Title: H.B. 489
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 10/1999 | P-12 | Chapter No. 735; Relates to the Leroy Greene California Assessment of Academic Achievement Act which requires the State Board of Education to adopt statewide performance standards in core curriculum areas, as specified, no later than 06/15/99; provides instead that the board is required to adopt those standards no later than 12/31/99; requires the State Board of Education to adopt a performance standards system.
Title: S.B. 366
Source: Lexis-Nexis/StateNet
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| NV | Signed into law 06/1999 | P-12 | State board is required to prescribe examinations that measure proficiency in standards. Exams to be given in grades 3 and 5 (English and math) beginning in spring of 2001. Extends to 1-15-2000 the date by which Council to Establish Academic Standards must adopt the second phase of standards (social studies, Health/physical education, computer education, arts). Spells out schedule for phasing new standards into the high school proficiency exam.
Provides assistance to pupils who have not been able to pass the new, more challenging high school proficiency examination in math. If pupils enroll in intensive, remedial education or tutoring programs during the summer of 1999, they may retake the test in one or both of two special administrations of the exam in July and August of 1999. Allows pupils who have met all requirements for a standard diploma except for passing the exam to participate in graduation ceremonies and to be awarded a certificate of attendance, to be replaced by a standard diploma once they pass the exam. Creates a temporary task force to review the contents of the exam, review methods by which results are reported to schools and parents and determine whether another method of reporting might be more helpful.
Title: S.B. 466
Source: Nevada Legislative Counsel Bureau
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| NV | Signed into law 06/1999 | P-12 | Makes the Council to Establish Academic Standards permanent and charges it with developing grade-by-grade standards for K-8 in English and mathematics. Sets the make-up of council. Requires that course of study prescribed and enforced by the state board must comply with the content and performance standards established by the Council to Establish Academic Standards, and that textbooks approved by the state board must adequately support the standards. Local boards are required to align curriculum with the standards. Also requires state board to consult with local boards when reviewing teacher-training programs and may not approve those programs unless they offer training in the new standards.
Title: S.B. 466
Source: Nevada Legislative Counsel Bureau
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| SC | Signed into law 06/1999 | P-12 | Approves regulations of the Board of Education; relates to reading, writing, and mathematics objectives for grades 1-12.
Title: S.B. 744
Source: Lexis-Nexis/StateNet
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| TX | Signed into law 06/1999 | P-12 | Relates to the administration of the Texas Academic Skills Program.
Title: H.B. 2011
Source: Lexis-Nexis/StateNet
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| FL | Signed into law 05/1999 | P-12 | Requires state board to approve student performance standards in key academic subject areas and grade levels, and eliminates requirement that Commissioner designate program categories and grade levels for which performance standards are to be approved.
Title: H.B. 751,753,755
Source: Academic Excellence Council 1999 End-of-Session Report
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| NM | Signed into law 04/1999 | P-12 | Relates to standards-based assessments.
Title: H.B. 624
Source: Lexis-Nexis/StateNet
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| UT | Signed into law 03/1999 | P-12 | Creates a task force on learning standards and accountability in public education; provides for membership; staff, duties and reporting date; appropriates funds from the General Fund; provides a repeal date.
Title: H.B. 144
Source: Lexis-Nexis/StateNet
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| UT | Signed into law 03/1999 | P-12 | Provides for annual criterion-referenced achievement testing of students in all grade levels and norm-referenced testing of students in grades 3, 5, 8 , and 10; modifies definitions; requires the state board of education to develop assessment mechanisms for determining demonstrated competency in courses required for high school graduation; provides for an external evaluation of core curriculum content standards, objectives, and assessments.
Title: H.B. 33
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 03/1999 | P-12 | Directs the Board of Education to incorporate into Vocational Education the Standards of Learning in mathematics, english, science, and social studies, and other subjects as appropriate; establishes, with such funds as may be appropriated, within the Department of Education a unit of specialists in vocational education.
Title: H.B. 2476
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 03/1999 | P-12 | Requires that the Board of Education contract, with such funds as are appropriated for this purpose, for the development or purchase of interactive educational software designed as tutorials to improve achievement on the Standards of Learning assessments.
Title: H.B. 2480
Source: Lexis-Nexis/StateNet
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| IN | Signed into law 12/1998 | P-12 | Establishes the education roundtable to make recommendations concerning education to the governor, superintendent of public instruction, general assembly, and Indiana state board of education; transfers the duties of the state standards task force to the education roundtable; replaces the concept of "proficiencies" with the concept of "academic standards" through the state assessment program.
Title: S.B. 235
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 09/1998 | P-12 | Encourages higher ed. institutions to provide fast-track programs of study. Requires credentialing programs to be aligned with state standards. Requires higher ed. institutions to assess teacher performance. Requires all new teacher candidates to complete a program of beginning teacher induction during their first two years of teaching.
Title: S.B. 2042
Source: "EDCAL," September 28, 1998
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| HI | Signed into law 07/1998 | P-12 | H.B. 2564 Mandates the inclusion of computer competency and 2nd language capabilities in the curriculum of the Department of Education, to identify how standards of competency for computer and 2nd language skills will be established, and to establish a timeframe for students to meet the minimum standards of competency as established. S.B. 2211 Requires the Department of Education to require that beginning the year 2000 all pupils completing the 8th grade shall be computer literate and that beginning the year 2004 all pupils graduating from high school be competent in languages other than English as defined by the Board.
Title: S.B. 2211 Standards for Computers and 2nd Language
Source: Lexis-Nexis/StateNet
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| AK | Signed into law 06/1998 | P-12 | Establishes the governor's goal of improving classroom quality with mandatory standards in reading, writing and mathematics; frequent testing of student performance and accountability for every school to do the best possible job educating Alaska's children.
Title: S.B. 36 Improving Classroom Quality
Source: Alaska Department of Education
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| NJ | Died 06/1998 | P-12 | Calls upon State Board of Educataion to replace language arts standards with English standards adopted by State of Massachusetts.
Title: SR 112
Source: Lexis-Nexis/StateNet
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| SC | Signed into law 06/1998 | P-12 | Relates to quality controls and productivity rewards, so as to enact the South Carolina Performance and Accountability for Excellence in Teaching and Learning Act; establishes grade specific statewide academic standards for mathematics, English/language arts, and science; establishes criteria for assessment, evaluation, rating, and accerditation of school and student performance in reference to statewide academic standards; establishes oversight committee to monitor impact of act.
Title: S.B. 850 Perfomance Accountability
Source: Lexis-Nexis/StateNet
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| AZ | Signed into law 05/1998 | P-12 | Makes technical changes to existing requirements regarding pupils who do not meet the literacy and reading comprehension standards set by the Board of Education by providing intensive reading instruction without instruction in any other subject matter until the pupil can meet set standards. Requires intensive reading instruction for pupils who cannot pass an "Arizona Instrument to Measure Standards" test, created by the Board of Education.
Title: H.B. 2293
Source: Information for Public Affairs, Inc.
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| GA | Died 05/1998 | P-12 | Relates to competencies and core curriculum in elementary and secondary schools; requires the presentation of both refuting and supporting scientific evidence when the theory of evolution is presented; defines terms.
Title: H.B. 1133 Theory of Evolution
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 03/1998 | P-12 | Relates to technological proficiency; revises the Standards of Quality to direct school divisions to incorporate within their programs of instruction for grades K-12 emphasis on technological proficiency; provides that the Standards of Learning for mathematics, English, science and history and social science, revised in 1995, include computer and technology standards for skills to be acquired by end of grades five (5) and eight (8).
Title: H.B. 1200 Technology Proficiency
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 09/1997 | P-12 | Specifies that the State Board of Education shall adopt statewide academically rigorous content and performance standards in the core curriculum areas of reading, writing, and mathematics no later than January 1, 1998 and in the core curriculum areas of history/social science and science no later than November 1, 1998. Repeals the pupil testing incentive program and instead establishes the STAR Program in grades 2 to 11.
Title: S.B. 376 Standards & Assessment
Source: Association of California School Administrators
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| DE | Signed into law 07/1997 | P-12 | Establishes criteria for the student testing program; establishes design objectives for the state assessment program; requires the Department of Education to produce recommendations on a comprehensive system of accountability; clarifies that by the 2001-2002 school year students will be required to demonstrate proficiency under the State standards in mathematics and English/Language Arts to receive a State High School Diploma.
Title: S.B. 182
Source: Lexis-Nexis
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| NV | Died 07/1997 | P-12 | Requires the State Board of Education to establish a task force to develop standards for achieving equitable education opportunity for pupils, authorizes the public schools, school districts and sponsors of certain programs to apply for grants to carry out the standards; makes an appropriation; includes equitable educational opportunity for pupils of diverse racial, ethnic and cultural backgrounds or whose primary language is not English, or, who are disabled, gifted or "at-risk".
Title: A.B. 559
Source: Lexis-Nexis
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| NV | Signed into law 07/1997 | P-12 | Part of the Nevada Education Reform Act of 1997--DEPARTMENT OF EDUCATION: Norm-referenced test a 10th grade. Fourth Grade writing test. National Assessment of Education Progress. Remediation Programs. Education technology. SUMMARY OF DEPARTMENT OF EDUCATION COSTS: 10th grade norm referenced test--1997-98 $130,000, 1998-99 $85,000. 11th grade science test--1998-99 $87,000. Reading and Math tests-Standards Linked--1998-99 $271,500. 4th grade writing test--1998-99 $70,000. NAEP Test--1997-98 $30,000. Standards Council--1997-98 $23,950. Remediation Programs in School Districts--1998-99 $3,000,000. Department Staff member for remediation--1998-99 $82,100. Education Technology Commission--1997-98 $14,000. Computer/Other Educational Technology--1996-97 $27,500,000. Department Staff for Educational Technology--1997-98 $81,150, 1998-99 $84,500. TOTAL - 1996-97 $27,500,000, 1997-98 $279,100, 1998-99 $3,680,100.
Title: S.B. 482 Nevada Education Reform Act of 1997
Source:
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| NV | Signed into law 07/1997 | P-12 | Part of the Nevada Education Reform Act of 1997--COUCIL TO ESTABLISH ACADEMIC STANDARDS: Nine members (President of the State Board of Education, parents, teachers, business leaders, and legislators). Reviews exemplary standards and establishes performance standards for English, including reading and writing; math; and science. Establishes standard (9-1-98), and assessments (11-1-98) in English, math, and science, for submittal to Board of Education. Establishes standards (9-9-99) in arts, computer education, and health/PE; and assessments in social studies (11-1-99) for submittal to Board of Education. Reviews action by Board and submits final report to Legislative Committee on Education. Panel "sunsets" June 30, 1999.---STATE BOARD OF EDUCATION: Adopts standards presented by council in English, including reading and writing; math; and science by 1-1-99; in social studies, arts, computer education, and health/PE by 1-1-2000. Reviews recommendations of council and adopts achievement tests linked to standards in English, math, and science (1-1-99) and in social studies by 1-1-2000. Reports choices of standards and examinations to council for review.---STANDARDS TAKE EFFECT 1999-2000 SCHOOL YEAR.
Title: S.B. 482 Nevada Education Reform Act of 1997
Source:
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| FL | Became law without governor's signature 06/1997 | P-12 | Revises provisions regarding the district's comprehensive program for pupil progression; requires remedial instruction and retention of students who have not met district required and state required levels of proficiency; provides student performance standards, instruments and assessment procedures.
Title: S.B. 1956 Pupil Progression
Source: Lexis-Nexis/StateNet
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| LA | Died 06/1997 | P-12 | Revises and renames the Competency-Based Education Program, revises the LEAP test schedule and the kinds, content, and consequences of some of the tests.
Title: S.B. 822 Standards-Based Education Programs
Source: Lexis-Nexis/StateNet
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| NC | Signed into law 06/1997 | P-12 | Directs the State Board of Education to determine which groups of students are likely to score below benchmarks on nationwide tests and to recommend ways to focus resources on addressing the needs of those students.
Title: S.B. 1066 Implementation of Standards
Source: Lexis-Nexis/StateNet
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| TX | Signed into law 06/1997 | Postsec. | Legislation requires each higher education institution to adopt a core curriculum of at least 42 semester hours that is transferrable among colleges and universitites in the state; also requires each undergraduate student who enters a public college to be tested for reading, writing, and mathematics skills prior to enrolling. Students requiring remediation will be retested after completing developmental studies and must meet minimum standards on the test (or earn a B or better in a freshman-level course in the subject where the deficit exist) prior to enrolling in upper-level courses.
Title: Budget
Source: SREB Legislative Report
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| VA | Signed into law 06/1997 | P-12 | The Board of Education shall establish standards for remedial summer school programs, which shall be designed to strengthen and improve the effectiveness of such programs in increasing the scholastic achievement of students with academic deficiencies. Such standards shall require (i) an evaluation of the remedial summer school program, and (ii) that school divisions report on such forms as may be required by the Board. Data submitted to the Board shall include, but not limited to, the number of students failing the Literacy Passport Test, any or all components, for each administration of the test; a demographic profile of the students attending such programs; the academic status of each such student; the types of instruction offered, the length of the program, and the local costs of the program; the number of ungraded and disabled students, and those with limited English proficiency (ESL); and the number of students failing the literacy tests who attend remedial summer school.
Title: VA 22.1-199.2 Standards for remedial summer school
Source: Code of Virginia
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| VT | Signed into law 06/1997 | P-12 | Replaces public school approval standards with standards of quality which are more performance-based (while retaining some of the current resource-based standards). The standards include a requirement that schools develop and implement action plans to improve student performance, that the schools use the statewide assessment methods to measure student performance and that the schools report on their students' performance to their communities annually. Every two years, the commissioner shall evaluate each school to determine if students are being provided a substantially equal eduacational opportunity to that provided in other schools. If a school is not meeting the standards of quality, the State Board may, after hearing, take action as it deems necessary to improve performance.
Title: H.B. 527
Source: Vermont Legislative Council
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| IN | Signed into law 05/1997 | P-12 | Relates to the educational proficiency statements. Requires the department of education to revise educational proficiency statements for certain subject areas every six years. Establishes a proficiency statements overview committee for each subject area to advise on the revision process and recommend changes in educational proficiency statements.
Title: H.B. 1723
Source: Lexis-Nexis
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| KY | Signed into law 05/1997 | Postsec. | Directs the Council on Higher Education or its successor to review the policies of higher education institutions for identification and placement of students in remedial and developmental courses and makes a recommendation for establishing a statewide standard.
Title: H.J.R. 6 Identification and Placement of Remedial Needs in Postseccondary Institutions
Source: Lexis-Nexis/StateNet
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| WA | Vetoed 05/1997 | P-12 | Relates to education; states that school districts are provided with flexibility to determine how best to work within their communities to ensure students are meeting high academic standards.
Title: H.B. 1303 Academic Standards Same As S.B. 5300
Source: Lexis-Nexis/StateNet
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| WA | Signed into law 05/1997 | P-12 | Relates to modifying the timelines for development and implementation of the student assessment system; identifies the knowledge and skills all public school students need to know and are able to do based on the student learning goals; develops student assessment and school accountability systems.
Title: S.B. 6072 Student Assessment System
Source: Lexis-Nexis/StateNet
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| FL | Signed into law 04/1997 | P-12 | Concerns student performance standards; provides for rulemaking; concerns district testing; concerns graduation requirements, includes GPA; concerns credit for certain courses; concerns articulated acceleration; concerns postsecondary placement testing; concerns requirements for interscholastic extracurricular participation; requires higher level mathematical concept instruction; concerns teacher training; concerns student assessment programs.
Title: S.B. 458
Source: Lexis-Nexis
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| FL | Died 04/1997 | P-12 | Revises provisions regarding the district's comprehensive program for pupil progression; requires remedial instruction and retention of students who have not met district required and state required levels of proficiency; provides student performance standards, instruments and assessment procedures.
Title: H.B. 1931 Student Performance Standards and Assessment Procedures
Source: Lexis-Nexis/StateNet
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| IL | Passed 04/1997 | P-12 | Directs the State Board of Education to establish in final form academic standards that are to be applicable to students beginning with the 1998-99 school year.
Title: SR 61 Academic Standards
Source: Lexis-Nexis/StateNet
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| IN | Died 04/1997 | P-12 | Allows a local school corporation to determine curriculum requirements and other educational issues for the school corporation. Requires a curriculum to meet certain state standards. Requires each public school to meet certain academic and attendance standards. Provides for additional assistance for schools that do not meet standards after a three year period and for additional measures for schools that continue to fail to meet standards.
Title: H.B. 2026
Source: Lexis-Nexis
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| VA | Signed into law 03/1997 | P-12 | Establishes the Virginia Innovative Remedial Education Program to establish a program for innovative options and instructional approaches for the remediation of students who are educationally at-risk, have failed the Literacy Passport Test, or have been identified for remedial summer school attendance.
Title: S.B. 1158 Virginia Innovative Remedial Education Program
Source: Lexis-Nexis
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| ME | Active 12/1996 | P-12 | Articulates six "guiding principles" which describe the characteristics of a well-educated person: clear and effective communicator, self-directed and lifelong learner, creative and practical problem solver, responsible and involved citizen, collaborative and quality worker, and an integrative and informed thinker. To fulfill these principles, "learning results" are developed within the following eight areas: english language arts, foreign languages (modern and classical languages), social studies, visual and performing arts, science and technology, health and physical education, mathematics, and career preparation. As a structure for "learning results," each area is divided into content standards, which are broad descriptions of the knowledge and skills that students should acquire, and performance indicators, which define stages of achievement, or checkpoints, toward meeting the content standard within each of four grade spans: pre-school to second grade, third and fourth grades, fifth through eighth grades, and secondary school. Of the thirteen science and technology standards, two directly relate to technology. First, "students will communicate effectively in the applications of science and technology (communication)." An example of a performance indicator for this content standard, for grades 5-8, is: "access information at remote sites using telecommunications." Second, "students will understand the historical, social, economic, environmental, and ethical implications of science and technology (implications of science and technology)." An example of a performance indicator for this content standard, for grades 3-4, is: "explore how cultures have found different technological solutions to deal with similar needs or problems (e.g., construction, clothing, agricultural tools and methods). In addition, there are technology-related performance indicators in the areas of career preparation, english language arts, foreign languages, social studies, and visual and performing arts. For example, within the "research-related writing and speaking" content standard of the english language arts area, there is the following performance indicator for secondary grade students: "report orally, using a variety of technological resources to present the results of a research project."
Title: Technology Standard Component
Source: State of Maine Learning Results
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| CA | Signed into law 09/1996 | P-12 | Provides that the academic content and performance standards adopted by the State Board of Education, while used as standards for purposes of the Assessment Act, are to be considered model standards for any other purpose. Permits school districts to use these model standards as a guideline in developing district standards.
Title: A.B. 2105 Academic Content and Performance Standards
Source: Lexis-Nexis/StateNet
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| WV | Active 09/1996 | P-12 | Outlines instructional goals and objectives for english/language arts, mathematics, social studies, science, and process/workplace. The science area contains the following technology-related goal: "Science, Technology, and Society. Understanding science and technology in the context of personal and social perspectives are critical issues in preparing students to take an active and responsible role in society. To live and work in the highly scientific and technological world of the twenty-first century, students must be able to identify problems and design, implement, and evaluate solutions. Students must comprehend the inherent link between science and technology and their impact on society." Also, one of the process/workplace goals is: "Process/Workplace Technology. The ability to understand and utilize technology to solve problems is a mandate in today's world. Students will learn to: set-up and operate computer equipment and assorted peripherals, use on-line sources to obtain or exchange information; select and use multiple software packages; and demonstrate skills in the use of word processing, databases, spreadsheets, graphics and telecommunications." In addition, the process/workplace area contains eight technology instructional objectives, such as: "demonstrate the ability to set up computer equipment" and "demonstrate the ability to obtain and exchange information by using on-line sources." Finally, computer/technology instructional objectives are outlined for each grade level for each subject. For example, one objective in the area of science for third graders is "use appropriate software to practice and master third grade instructional objectives in science."
Title: Technology Standard Component
Source: Instructional Goals and Objectives
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| DE | Died 06/1996 | Postsec. | Modifies the Delaware Higher Education Access Program requirements: eligible students seeking to particapate must demonstrate a level of knowledge and ability which meets or exceeds the recently adopted State Standards in English Language Arts, Mathematics, Science, and Social Studies.
Title: S.B. 469 Implementation of Standards for Postsecondary Education
Source: Lexis-Nexis/StateNet
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| FL | Passed 06/1996 | P-12 | (Effective: 06/18/96) Establishes student performance standards as adopted by reference in the Sunshine State Standards to benchmark student achievement in grades pre-K through 12th. Requires public schools to provide appropriate instruction to assist students in the achievement of the standards.
Title: Student Performance Standards FAC 6A-1. 09401
Source: Lexis-Nexis/StateNet
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| FL | Passed 06/1996 | P-12 | Florida Education Commissioner Frank T. Brogan won approval from the State Board of Education on May 29, 1996 for the Sunshine State Standards. New rigorous, specific academic standards for Florida students prekindergarten through grade twelve. The Sunshine State Standards represent the knowledge and skills that Florida students will be expected to know and be able to do at certain stages of their academic careers. Standards for seven key subject areas were developed in conjunction with teachers, administrators, parents, and the business community. Achievement of the standards will be measured by administration of a new Florida Comprehensive Achievement Test (FCAT), being developed specifically for Florida and in conjuction with the development of the Sunshine State Standards. The FCAT will be field tested in 1997 and administered statewide in 1998 at the elementary, middle, and high school levels. The standards have been developed at four academic levels; prekindergarten-second grade; grades 3-5; grades 6-8; and grades 9-12. The standards are for the subject areas of mathematics, language arts, science, social studies, the arts, health and physical education, and foreign language.
Title: Sunshine State Standards
Source: Florida Department of Education; Monday Report June 17, 1996
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| OR | Active 06/1996 | P-12 | Provides common curriculum goals, content standards, and benchmarks for nine areas, including technology. The two areas within technology are technological knowledge ("Demonstrate understanding of technological concepts and processes, and their relationship to and impact on other disciplines") and technological application ("Apply technological concepts and processes to solve practical problems and extend human capabilities"). There are four common curriculum goals within the area of technological knowledge: "Understand the nature and evolution of technology"; "Understand that technology can be used to solve problems and meet needs"; "Assess the impacts and consequences of technology"; and, "Understand the relationships between technology and other disciplines". Additionally, there are three common curriculum goals within the area of technological application: "Use a variety of technological systems"; "Demonstrate how technological systems are operated and controlled"; and, "Adapt technological concepts and processes to biological, informational and physical systems to form technologies and solve practical problems." Finally, school districts may establish their own content standards in technology.
Title: Technology Standard Component
Source: Adopted Common Curriculum Goals
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| TX | Passed 06/1996 | P-12 | (Effective: 09/01/96) Establishes essential knowledge and skills for high school Algebra I, Algebra II, and Geometry.
Title: Standards TAC 111.31-111.34
Source: ACS State and Local Government Affairs Program, State and Local Reaction Vol. 3, No. 3, August 1996
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| VT | Active 06/1996 | P-12 | Within Vermont's "Framework of Standards and Learning Opportunities," there are a group of science, mathematics, and technology standards. More specifically, there are four standards which relate to "design and technology." They are: "Students understand how natural resources are extracted, distributed, processed, and disposed of" (natural resources); "Students apply knowledge and understanding of technological systems to respond to a variety of issues" (technological systems); "Students understand that people control the outputs and impacts of our expanding technological activities in the areas of communication, construction, manufacturing, power and transportation, energy sources, health technology, and biotechnology" (outputs and impacts); "Students use technological/engineering processes to design solutions to problems" (designing solutions). In addition, there are a number of benchmarks for grades preK-4, 5-8, and 9-12 within each standard. For example, the following are benchmarks for grades preK-4 for the outputs and impacts standard: "Understand that technology is a human endeavor"; "Use tools to extend their capabilities"; and, "Use tools and machines in a safe manner."
Title: Technology Standard Component
Source: Vermont's Framework of Standards and Learning Opportunities
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| CO | Signed into law 04/1996 | P-12 | (Effective: 04/17/96) Clarifies that statewide assessments shall be phased in over three years at the 4th, 8th, and 11th grades.
Title: S.B. 125 Implementation of Assessments
Source: Colorado Association of School Boards, Billboard, 5/10/96
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| CO | Signed into law 04/1996 | Postsec. | Allows the Colorado Cmmission on Higher Education to consider nontraditional academic indicators in addition to traditional academic indicators when determining academic standards for first-time admitted freshmen and transfer students.
Title: S.B. 9 Admission Requirements for Postsecondary Students
Source: Lexis-Nexis/StateNet
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| ME | Signed into law 04/1996 | P-12 | (Effective: 04/10/96) Initiates education reform in Maine. Requires the Department of Education, in consultation with the State Board of Education, to establish a comprehensive Statewide system of learning results no later than the 2002-2003 school year.
Title: S.B. 701 Learning Results Legislation
Source: Lexis-Nexis/StateNet
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| MO | Passed 04/1996 | P-12 | (Effective: 05/15/96) Establishes the academic standards which demonstrate the knowledge, skills and competencies necessary for students to successfully advance through the public elementary and secondary education system of this state.
Title: 5 CSR 50-375.100 Academic Standards
Source: Lexis-Nexis/StateNet
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| AK | Passed 03/1996 | P-12 | (Effective: 04/04/96) Deals with the high school unit of credit, GED testing, and teacher certification definitions. Removes the reference to 8,100 minutes of class time and substitute performance standards prescribed by a local school board as the definition for a unit of high school credit. Repeals paragraph (e), which references a previously repealed paragraph regarding the GED testing of persons under 16 years of age. Updates definitions in teacher certification regulations of "approved programs" and "credit."
Title: 4 AAC 06.075 (f) High School Unit of Credit, GED Testing, Certification Testing
Source: Lexis-Nexis/StateNet
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| ME | Active 01/1996 | P-12 | The Learning Results are the knowledge and skills which are essential for all Maine students so that they will be prepared for work, higher education and citizenship. The Learning Results are essential for all Maine students because the demands of contemporary life and work require us to know and be able to do a great deal. These demands ask us to be: clear and effective communicators; self directed and lifelong learners; creative and practical problem solvers; responsible and involved citizens; collaborative and quality workers; and integrative and informed thinkers. These six areas of knowledge and skills are called the GUIDING PRINCIPALS. The Learning Results do not represent everything it is possible for students to know and be able to do by the time they leave school only those things which are essential for all students.
Title: Learning Results
Source: Maine Department of Education, January 1996
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| VT | Died 01/1996 | P-12 | Establishes goals, standards, and assessment tools for students; requires school districts to report annually on their performance and financial situation to their communities; allows the State Board of Education to waive any law of statute for any school district; makes joining or withdrawing from a supervisory union a local option; allows establishment of education service providers to offer educational services to school districts.
Title: H.B. 676 Establishment of Goals, Standards, and Assessment Tools for Students
Source: Lexis-Nexis/StateNet
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| DE | Passed 06/1995 | P-12 | The Delaware state school board approved tougher academic standards last week in mathematics, science, social studies, and English language arts. Three years ago, Delaware became one of the first states to begin drafting more rigorous content standards for grades K-12, and gave teachers an unusually high level of participation in the process. (p. 4)
Title: Delaware Approves Standards
Source: Education Week 6/14/95
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| VA | Active 06/1995 | P-12 | The Board of Education has taken an important step to raise the expectations for all students in Virginia's public schools by adopting new Standards of Learning in four core subject areas: mathematics, science, English, and history and social science. The new Standards of Learning are important because they set reasonable targets and expectations for what teachers need to teach and students need to learn. Clear, concise academic standards will let parents and teachers know what is expected of students, and each student's performance and achievement can be measured against the standards. This requirement provides greater accountability on the part of the public schools and gives the local school boards the autonomy and flexibility they need to offer programs that best meet the educational needs of students.
Title: Standards of Learning for Virginia Public Schools
Source: Board of Education
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| OK | Signed into law 05/1995 | P-12 | Deletes from public school accreditation provision language relating to standards consistent of an outcome-oriented approach to accreditation; deletes language relating to outcomes-based curriculum standards.
Title: H.B. 1441 Public School Accreditation
Source: Lexis-Nexis/StateNet
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| AZ | 04/1995 | P-12 | The state schol board has delayed the setting of high school graduation standards for one year. Last year the board had agreed to require graduates to show competence in core subject areas. State Superintendent Lisa Graham stopped part of the Arizona Student Assessment Program last winter because of questions about its reliability. A spokewoman for the superintendent said the board should not be asked to set standards until the state determines what to do about the assessments.
Title: Ariz. Board Delays Setting High School Standards
Source: Education Week, April 12, 1995, p. 4
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| IL | 03/1995 | P-12 | In its fall session, the legislature changed the time table for school improvement planning to allow schools more time to complete their school improvement plans but to insure that at least two areas are completed each year until all six are completed. New staff development funds will be earmarked to reimburse teachers for time spent working on school improvement plans.
Title: Standards, Assessment, Accountability
Source: Deanna Durrett
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| ND | Signed into law 03/1995 | P-12 | Repeals student performance standards and assessments and school district policies and plans for participating in school decisionmaking (15-21-04.6 and 15-29-08.3).
Title: H.B. 1270 - Performance Standards and Assessments
Source: Lexis-Nexis/StateNet
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| UT | Signed into law 02/1995 | P-12 | Encourages the State Board of Education to form a task force to develop standards for assessing student competence and awarding credit to students for attendance at nonaccredited schools with the intent of making recommendations to the State Board of Education to grant diplomas to students whose education has included attendance at nonaccredited schools.
Title: H.C.R. 3 - Assessment Standards
Source: Lexis-Nexis/StateNet
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| HI | Signed into law 06/1994 | P-12 | Requires the Board of Education to establish statewide performance standards and the means to assess the standards based upon the recommendations of the performance standards commission; requires the Board to submit an implementation plan to Legislature prior to the 1995 regular session; requires the Board to appoint a performance standards review commission to be convened at the beginning of the 1997-98 school year and every four years thereafter to assess effectiveness of standards; defines composition of commission and requires public input in assessing the standards; requires report to the Board and Legislature prior to convening of 1999 regular session. Requires the Department of Education to provide electronic access to computer based financial mangement, student information, and other information systems to the Legislature and the Auditor; requires the Auditor to submit annual accountabliity report including a financial analysis of expenditures by the department and measures of accuracy, efficiecy, and productivity of the department, districts, and schools. Mandates Auditor to conduct evaluations of public school programs and their administration and financial audits of the public school system; requires annual report to the Legislature; requires the Auditor to provide assistance regarding follow up on any findings and recommendations regarding educational accountability and auditing. (Legislative Summary 1994)
Title: Omnibus 1994 - Educational Accountability
Source: Senate Majority Office
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| NV | Signed into law 06/1994 | Postsec. | Provides the the UCCSN Board of Regents must require a university student who participates as a member of a varsity athletic team to make satisfactory progress toward obtaining a degree. It also requires the board to establish standards for determining the academic progress of such students. The university systems's standards must include requirements that a student athlete enroll in a sufficient number of certain courses each semester and maintain a minimum grade point average in those courses. Such students must enroll in courses which will allow them to complete their academic degree requirements within a reasonable period after admission to the university. (Legislative Summary 1993)
Title: A.B. 402 Higher Ed Student Participation in Athletics
Source: Legislative Counsel Bureau
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| CO | Signed into law 05/1994 | P-12 | (Effective: 04/07/94) Adds foreign languages to the list of subjects for which the state standards and assessments council will develop model content standards as a second priority. Adds foreign languages to the list of subjects for which each school district will adopt content standards as a second priority. (Bill Board 5/19/94)
Title: H.B. 1207 Content Standards for Teaching Foreign Language
Source: CO Assoc of School Boards
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| CT | Died 05/1994 | P-12 | (Effective: 05/11/94) Opposition from parent groups and teachers' unions has killed a reform panel's proposal for moving the state to a performance based education system. The legislature last week adjourned for the year without having approved the plan, which was drafted by the Commission on Educational Excellence in CT. Instead of considering the reform plan, lawmakers voted on a school choice measure sponsored by Rep. Luby, the leader of the Democratic majority in the the House. That bill, which failed after a split vote in the House, would have provided tuition vouchers for poor children to attend either public or private schools. It also would have authorized private firms, as well as groups of parents and teachers, to create charter schools. Observers said the last minute push for vouchers and public criticism of parts of the commission's proposal weakened the legislature's resolve to support broad changes in the schools. In addition, one of the reform plan's major supporters, Gov Weicker, has announced that he will not seek reelection. (Education Week 5/11/94)
Title: Public Opposition Kills Reform Plan in CT Legislature
Source: Education Week
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| MD | Signed into law 04/1994 | P-12 | (Effective: 06/15/94) Resolves to request the State Board of Education to adopt Opportunity to Learn Standards in Maryland's Public Schools; resolves to request the State Board of Education to assist local boards of education in composing partnership task forces to assess the community's and the school's ability to provide every child with an Opportunity to Learn; resolves that each task force submit recommendations for Opportunity to Learn Standards to the State Board; resolves that the State Board compile the assessment. (Statenet 4/11/94)
Title: H.J.R. 17 Opportunity to Learn H.J.R. 17 Opportunity to Learn
Source: Lexis-Nexis/StateNet
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| WA | Signed into law 04/1994 | P-12 | (Effective: 04/01/94) A number of changes are made to ESH.B. 1209, the 1993 education reform law. Student Learning Improvement grants: funds may be used for staff development and planning for certificated and classified staff and for site based planning activities, may be used in July and August prior to the next school year, funding for up to four days will be provided for each of the three years of the grants program, and districts and strongly encouraged not to supplant funding previously used for planning and staff development. Student Learning: a list of basic values and character traits is added to statute. These values and traits are not intended to be assessed or be standards for graduation. They include: honesty, integrity and trust; respect for self and others; responsibility for personal actions and commitments; self discipline and moderation; diligence and a positive work ethic; respect for law and authority; healthy and positive behavior; and family as the basis of society. Other; several additional changes of a technical and clarifying nature are also made. (1994 End of Session Report)
Title: ESHB 2850 Student Learning Improvement Grants
Source: Senate Education Committee
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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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