 |
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 |
| |
| Standards--Common Core State Standards |
| |
| Standards--Implementation |
| |
| State Comparisons/Statistics |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
| State Policymaking--Ballot Questions |
| |
| State Policymaking--Constitutional Clauses |
| |
| State Policymaking--Politics |
| |
| State Policymaking--Task Forces/Commissions |
| |
 | STEM |
| |
| CA | Signed into law 09/2012 | P-12 | Partially from bill summary: Amends methodology for establishing tuition fee for the California State Summer School for Mathematics and Science operated by the regents of the University of California. Requests the regents to set a tuition fee within a range that corresponds to actual program costs of up to but not exceeding $2,810 per session in the year 2012 (and may increase this fee by up to 5% each year thereafter), but returns this provision to existing law on January 1, 2018. Also increases the application fee to an amount not exceeding $30. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1651-1700/ab_1663_bill_20120921_chaptered.pdf
Title: A.B. 1663
Source: www.leginfo.ca.gov
| |
| CA | Adopted 08/2012 | P-12 | Resolves that the assembly continues to urge the development of summer camps, workshops, and after-school programs, and the extension of current grant and fellowship programs on the state and local levels,
to further the advancement of female students and workers in the STEM fields and to encourage women to get involved in the STEM fields. Resolves that the assembly urges the establishment of STEM outreach programs to encourage the recruitment of girls and women to study and work in STEM fields. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0001-0050/hr_34_bill_20120822_amended_asm_v97.pdf
Title: A.R. 34
Source: www.leginfo.ca.gov
| |
| HI | Signed into law 06/2012 | Postsec. | Transfers the Pacific international space center for exploration systems (PISCES) from the University of Hawaii to the department of business, economic development, and tourism's office of aerospace development. Establishes a PISCES board of directors and provides for an executive director. Establishes the general powers of the board, and the powers and duties of the executive director, including various educational partnerships. Appropriates funds. http://www.capitol.hawaii.gov/session2012/bills/HB2873_CD1_.pdf
Title: H.B. 2873
Source: www.capitol.hawaii.gov
| |
| NH | Signed into law 06/2012 | P-12 | Provides that the department of education shall encourage school districts to implement age-appropriate instruction and projects involving science, technology, engineering, and mathematics for students in kindergarten through grade 5. Tasks the pre-engineering technology advisory council with advise the department of education in the implementation, evaluation, and expansion of the pre-engineering technology curriculum, to assist the department of education in pursuing public and private funds in order to ensure statewide access to pre-engineering technology curriculum coursework for public school students in kindergarten through grade 12 (previously grade 6 only).
http://www.gencourt.state.nh.us/legislation/2012/HB1389.html
Title: H.B. 1389
Source: http://www.gencourt.state.nh.us/
| |
| OH | Signed into law 06/2012 | P-12 | Amends procedures for STEM committee awarding of grants to establish STEM schools. Permits the committee to authorize the establishment of a group of STEM schools operating from multiple facilities in one or more school districts under the direction of a single governing body. Amends leadership and funding provisions to account for group of STEM schools operating under single governing body. Directs the committee to weigh the merits of each proposed STEM school within a group, and to authorize each such school separately. After authorizing such a group of STEM schools, permits the committee to authorize one or more schools to operate as part of that group. Directs the department to (1) issue a separate report card for each STEM school within a group, and (2) compute a rating for each group of schools and report that rating in a distinct report card for the group.
Permits the STEM committee to authorize one or more STEM schools serve only gifted students.
Pages 230-237 of 592: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_Y.pdf
Title: S.B. 316 - STEM Schools
Source: www.legislature.state.oh.us
| |
| IA | Signed into law 05/2012 | P-12 | Adds a new section: 268.7 establishes a science, technology, engineering, and mathematics (STEM) collaborative initiative at the University of Northern Iowa for purposes of supporting activities directly related to recruitment of preK-12 mathematics and science teachers for ongoing mathematics and science programming for students enrolled in grades preK-12. Requires the university to collaborate with the community colleges to develop science, technology, engineering, and mathematics professional development programs for community college instructors and for purposes of STEM curricula development. Requires establishment of six geographically similar regional STEM networks across Iowa that complement and leverage existing resources, including but not limited to extension service assets, area education agencies, state accredited postsecondary institutions, informal educational centers, school districts, economic development zones, and existing public and private science, technology, engineering, and
mathematics partnerships.
http://coolice.legis.state.ia.us/linc/84/external/govbills/SF2321.pdf
Title: S.F. 2321
Source: Westlaw/StateNet
| |
| LA | Passed 05/2012 | Postsec. | Request that the board of regents develop a strategy to attract more students to, and graduate more students from, the state's colleges and universities in the fields of Science, Technology, Engineering, and Math (STEM). Resolves that the board submit a written report of its findings and recommendations to the senate committee on education by March 1, 2013. http://www.legis.state.la.us/billdata/streamdocument.asp?did=805327
Title: S.R. 120
Source: www.legis.state.la.us
| |
| FL | Signed into law 04/2012 | P-12
Postsec. | Directs the state board, in consultation with the baord of governors and the department of economic opportunity, to adopt a unified state plan to improve K-20 STEM education and prepare students for high-skill, high-wage, and high-demand employment in STEM and STEM-related fields.
Page 7 of 31: http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7135er.docx&DocumentType=Bill&BillNumber=7135&Session=2012
Title: H.B. 7135 - K-20 STEM Education Plan
Source: myfloridahouse.gov
| |
| KY | Signed into law 04/2012 | P-12 | Section 9: Urges the council on postsecondary education is urged to provide additional funding to those postsecondary education institutions that have partnerships with high school seniors enrolled in STEM and energy fields. Page 16 of 16: http://www.lrc.ky.gov/record/12RS/SB38/bill.doc
Title: S.B. 38 - Funding to High School/Postsecondary STEM and Energy Fields Partnerships
Source: www.lrc.ky.gov
| |
| OR | Signed into law 03/2012 | P-12 | Establishes the Task Force on STEM Access and Success for the purpose of encouraging students to study science, technology, engineering and mathematics.
Establishes the STEM Fund in the State Treasury, separate and distinct from the General Fund. Funds are continuously appropriated to the Oregon Student Access
Commission for the purpose of providing scholarships to students to encourage study in science, technology, engineering and mathematics.
http://www.leg.state.or.us/12reg/measpdf/hb4000.dir/hb4056.en.pdf
Title: H.B. 4056
Source: leg.state.or.us
| |
| UT | Signed into law 03/2012 | P-12
Postsec. | Directs the state board, Salt Lake Community College, and the Utah College of Applied Technology to provide for an educational program on the use of information technology, to be offered by high schools, Salt Lake Community College and the Utah College of Applied Technology. Requires such a program to provide instruction on skills and competencies essential for the workplace and requested by employers, and include specified components, including certification of skills and competencies most frequently requested by employers, teacher/faculty professional development, and deployment and program support, including integration with existing curriculum standards. Makes a one-time appropriation of $250,000 to the state board of education, and $25,000 each to the Utah College of Applied Technology and Salt Lake Community College for an educational program on the use of information technology. http://le.utah.gov/~2012/bills/hbillenr/hb0514.pdf
Title: H.B. 514
Source: le.utah.gov
| |
| WA | Signed into law 03/2012 | P-12 | Allows elementary schools to serve as lighthouse programs. Creates the science, technology, engineering, and mathematics education lighthouse account. http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/Session%20Laws/Senate/6041-S.SL.pdf
Title: S.B. 6041
Source: apps.leg.wa.gov
| |
| WA | Signed into law 12/2011 | P-12 | Requires the office of the superintendent of public instruction, subject to funds appropriated for the purpose, to allocate grants to: (1) high schools to implement a training program to prepare students for employment as entry-level aerospace assemblers; (2) skill centers to implement enhanced manufacturing skills programs; and (3) high schools to implement specialized courses in science, technology, engineering and mathematics (STEM) careers. Requires the education data center in the office of financial management to: (1) collect aerospace assembler program student participation and completion data for grant recipient skill centers; (2) collect enhanced manufacturing skills programs student participation and completion data for grant recipient skill centers; (3) collect student course enrollment and course completion; (4) collect student mathematics and science course-taking patterns of students completing specialized STEM courses; and (5) follow the students to employment or further training and education in the two years following high school. http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/Session%20Law%202011/2159.SL.pdf
Title: H.B. 2159
Source: http://apps.leg.wa.gov
| |
| WA | Signed into law 12/2011 | P-12 | Directs the professional educator standards board to revise standards for the elementary education endorsement and middle level and secondary mathematics and science teacher endorsements as well as other subject area endorsements with STEM-related components, and establishes deadlines by which standards related to math and science must be revised. Requires that the revised standards integrate STEM knowledge and skill and be aligned with Common Core math standards, the 2009 revision of state mathematics student learning standards and performance expectations, the biology end-of-course assessment, and the 2012 student science learning standards, and next generation standards and related student performance expectations. Also requires that the endorsement standards include the concepts and instructional practices of the interdisciplinary connections with engineering and technology. Directs the professional educator standards board to revise assessments required for certification of prospective teachers and teachers adding subject area endorsements, so that these assessments measure the aforementioned revised standards. Requires the professional educator standards board, in implementing evidence-based assessment of teaching effectiveness, to require candidates for the residency certificate to demonstrate effective subject specific instructional methods that address the revised standards. Directs the professional educator standards board to revise certificate renewal rules for teachers at the elementary and secondary levels in STEM-related subjects by September 1, 2014. Specifies the revised rules must include the requirement that continuing education or professional growth plans for these teachers include a specific focus on the integration of science, mathematics, technology, and engineering instruction. http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/Session%20Law%202011/2160.SL.pdf
Title: H.B. 2160
Source: http://apps.leg.wa.gov/
| |
| IA | Issued 08/2011 | P-12 | Orders the the creation of the Governor's Science Technology, Engineering and Mathematics ("STEM") Advisory Council in order to strengthen science, technology, engineering and mathematics education as part of providing a world-class education, encouraging innovation and enhancing economic development.
https://governor.iowa.gov/wp-content/uploads/2011/05/EO-74-STEM.pdf
Title: Executive Order #74
Source: https://governor.iowa.gov
| |
| IL | Signed into law 08/2011 | Postsec. | Creates the Diversity in Engineering Scholarship Program. Defines ''targeted group member" as a person belonging to a class of race, color or sex, whose percent of the workforce within the Department of Transportation's professional classification that includes civil engineers is less than that class's percent of the statewide labor market for such job activities as recorded in the Department's annual affirmative action plan. Defines ''eligible student" as a targeted group member who: (i) is an Illinois resident at the time of scholarship application; (ii) is enrolled full-time at any Illinois college or university in any program leading toward a degree in civil engineering; (iii) agrees to conditions required by the Department, including the obligation to work for the Department after graduation if a position is offered for at least one year for each academic year the student receives a scholarship. Provides that the Department of Transportation, subject to appropriation, must award scholarships to up to 20 students each year in the amount of no more than $7,500 per academic year. Directs the Department to promulgate rules as necessary to implement and administer the scholarship program.
http://www.ilga.gov/legislation/97/HB/PDF/09700HB1256lv.pdf
Title: H.B. 1256
Source: www.ilga.gov
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| IA | Signed into law 07/2011 | P-12 | Establishes the Iowa online advanced placement academy science, technology, engineering, and mathematics initiative within the international center for talented and gifted education at the state university of Iowa, to deliver, with an emphasis on science, technology, engineering, and mathematics coursework, preadvanced placement and advanced placement courses to high school students throughout the state, provide training opportunities for teachers to learn how to teach advanced placement courses in Iowa's high schools, and provide preparation for middle school students to ensure success in high school.
http://coolice.legis.state.ia.us/linc/84/external/govbills/HF645.pdf
Title: H.F. 645 - Multiple Sections
Source: http://coolice.legis.state.ia.us
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| IL | Signed into law 07/2011 | P-12 | Permits 4 or more contiguous districts at least partially in the same municipality to jointly operate, through an institution of higher education located in the municipality, a a science and mathematics partnership school for serving some or all of grades K-8. Permits the partnership school to limit attendance to students living in any of the participating districts, and to establish admission criteria focused on students' academic proficiency in science and math. Requires that Each participating school district pay its per capita cost of educating the students from that district attending the partnership school. Provides relative to joint operation of the partnership school, and for selection and compensation/benefits/determination of service of teachers and other school employees. http://www.ilga.gov/legislation/97/SB/PDF/09700SB0621lv.pdf
Title: S.B. 621
Source: www.ilga.gov
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| TX | Adopted 07/2011 | P-12 | Establishes the requirements necessary for a school to be designated as a T-STEM Academy. Adopted as published in the May 6 Texas Register (pages 5-6 of 16): http://www.sos.state.tx.us/texreg/pdf/backview/0506/0506prop.pdf
Title: 19 TAC 102.1093
Source: www.sos.state.tx.us
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| ME | Signed into law 06/2011 | P-12
Postsec. | Establishes the Science, Technology, Engineering and Mathematics Council to develop strategies for enhancing science, technology, engineering and mathematics (STEM) education from prekindergarten through postsecondary education. Specifically, the council must: (1) Review research that has been conducted on STEM education in the state and recommend strategic directions for consideration by policymakers as they identify future investments in STEM; (2) Plan for coordinated state leadership with respect to STEM education and initiatives; (3) Develop initiatives to promote STEM education; (4) Devise strategies for promoting career and technical education alignment and supporting early career planning and transition supports from high school to college and to the workforce; and (5) Propose methods for integrating out-of-school programs focused on STEM with school-based programs, with the goal of inspiring more students to concentrate in the STEM. Provides that by January 15th annually, the council must submit a report of its findings and recommendations to the Legislature. http://www.mainelegislature.org/legis/bills/bills_125th/chapters/PUBLIC346.asp
Title: S.P. 490
Source: http://www.mainelegislature.org
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| OH | Signed into law 06/2011 | P-12 | Permits the Ohio school facilities commission, upon receipt of a written proposal by the governing body of a STEM school, to provide funding to assist the STEM school in acquiring classroom facilities. Requires the STEM school to pledge at least a matching amount of nonstate funds. Page 358 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Funding for STEM School Facilities
Source: www.legislature.state.oh.us
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| TX | Signed into law 06/2011 | P-12 | Defines an "applied STEM course" as a STEM course offered as part of a school district's career and technology education curriculum. Directs the state board to establish a process for the review and approval of applied STEM courses to satisfy the math and science requirements for the recommended high school program, to be substituted for a specific math or science course otherwise required under the recommended high school program and completed during the student's 4th year of math or science coursework. Authorizes the state board to approve only those substitution math courses taken after successful completion of Algebra I and geometry and to be taken after or concurrently with Algebra II. Authorizes the state board to approve only thsoe substitution science courses taken after successful completion of biology and chemistry and to be taken after or concurrently with physics. Identifies additional criteria an applied STEM course must meet, including that: the course is created by a recognized national or international business and
industry group to prepare a student for a national or international business and industry certification or license; the course qualifies as a dual credit course or an articulated postsecondary course; the standards are equivalent to those covered in the course for which the applied STEM course will substitute; and the course incorporates college and career readiness skills. Adds new provision directing the higher education coordinating board to ensure that credit for an applied STEM course may be applied to relevant degree programs offered by institutions of higher education.
Directs the state board for educator certification to specify that to obtain a certificate to teach an "applied STEM course" at a secondary school, the candidate must pass the certification test administered by the recognized national or international business and industry group that created the curriculum the applied STEM course is based on, and have at least an associate's degree and 3 years work experience in an occupation the applied STEM course is intended to prepare students for. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB01620F.pdf#navpanes=0
Title: S.B. 1620
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2011 | Community College
Postsec. | Establishes the Texas Science, Technology, Engineering, and Mathematics (T-STEM) Challenge Scholarship program. Establishes initial and continuing student eligibility criteria, including that a student work no more than 15 hours a week for a business participating in the program. Provides that an eligible institution is a public junior college or public technical institute that admits at least 50 students into a STEM program each academic year, and develops partnerships with business and industry to identify local employment needs in STEM fields and provide part-time employment for students. For an institution to maintain program eligibility, it must demonstrate that at least 70% of its T-STEM Challenge Scholarship graduates, within 3 months after graduation, are employed by a business in a STEM field, or enrolled in upper-division courses towards a bachelor's degree in a STEM field. Requires that at least 50% of scholarship funds come from private funds. Provides a student may receive a scholarship for not more than two academic years.
Page 3-5: http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB02910F.pdf#navpanes=0
Title: H.B. 2910 - T-STEM Challenge Scholarship Program
Source: www.capitol.state.tx.us
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| CA | Signed into law 04/2011 | P-12 | From bill summary: Requires the superintendent of public instruction to award grants to districts that propose to implement or maintain a partnership academy focused on employment in clean technology businesses and renewable energy businesses, and that provides skilled workforces for products/services related to energy and/or water conservation, renewable energy, pollution reduction, or other technologies. Requires the controller annually to allocate $8,000,000 from the Renewable Resource Trust Fund or other related fund, upon appropriation by the legislature, to the superintendent of public instruction for expenditure in the form of grants to districts for creating and maintaining partnership academies. Provides that if funds from the Renewable Resource Trust Fund are insufficient to fully meet that funding requirement in specified fiscal years, the controller is required to allocate the balance of funds required to meet the funding requirement from the Alternative and Renewable Fuel and Vehicle Technology Fund for these purposes.
Requires the energy commission, no later than 60 days after the effective date of these provisions, in consultation with the superintendent, to adopt guidelines to ensure that programs receiving grants reflect current state energy policies and priorities as well as provide skills and education linked to the needs of relevant industries.
Authorizes a district to apply for a planning grant to implement a partnership academy, and allows the superintendent to use up to 5% of the funds transferred to the superintendent for the program's administrative costs. Requires the superintendent, in consultation with the energy commission, to provide a report to the legislature that includes a description of the curriculum and substance of the programs funded by grants awarded pursuant to these provisions, and specified data. Provides that the bill's provisions become inoperative on June 30, 2017, and are repealed as of January 1, 2018.
http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0001-0050/sbx1_1_bill_20110405_enrolled.pdf
Title: S.B. 1
Source: www.leginfo.ca.gov
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| ND | Signed into law 03/2011 | P-12
Postsec. | Modifies the state department's program of grants for innovations in schools (science or technology projects or programs). Amount of grants is capped at $7,500 for K-12 level; at $20,000 for higher education. Allows the Department to require matching funds.
http://www.legis.nd.gov/assembly/62-2011/documents/11-0626-02000.pdf
Title: S.B. 2289
Source: http://www.legis.nd.gov/
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| VA | Signed into law 03/2011 | Postsec.
Community College | Establishes the Virginia Higher Education Opportunity Act of 2011 for the purpose of fueling strong economic growth in the Commonwealth and preparing Virginians for the top job opportunities in the knowledge-driven economy of the 21st century. The bill provides for (i) a new higher education funding policy; (ii) the calculation of the state general fund share of an institution's basic operations and instruction funding need; (iii) per student enrollment-based funding; (iv) targeted economic and innovation incentives; (v) the creation of a STEM Public-Private Partnership; and (vi) the creation of a Higher Education Advisory Committee. The bill also makes technical amendments. This bill is a recommendation of the Governor's Commission on Higher Education Reform, Innovation and Investment.
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+HB2510ER+pdf
Title: H.B. 2510/S.B. 1459
Source: http://lis.virginia.gov/
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| VA | Signed into law 03/2011 | P-12 | Requires the Board of Education to take into account in its guidelines for the Virginia Index of Performance program a school division's increase in enrollments and elective course offerings in science, technology, engineering, and mathematics.
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+CHAP0119+pdf
Title: H.B. 2172/S.B. 953
Source: http://lis.virginia.gov/
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| PA | Veto overridden: legislature has overridden governor's veto 11/2010 | P-12 | Codifies existing "Science in Motion" program. Authorizes the department to administer a grant program to higher education institutions that establish partnerships with schools or districts to provide for the lease or purchase of scientific or technical equipment for use in science classrooms. Requires the Secretary of Education to submit a biennial report describing various aspects of the partnerships and the dollar amount of grants awarded.
http://www.legis.state.pa.us/CFDOCS/Legis/PN/Public/btCheck.cfm?txtType=PDF&sessYr=2009&sessInd=0&billBody=H&billTyp=B&billNbr=0101&pn=4389
Title: H.B. 101 - Article XV-F
Source: http://www.legis.state.pa.us
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| CA | Vetoed 09/2010 | P-12 | From bill summary: Sets forth various legislative findings and declarations relating to science, technology, engineering, and mathematics (STEM) education. Defines STEM education as courses or a sequence of courses that prepare pupils for occupations and careers that require technically sophisticated skills, including the application of mathematical and scientific skills and concepts. Expresses the legislature's intent that the superintendent of public instruction allocate funds designated for STEM education consistent with the definitions set forth in the bill.
Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1401-1450/sb_1444_bill_20100830_enrolled.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z5yw1n1do9tzcg?&_c=d|yvcee9xanplikz|z5yxksmilkmaj8&_ce=1289861666.6c2e1b6389c4c01ed4f5aa509ba3505a
Title: S.B. 1444
Source: www.leginfo.ca.gov
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| CA | Vetoed 09/2010 | Postsec. | From bill summary: Requires the High-Speed Rail Authority to contract with the Employment Development Department to develop a labor market assessment of the workforce and identify the education and skills
needed for construction, operation and maintenance of the high-speed train system. Requires the department to consult and work cooperatively with the Mineta Transportation Institute at the California State University at San Jose and to consult with other workforce assessment efforts. Requires the authority and the department to form an advisory committee to advise the authority and the department on the availability of skilled labor relative to the high-speed train project and on options for workforce training programs in that regard. Requires the labor market assessment to be submitted to the legislature and incorporated into the authority's biennial revised business plan.
Appropriates $500,000 from the High-Speed Passenger Train Bond Fund to the authority for these purposes. Also makes related legislative findings and declarations.
Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0951-1000/sb_964_bill_20100831_enrolled.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z65dnikb4rtp4c/0/0?&_c=d|yvcee9xanplikz|z65p1zm6c0d0km&_ce=1292003817.bde62519d5b4247e86677c0ef880926a
Title: S.B. 964
Source: www.leginfo.ca.gov
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| CA | Signed into law 08/2010 | P-12 | Establishes, until January 1, 2014, the California Task Force on Science, Technology, Engineering and Mathematics Education for the purpose of promoting the improvement of mathematics, science, engineering, and technology education across the state. Provides the task force consists of members of the legislature and experts appointed by the speaker of the assembly and the senate committee on rules. Provides the duties of the task force are to (1) increase legislative awareness about mathematics, science, engineering, and technology education issues, (2) inform legislators regarding trends in mathematics, science,
engineering, and technology education, and (3) raise awareness among the public regarding the shortage of Californians prepared to contribute to the state's future technology workforce. Directs the task
force to submit an annual report on its work to the legislature. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0051-0100/acr_88_bill_20100817_chaptered.pdf
Title: A.C.R. 88
Source: www.leginfo.ca.gov
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| NC | Signed into law 07/2010 | P-12
Postsec. | Requires the education cabinet to set as a priority an increase in the number of students earning postsecondary credentials in the fields of science, technology, engineering, and mathematics (STEM) to reduce the gap between needed credentialed workers and available jobs in those fields by 2015. Also requires the education cabinet to encourage cooperative efforts between secondary schools and institutions of higher education to prepare students for postsecondary study in STEM and to determine measurements for assessing the number of
available jobs in the fields of STEM in the state, and the number of students earning postsecondary credentials in STEM fields of science,
at all institutions of higher education in the state. http://www.ncga.state.nc.us/Sessions/2009/Bills/Senate/PDF/S1198v4.pdf
Title: S.B. 1198
Source: http://www.ncga.state.nc.us
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| TN | Issued 07/2010 | P-12 | Establishes the Tennessee STEM Innovation Network within the department of education and requires the department to undertake various STEM activities in coordination with local education agencies, including but not limited to teacher professional development and curriculum development. Establishes an advisory council and authorizes the Battelle Memorial Institute to manage the network. http://www.tennesseeanytime.org/governor/AdminCMSServlet?action=viewFile&id=1525
Title: Executive Order #68
Source: http://www.tennesseeanytime.org
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| WI | Signed into law 04/2010 | P-12 | Creates Section 119.315 to make schools that enroll pupils in grades K-5 eligible to apply for funding (if state or federal funding is available) to participate in a pilot program designed to develop innovative instructional programs in science, technology, engineering and mathematics; to support pupils who are typically under-represented in these subjects; and increase the academic achievement of pupils in those subjects.
http://www.legis.state.wi.us/2009/data/acts/09Act215.pdf
Title: S.B. 437
Source: http://www.legis.state.wi.us
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| VA | Issued 03/2010 | Postsec. | Establishes the Governor's Commission on Higher Education Reform, Innovation and Investment. Directs the commission to consider the current state of public and private higher education in the state, and best practices in other states and countries. Directs the commission to make findings and recommendations for addressing the following priorities:
(1) Preserving and enhancing the instructional excellence of Virginia's leading universities and of the higher education system as a whole
(2) Significantly increasing the percentage of college-age Virginians who enroll in colleges and complete degrees
(3) Attracting and preparing young people for the STEM areas and other disciplines (e.g., healthcare and advanced manufacturing) where skill shortages now exist and/or unmet demand is anticipated
(4) Forging new public-private partnerships and regional strategies for business recruitment, workforce preparation, and university-based research
(5) Making the state a national leader in providing higher education opportunities to military personnel and veterans
(6) Crafting a sustainable higher education funding model that will move Virginia toward higher levels of educational attainment and economic competitiveness over the next 15 years
(7) Developing innovative ways to deliver quality instruction, cost-saving reform strategies, and affordable new pathways to degree attainment for Virginians, regardless of income or background
(8) Evaluating strategies to reduce costs through additional college placement testing and accelerated degree completion
(9) Creating effective workforce development programs through expanded use of the community college system in coordination with the commission on economic development and job creation.
Calls for the creation of the following committees, and identifies tasks for each committee: (1) Increased Degree Attainment, Financial Aid and Workforce Training; (2) Implement Innovation and Cost Containment; and (3) Regional Strategies/Partnerships for Research and Economic Development.
Directs the committee to submit its interim findings and recommendations on matters potentially impacting the executive budget by September 30, 2010. Directs the commission to an interim report of its activities, findings and recommendations by November 30, 2010. Provides the interim report must focus primarily on increasing degree attainment, concentrating increased educational attainment in STEM areas and other high-demand and high-income fields, a model for higher education funding, and partnerships through which public and private colleges and community colleges participate actively in economic development and workforce training. Directs the commission to continue to meet and make recommendations on additional stated objectives throughout 2011.
Provides this executive order will become effective upon signing and remain in full force and effect until March 26, 2011 unless amended or rescinded by further executive order.
http://www.governor.virginia.gov/Issues/ExecutiveOrders/pdf/EO_9.pdf
Title: E.O. 9
Source: www.governor.virginia.gov
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| WA | Signed into law 03/2010 | P-12 | Designates resource programs for science, technology, engineering, and mathematics instruction in K12 schools; requires the Superintendent of Public Instruction to designate schools to serve as resources and examples on how to combine a small, highly personalized learning community, an interdisciplinary curriculum with a strong focus on science, technology, engineering, and mathematics delivered through a project-based instructional approach, and active partnerships with business and the local community. Chapter 238
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/2621.PL.pdf
Title: H.B. 2621
Source: http://apps.leg.wa.gov
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| ME | Signed into law 02/2010 | P-12
Postsec.
Community College | Directs the state department of education to conduct a study to provide comprehensive baseline data to support state and local efforts to improve science, technology, engineering and mathematics learning (STEM). The department must develop a strategic plan by May 15, 2010 that addresses the need to:
1. Offer a rigorous course of study in STEM;
2. Cooperate with industry experts, museums, universities, research centers, and other community partners to prepare and assist teachers in integrating STEM content across grades and disciplines, in promoting effective and relevant instruction, and in offering applied learning opportunities for students; and
3. Prepare more students for advanced study and careers in the STEM field, including by addressing the needs of underrepresented groups and of women and girls in the STEM areas.
Directs the department to consult with the state university and community college systems in the development of the strategic plan to ensure that the state application for the federal Race to the Top competitive grant program includes a high quality plan that addresses all three aspects of the STEM priority established by the federal education department.
Directs the state department to review existing state learning standards for K-12 public education to determine whether students have sufficient opportunity to develop the skills and gain the knowledge that will be incorporated as part of a national assessment of technological literacy beginning in 2012. http://www.mainelegislature.org/legis/bills/bills_124th/chapters/RESOLVE151.asp
Title: S.B. 677
Source: http://www.mainelegislature.org
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| DE | Issued 01/2010 | P-12 | Creates the Delaware STEM Education Council to (a) strengthen cross-disciplinary dialogue between teachers and stakeholders in STEM subjects; and (b) leverage the members' collective expertise regarding the STEM-based initiatives currently underway to identify the most effective programs and curricula. Establishes the powers, duties and functions. Requires the department of education to provide reasonable staff support to assist the Council in performing its duties and shall, upon request, provide the Council with reports and data helpful to the Council's ability to perform its assigned duties. All other executive branch state agencies and departments shall cooperate with the Council when requested. The Council may call and rely upon the expertise of individuals and entities outside of its membership for research, advice, support or other functions necessary and appropriate to accomplish its mission.
http://governor.delaware.gov/orders/exec_order_15.shtml
Title: Exec. Order #15
Source: http://governor.delaware.gov
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| CA | Signed into law 10/2009 | P-12
Postsec. | Creates the Stem Cell and Biotechnology Education and Workforce Development Act of 2009. Establishes stem cell and biotechnology education and workforce development as a state priority and to promote stronger links among industry sectors, the state Institute for Regenerative Medicine and public schools. Directs the department to promote stem cell and biotechnology education and workforce development in
the department's existing programs, including specified programs. Requires the department to post information and links about biotechnology programs and other information to its Web site, and to inform science teachers and school districts about the availability of the model stem cell science curriculum. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0451-0500/sb_471_bill_20091011_chaptered.pdf
Title: S.B. 471
Source: www.leginfo.ca.gov
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| NY | Vetoed 10/2009 | Postsec. | Creates the Academic Research Information Access (ARIA) Program. Directs the department of economic development, in cooperation with the state university of New York and the state board of regents, to establish contracts and licenses for the provision of proprietary electronic resources, including academic, professional, and industry journals, reference handbooks and manuals, research tracking tools, indexes and abstracts, for the benefit of persons operating in the fields of science, technology, and medical research and development. http://assembly.state.ny.us/leg/?bn=A07229&sh=t
Title: A.B. 7229
Source: assembly.state.ny.us
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| NC | Signed into law 07/2009 | P-12
Postsec. | Establishes the joint legislative Joining Our Businesses and Schools (JOBS) Study Commission to study issues related to economic development through instructional program frameworks that aid in the transition to postsecondary education and future careers, including technical and vocational needs of each economic development region, employment and workforce preparation needs of the State as a whole, and the shortage of highly skilled employees such as technicians, teachers, and allied health practitioners.
The Commission shall also study issues related to economic growth by the creation of measures and metrics which define the readiness of a community to deliver to all stakeholders the services that equip the workforce to be competitive in a STEM-intensive economy, including ensuring that students throughout the education pipeline gain the skills learned from science, technology, engineering, math, and other rigorous subjects. http://www.ncga.state.nc.us/Sessions/2009/Bills/Senate/PDF/S1069v4.pdf
Title: S.B. 1069
Source: http://www.ncga.state.nc.us
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| OH | Signed into law 07/2009 | P-12 | Amends provisions related to the two-year provisional educator license for teaching science, technology, engineering or math in grades 6-12 in a STEM school. Adds meeting all other requirements for a professional educator license to the requirements a provisional educator license-holder in a STEM school must meet to be issued a professional educator license. Pages 1381-1383 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3319.28
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | Sections 3301.41, 3301.42, and 3301.43: Repeals 3301.41, which established the partnership for continued learning (state's P-16/P-20 council). Repeals 3301.42, which established the duties of the partnership. Repeals 3301.43, which charged the partnership with recommending a college-/work-ready assessment, especially in English and math.
Section 3326.02 through 3326.51: Existing language established a STEM subcommittee within the partnership for continued learning. New provision establishes a STEM committee (independent of the partnership for continued learning), with the same members and duties as prior subcommittee. Pages 1020-1021, 1417-1426, and 2725 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.41, 3301.42, 3301.43, 3326.02, 3326.03, 3326.04, 3326.05, 3326.06, 3326.07, 33326.08, 3326.20, 3326.51
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | Postsec. | Section 3333.62: Amends selection criteria for postsecondary institutions' funding proposals for the choose Ohio first scholarship program, which supports undergraduate and/or graduate education for Ohio residents in STEM fields, medicine and STEM education (from http://regents.ohio.gov/news/press_releases/2007/RFP092607.pdf). New provision permits the chancellor to evaluate the merit of a proposal based on the extent to which the proposal will increase the number of women participating in the choose Ohio first scholarship program.
Section 3333.66: Existing law provides that choose Ohio first scholarships must be at least $1,500 or more than half of the highest in-state undergraduate instructional and general fees charged by all state universities. New provision permits the chancellor of the board of regents to authorize a postsecondary institution to award a choose Ohio first scholarship in an amount greater than one-half of the highest in-state undergraduate instructional and general fees charged by all state universities to either of the following: (a) Any undergraduate student who qualifies for a scholarship and is enrolled in a program leading to a teaching profession in science, technology, engineering, mathematics, or medicine; (b) Any graduate student who qualifies for a scholarship, if any initiatives selected for awards aim to recruit Ohio residents enrolled in postsecondary institution in other states or other countries to return to Ohio and enroll as graduate students in STEM or STEM education fields or medicine or medicine education fields.
Pages 1458-1460 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3333.62, 3333.66
Source: www.legislature.state.oh.us
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| UT | Adopted 07/2009 | P-12 | Changes the composition of the MESA Public Education Funding Application Review Committee in the definitions. http://www.rules.utah.gov/publicat/bulletin/2009/20090515/32646.htm
Title: R277-717-1
Source: Lexis-Nexis/StateNet
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| MA | Signed into law 06/2009 | Postsec. | Section 42: Permits the personnel administrator of the commonwealth to establish a co-operative engineer program and to enter into agreements with colleges of recognized standing in the commonwealth, including colleges with summer programs, that have a curriculum leading to a bachelor of science in engineering on a co-operative basis, contemplating regularly rotating work activity in the field of engineering and an equal period of classroom training. Permits the administrator to employ candidates for a bachelor of science in engineering in any such college to serve in the department in the position of student engineer; provided, however, that the position of student engineer must be in a grade lower than that of junior civil engineer in the department. Prohibits the number of persons employed in the department as student engineers from exceeding 8. Upon completion of not less than 2 years of employment as student engineer, a person must be eligible to apply for the examination for highway engineer intern. No person may be employed as a student engineer for more than 6 years.
Title: S.B. 2087
Source:
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| ME | Signed into law 06/2009 | P-12 | Directs the Department of Education to collect information on science, technology, engineering and math initiatives in consultation with public and private partnerships, businesses, pilot projects and nonprofit and other organizations that are already working with STEM issues by November 1, 2009. The department shall focus on finding ways to inspire young people in prekindergarten to grade 12 to become interested in the science, technology, engineering and math.
http://www.mainelegislature.org/legis/bills/bills_124th/billpdfs/SP041201.pdf
Title: S.B. 412
Source: http://www.mainelegislature.org
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| MO | Signed into law 06/2009 | P-12 | Requires the Governor to annually issue a proclamation declaring the third week of March as Math, Engineering, Technology, and Science Week.
http://house.mo.gov/content.aspx?info=/bills091/bilsum/truly/sHB506T.htm
Title: H.B. 506
Source: http://www.house.mo.gov
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| TX | Signed into law 06/2009 | P-12
Postsec.
Community College | Establishes the Jobs and Education for Texans (JET) grant program and fund to award grants to public junior colleges and public technical institutes, and to eligible nonprofit organizations to:
(1) Develop or support nonprofit organizations' programs that prepare low-income students for careers in high-demand occupations. Eligible programs must help students prepare for, apply to and enroll in a public junior college/technical institute, provide matching funds, and demonstrate that they have achieved or will achieve above average developmental course completion rates, persistence rates, and 3-year degree or certificate completion rates among participating students.
(2) Defray the start-up costs of new career and technical education programs in high-demand occupations
(3) Provide scholarships for students who demonstrate financial need and who are enrolled in training programs for high-demand occupations.
In awarding grants to public junior colleges and public technical institutes for the development of new career and technical education courses or programs, provides the comptroller may consider whether the course or program offers new or expanded dual credit career and technical educational opportunities in public high schools.
Directs the comptroller to conduct a study of the feasibility of basing part of all public postsecondary technical training program funding on the program's economic benefit to the state, and of estimating the additional tax revenue from employers generated by the ability of public junior colleges/technical institutes/state colleges to prepare students for employment fields for which there is employer demand. Requires the comptroller to report to the lieutenant governor and speaker of the house by January 2011 for legislative action based on the results of the study.
Defines "green jobs" as jobs in the field of renewable energy or energy efficiency. Establishes the Green Job Skills Development Fund and Training Program to support the implementation and expansion of green job skills training programs. Specifies that an eligible training program must be hosted by a regional partnership designed to implement training programs that lead trainees to economic self-sufficiency and career pathways. Requires regional partnerships to include at a minimum a postsecondary institution; chamber of commerce, local workforce agency, local employer, or other public or private participating entity; economic development authority; and community or faith-based nonprofit organization that works with one or more targeted populations.
Specifies criteria that eligible green job skills training programs must meet. Requires programs receiving grants to target specified groups of individuals for training, including low-income workers, unemployed youth and adults, individuals who did not complete high school, or other underserved sectors of the workforce in high poverty areas. Provides that a training program may use grant funds for support services, including basic skills, literacy, GED, English as a second language, and job readiness training, career guidance, and referral services. Establishes grant application procedures. Specifies training programs the comptroller must give preference to, and requires 20% of funds to be reserved for job skill training programs that serve the unemployed and those with incomes at or below 200% of the poverty level. Establishes grantee reporting requirements, and requires the comptroller to report biennially on submitted information to the governor, lieutenant governor and speaker of the house. Directs the comptroller to adopt standards for a green job skills training program awarded a grant.
H.B. 1935: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB01935F.pdf
H.B. 3 (pages 169-174): http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 1935 and H.B. 3, Section 64
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | Postsec.
Community College | Authorizes private higher education institutions to participate in specified engineering recruitment programs, including one-week summer programs for middle and high school students, and scholarship programs for engineering students. Directs the higher education coordinating board to conduct a study on the success of baccalaureate degree programs offered in applied science and applied technology at public junior colleges, and on the feasibility of expanding the offering of baccalaureate degrees by public junior colleges. Requires that the study consider specific factors, including the workforce needs served by the degree programs for various areas of the state. Requires the board to report the results of the study to legislative committees with primary jurisdiction over higher education by November 15, 2010. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB02425F.pdf
Title: H.B. 2425
Source: www.legis.state.tx.us
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| TX | Vetoed 06/2009 | P-12 | Beginning in the 2012-13 school year, directs the higher education coordinating board to assist in repaying the eligible student loans of certain undergraduates who agree to teach math or science in districts determined by the state education agency to have teacher shortages in these subjects. Establishes the mathematics and science teacher investment fund to provide loan repayment assistance. Establishes limits on the number of individuals who may be provided loan assistance in 2012-13, 2013-14 and 2014-15 school years, and in any school year. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00518F.pdf
Title: H.B. 518, Section 3
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12
Postsec. | Transfers 21.462, "Mathematics, Science and Technology Teacher Preparation Academies," to 61.0766. Allows a teacher with at least two years experience to participate in an academy program (prior legislation required eligible teachers to have at least five years experience). http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB02262F.pdf
Title: S.B. 2262
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Section 61: Provides that a student who has completed a recommended or advanced high school program and demonstrated the performance standard for college readiness on the Algebra II and English III end-of-course assessments is exempt from the placement testing requirement upon entering an institution of higher education.
Section 63: Permits the commissioner of education and the commissioner of higher education, in consultation with the comptroller and the Texas Workforce Commission, to award a grant of up to $1 million to an institution of higher education to develop advanced math and science courses to prepare students for employment in a high-demand occupation, as jointly defined by the commissioner of higher education, the
commissioner of education, the comptroller, and the Texas Workforce Commission. Requires an institution of higher education to work with at least one school district and a business entity in developing a course. Requires any course developed to:
(1) Provide content enabling a student to develop the skills needed for employment or additional training in a high-demand occupation
(2) Incorporate college and career readiness skills into the curriculum
(3) Be offered for dual credit, and
(4) Satisfy a math or science requirement under the recommended or advanced high school program.
Requires an institution of higher education to revise the curriculum for such a course to accommodate changes in industry standards for the high-demand occupation. Requires the establishment of application criteria, which must give priority to courses that:
(1) Will prepare students for high-demand, high-wage and high-skill occupations and further postsecondary study
(2) May be transferred as college credit to multiple institutions of higher education, and
(3) Are developed as part of a sequence of courses that includes statewide availability of the instructional materials and training for the courses at a nominal cost to public educational institutions.
Identifies permissible uses of funds by postsecondary institutions. Requires courses developed through the grant to be reviewed once every four years to determine whether the course:
(1) Is being used by public educational institutions
(2) Prepares high school students with the skills necessary for employment in the high-demand occupation and further postsecondary study; and
(3) Satisfies a math or science requirement for the recommended or advanced high school program.
Requires a grant recipient to obtain matching funds, equal to the amount of the state grant, from one or more business entities in the industry for which students taking courses developed through this program are training. Limits total grant awards in any fiscal biennium to $10 million.
Pages 164-168 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 61 and 63 (College Placement Testing and Math, Science Courses for High-Demand Occupations)
Source: www.legis.state.tx.us
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| AR | Signed into law 04/2009 | P-12 | Creates the Mobile Learning Technology Pilot Program to provide for mobile learning in rural school districts; provides that each district participating in the program shall equip school buses with wireless Internet service and purchase a specified number of laptop computers, portable devices for storing video files, a specified number of media screens, and math and science software; provides that the participating school district may use foundation funding for such purposes.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act827.pdf
Title: H.B. 1273
Source: http://www.arkleg.state.ar.us
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| MD | Signed into law 04/2009 | P-12 | Establishes the MDK12 Digital Library for the purpose of providing access to digital content for K-12 students and educators, improving school library programs with digital technologies, and connecting digital content with State science, technology, engineering, and math initiatives; provides that the library is a purchasing consortium for the acquisition of digital content; establishes a steering committee; provides for professional development for librarians and educators with regard to the library.
http://mlis.state.md.us/2009rs/bills/sb/sb0235t.pdf
Title: S.B. 235
Source: http://mlis.state.md.us/
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| NM | Signed into law 04/2009 | Postsec. | Enacts the New Mexico Research Applications Act; provides for a nonprofit corporation to interact with business and government entities, universities, private foundations and national laboratories for the purpose of fostering economic development in the areas of technology and intellectual property; repeals the technology research collaborative and transferring its property to the economic development department.
http://nmlegis.gov/Sessions/09%20Regular/final/SB0205.pdf
Title: S.B. 205
Source: http://nmlegis.gov
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| WV | Signed into law 04/2009 | Postsec. | Creates the Science and Research Council to increase the capacity of the state and higher education institutions to attract, implement and use cutting- edge, competitive research funds and infrastructure through the Experimental Program to Stimulate Competitive Research, the Research Trust Fund and the Research Challenge Fund, encourage collaboration among public and private higher education institutions and the private sector and promote education in the fields of science, technology, engineering and math.
http://www.legis.state.wv.us/bill_status/bills_text.cfm?billdoc=HB3229%20ENR.htm&yr=2009&sesstype=RS&i=3229
Title: H.B. 3229
Source: http://www.legis.state.wv.us
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| UT | Signed into law 03/2009 | Postsec. | Changes the engineering, computer science and related technology student loan program to a scholarship program. Eliminates requirement that scholarship monies be used only at state system of higher education institutions that offer a four-year degree. Eliminates provision that loan recipients who do not work in the state for a number of years equal to the number of years of the loan repay a portion of the loan. Requires the Technology Initiative Advisory Board to annually recommend to the board of regents a distribution of the scholarship funds to institutions in the state system of higher education, based on a formula. Specifies components of the formula based on the number of engineering, computer science and related technology degrees awarded and offered, and the length of each such degree offered at the institution. http://le.utah.gov/~2009/bills/sbillenr/sb0105.pdf
Title: S.B. 105
Source: le.utah.gov
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| OH | Adopted 10/2008 | Postsec. | The Ohio innovation partnership, consisting of the choose Ohio first scholarship and the Ohio Research scholars program, aims to strengthen the state and its citizens to compete in the fields of science, technology, engineering, and mathematics (STEM), as well as medical fields and STEM education. The choose Ohio first scholarship program will support undergraduate and graduate education by Ohio students in STEM fields and medicine.
http://codes.ohio.gov/oac/3333-1-61
Title: OAC 3333-1-61, -61.1 thru -61.5
Source: http://codes.ohio.gov/oac/
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| OH | Adopted 10/2008 | Postsec. | Proposes new rules regarding the Ohio Research Scholars Program. Provides general guidelines for proposals; objectives to be reflected in proposals; the review process; awards and agreements; and funding of the program. The Ohio innovation partnership, consisting of the choose Ohio first scholarship and the Ohio research scholars program, aims to strengthen the state and its citizens to compete in the fields of science, technology, engineering, and mathematics (STEM), as well as medical fields and STEM education. The Ohio research scholars program will support an increase in highly-qualified research talent in critical STEM and medical areas with a focus on long-term regional economic development.
http://codes.ohio.gov/oac/3333-1-62
Title: OAC 3333-1-62, -62.1 thru -62.5
Source: http://codes.ohio.gov/oac/
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| CA | Vetoed 09/2008 | P-12 | Establishes the Digital Arts Studio Partnership and Workforce Program to train youth in digital technology skills. Requires the program to be administered by the Governor's office according to specified criteria and subject to the availability of private funding for that purpose. Requires the office, as the host agency for the program, to contract with a nonprofit corporation meeting prescribed criteria to implement the program. Creates a related fund for purposes of the program.
http://www.assembly.ca.gov/acs/acsframeset2text.htm
Title: A.B. 2471
Source: http://www.assembly.ca.gov
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| IL | Veto overridden: legislature has overridden governor's veto 09/2008 | P-12
Postsec.
Community College | Subject to appropriation, requires the department of commerce and economic opportunity to conduct a study to identify current and projected shortages in critical occupations and specific skill sets within businesses and industries, and to devise strategies to alleviate any identified shortages. Requires all state agencies to cooperate with the department in conducting the study. Requires the department to report the results of its study and its recommendations to the governor and general assembly by February 1, 2009. Provides that the study may build upon previous studies by the department. http://www.ilga.gov/legislation/95/SB/PDF/09500SB2632lv.pdf
Governor's amendatory veto message: http://www.ilga.gov/legislation/fulltext.asp?DocName=09500SB2632gms&GA=95&SessionId=51&DocTypeId=SB&LegID=37083&DocNum=2632&GAID=9&Session=
Title: S.B. 2632
Source: www.ilga.gov/legislation
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| OH | Adopted 09/2008 | P-12 | Creates forty hour temporary teaching permit for qualified nonlicensed individuals. Amends qualifications for temporary teaching permit for nonlicensed individuals. Adds rule creating two-year provisional educator license for STEM schools.
Twelve- or forty-hour temporary teaching permit for qualified nonlicensed individuals: http://codes.ohio.gov/oac/3301-23-41
Provisional educator license for STEM schools: http://codes.ohio.gov/oac/3301-24-15
Title: OAC 3301-23-41, -24-15
Source: codes.ohio.gov
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| UT | Adopted 09/2008 | P-12 | Creates new R277-492 administering the Utah Science Technology and Research (USTAR) Initiative Centers Program. Establishes components that must be included in a district or charter school proposal for a USTAR grant award. Defines state board/office of education and district/charter school responsibilities with regard to the USTAR program.
Title: R277-492
Source: www.lexis.com
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| NH | Signed into law 06/2008 | P-12 | Expands the Department of Education's pre- engineering technology curriculum in public schools program for students in specified grades interested in engineering careers; removes digital electronics and computer integrated manufacturing from the course requirements; requires the evaluation of existing programs.
http://www.gencourt.state.nh.us/legislation/2008/HB1282.html
Title: H.B. 1282
Source: http://www.gencourt.state.nh.us
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| KY | Signed into law 04/2008 | P-12
Postsec. | Defines "Advanced science and mathematics" as Advanced Placement (AP) biology, calculus, chemistry, computer science, environmental science, and physics, and International Baccalaureate (IB) biology, chemistry, computer science, environmental systems, mathematical studies, further mathematics and physics.
Creates the science and mathematics advancement fund, to be administered by the department of education. Provides that funds may be used to provide:
1. Payment of student fees for AP and IB exams
2. Scholarships for high school students to take advanced science and mathematics courses through the Kentucky Virtual High School when those courses are not offered at the school in which they are enrolled
3. Two-year grants to high schools to support the start-up of advanced science and mathematics courses
4. Two-year renewable grants to middle schools to support accelerated student learning in science and mathematics
5. Grants to districts to develop and implement an energy technology engineering career track
6. Professional development opportunities, and payment of expenses and stipends for participation, for elementary school teachers to deepen their content knowledge and improve instructional practice in science and mathematics.
Directs the department to use funds from the science and mathematics advancement fund to establish the High School Advanced Science and Mathematics Course Start-up Program, the Middle School Mathematics and Science Scholars Program, and the District Energy Technology Career Track Program for schools.
Provides that the purpose of the High School Advanced Science and Mathematics Course Start-up Program is to provide two-year grants to high schools to initiate at least one advanced math and science course. Provides that funds may be used to cover the costs of additional training for an advanced science and mathematics teacher and the purchase of classroom supplies, textbooks, laboratory equipment, and other instructional materials. Provides that schools receiving a grant must provide assurances that teachers of AP or IB courses supported by the grant participate in College Board-endorsed AP summer training institutes or International Baccalaureate-sponsored IB summer workshops, as available, and that all students taking AP and IB courses supported by the grant take the related AP or IB exam.
Provides that the purpose of the Middle School Mathematics and Science Scholars Program is to provide two-year renewable grants to middle schools to support intensive, accelerated student learning in mathematics and the sciences, through activities including to programs during the school day, after-school programs, Saturday programs, or multiweek summer sessions. Provides that the grant application must ensure that teachers participating in the grant have the skills to provide intensive, accelerated student learning in mathematics or the sciences and that they will receive ongoing, relevant professional development. Requires a middle school receiving a grant to collaborate with feeder elementary and high schools to share information on grant activities; strengthen alignment of curricula, content-knowledge expectations, and instructional practice between schools; and provide relevant professional development opportunities. Requires the accelerated learning program to include strategies to improve the math and science academic skills for all students for whom significant academic achievement gaps have been identified and to attract them into higher level mathematics and science courses. Requires that specific activities to recruit and enroll students from all racial and income groups in the school be conducted. Requires each grant applicant to provide assurances that the necessary resources will be allocated to help students in all subpopulations academically succeed in the accelerated learning program and to meet the enrollment goal that the number of students representing each racial and income group enrolled in the program not be less than or limited to the percentage of each group in the total school population. Provides that funds from the teachers' professional growth fund may provide moneys to teachers for professional development for teachers participating in grants awarded by the Middle School Mathematics and Science Scholars Program. Directs the Center for Middle School Academic Achievement to assist grant recipients of the Middle School Mathematics and Science Scholars Program with professional development for participating teachers. Requires the Center for Mathematics to advise the department and the state board on the establishment and implementation of the Middle School Mathematics and Science Scholars Program.
Provides that the purpose of the District Energy Technology Career Track Program is to provide grants to school districts to develop and implement an energy technology engineering career track across middle and high schools within the district as described in KRS 158.808.
Requires the state board to establish long-term and annual goals for increasing:
(a) The number of high schools providing rigorous curricula and making available accelerated classes and college credit for students
(b) The number and percentage of students enrolled in and completing AP and IB courses by content area
(c) The number and percentage of students taking the AP and IB exams in advanced science and math
(d) The number and percentage of students receiving a score of 3 or better on AP exams or 5 or better on IB exams in advanced science and math
(e) The number and percentage of free/reduced lunch students receiving a score of 3 or better on AP exams or 5 or better on IB exams
(f) The number of teachers successfully completing a College Board-endorsed AP or IB summer training institute
(g) The number of teachers with the knowledge and training needed to prepare students for high achievement on AP and IB exams in advanced science and math
(h) Other criteria determined by the board.
Requires the department of education to develop a program evaluation framework on the use of the science and mathematics advancement fund for the purposes set forth in statute. Requires the program evaluation framework to address the use of funds, the number of grants and awards, student achievement outcomes, and trends over time on the indicators established to measure progress against the statewide goals. Beginning in 2008, requires the department to submit an annual report to the state board and the interim joint committee on education.
By July 1, 2009, requires the department, in cooperation with teacher education institutions, to develop a training program for certified personnel to become on-line coaches to provide effective support to students enrolled in Kentucky Virtual High School courses. By July 1, 2010, requires at least one employee in each middle and high school to have successfully completed the on-line coaches training, with the cost of acquiring the training borne by the local district.
Directs the council on postsecondary education to create a STEM Initiative Task Force to provide leadership and strategic direction on a comprehensive, statewide STEM initiative to improve Kentucky's position for success in the knowledge-based economy by expanding and strengthening educational and economic development opportunities in science, technology, engineering, and mathematics. Provides the task force must be composed of representatives from the executive and legislative branches of government, K-12 and postsecondary education, professionals within the STEM disciplines, and the business community. Authorizes the task force to create a public or nonprofit corporation or contract with an existing nonprofit corporation to facilitate the public-private collaboration in the development and implementation of the STEM Initiative. Directs the task force to explore the critical relationship between STEM degree production and the state's knowledge-based economy and make recommendations to accelerate Kentucky's performance in the STEM disciplines.
Requires the task force to develop a comprehensive, statewide strategic plan and a business plan to improve STEM performance in government, business, and K-12 and postsecondary education. Requires that the strategic plan include:
(a) Energizing a statewide public awareness campaign to help Kentuckians understand the critical importance of STEM to their own economic competitiveness and that of the Commonwealth
(b) Creating incentives and a supportive environment for students, teachers, and institutions that pursue, succeed, and excel in the STEM disciplines throughout the P-20 educational pipeline
(c) Implementing international best practices in professional development programs for P-16 STEM teachers to increase the intensity, duration, and rigor of professional development
(d) Improving teacher preparation programs and encouraging people with undergraduate and graduate degrees in the STEM disciplines to enter the teaching profession
(e) Revolutionizing how STEM subjects are taught, learned, and assessed and implementing a statewide, research-based STEM curriculum that is aligned with global workforce and academic standards
(f) Engaging business, industry, and civic leaders to improve STEM education and skills in the Commonwealth and creating incentives for Kentucky businesses that employ and invest in STEM-educated students
(g) Developing an ongoing, coordinated, statewide STEM initiative that maximizes the impact of resources among government agencies, schools, colleges and universities, and businesses, and which is focused on developing and attracting STEM-related jobs in Kentucky
(h) Targeting energy sustainability problems and opportunities in Kentucky and the nation as a primary objective of statewide STEM enhancements
(i) Developing STEM mentoring programs that partner students in grades 5-12, their teachers, or both, with engineers, business professionals, college or university professors, university students, or others with expertise in the STEM disciplines to link academic coursework with the real world, underscoring the importance of rigorous academic preparation and encouraging pursuit of careers in the STEM disciplines
(j) Creating recognition awards and activities and financial support for individuals, businesses, or organizations that exhibit excellence in mentoring within the STEM disciplines.
Directs the STEM Task Force to develop a business plan aligned with the strategic plan which includes measurable benchmarks for progress in achieving the goals within the strategic plan for 1-, 3-, and 5-year time periods. Requires the initial business plan to be presented to the interim joint committees on appropriations and revenue and education by December 30, 2008. Requires the task force to review and revise the business plan as needed in subsequent years to further the purposes of the STEM Initiative. Establishes the Kentucky STEM Initiative fund to support the work of the STEM Initiative Task Force. Provides the department of education and the council on postsecondary education may expend available funds from other sources on the STEM Initiative.
Directs the state board to promulgate regulations on courses of study or educational experiences available to students in all middle and high schools to fulfill the prerequisites for courses in advanced science and mathematics. Specifies that every school must offer an AP, IB or dual enrollment course in both math and science. Provides that if funds are available, the department must provide an ACT preparation program to all public high school juniors. Requires each school report card to parents and the public to indicate for AP and IB, the courses offered, the number of students enrolled, completing, and taking the examination for each course, and the percentage of test-takers receiving a score of 3 or better on AP exams or a score of 5 or better on IB examinations. Requires the data to be disaggregated by gender, race, students with disabilities, and economic status, and to be included in the report card beginning with the 2009-2010 school year.
Requires the department to make available to middle and high schools information on the prerequisite content necessary for success in secondary courses, AP courses, and IB courses. Requires the department to provide sample syllabi, instructional resources and instructional supports for teachers that will assist in preparing students for more rigorous coursework. Provides instructional supports must include professional development for assisting students enrolled in the Kentucky Virtual High School or other virtual learning settings.
Provides that all students willing to accept the challenge of a rigorous academic curriculum must be admitted to AP courses, including AP courses offered through the Kentucky Virtual High School, IB courses, dual enrollment courses, and dual credit courses, if they have successfully completed the prerequisite coursework or have otherwise demonstrated mastery of the prerequisite content knowledge and skills as determined by measurable standards. Provides that if a school does not offer an AP course in a particular subject area, the school must permit a qualified student to enroll in the AP course offered by the Kentucky Virtual High School and receive credit toward graduation. Provides that effective with the 2008-2009 school year, students enrolled in AP or IB courses in the public schools must have the cost of the examinations paid by the department.
Includes participation in the Gatton Academy of Mathematics and Science in Kentucky at Western Kentucky University as a dual credit option, and specifies that students who attended the academy are eligible for a Kentucky educational excellence scholarship (KEES) award. Authorizes the Gatton Academy of Mathematics and Science in Kentucky to award a diploma to any student who completes his or her high school program at the academy. Provides that if the academy issues a diploma, the board of regents of the university must provide to the commissioner of education a letter of assurance that the program of study completed by its students, in combination with previously earned secondary credits, meets the minimum high school graduation requirements established by the state board. Authorizes a local district to award a joint diploma with the Gatton Academy of Mathematics and Science in Kentucky to any student who was enrolled in a district high school and completed his or her high school program at the academy. Requires the academy and the home school district to ensure that student transcripts from each institution accurately reflect the dual credit coursework.
Beginning with the 2008-2009 academic year, requires the higher education assistance authority to commit to provide a supplemental KEES award for achievement on AP and IB exams to an eligible high school student whose family was eligible for free or reduced-price lunch for any year during high school enrollment. Awards range between $200-$300 for AP exam scores between 3 and 5 and IB exam scores between 5 and 7. Requires every high school and the Gatton Academy of Mathematics and Science in Kentucky to submit to the higher education assistance authority each student's family eligibility status f | |
| UT | Signed into law 03/2008 | P-12 | Establishes the Utah Science Technology and Research Initiative (USTAR) Centers Program to provide a financial incentive for charter schools and school districts to adopt programs that result in a more efficient use of human resources and capital facilities.
Enumerates the potential benefits of the program:
(1) Increased compensation for math and science teachers by providing opportunities for an expanded contract year which will enhance school districts' and charter schools' ability to attract and retain talented and highly qualified math and science teachers
(2) Increased capacity of school buildings by using buildings more hours of the day or more days of the year, resulting in reduced capital facilities costs
(3) Decreased class sizes created by expanding the number of instructional opportunities in a year
(4) Opportunities for earlier high school graduation
(5) Improved student college preparation
(6) Increased opportunities to offer additional remedial and advanced courses in math and science
(7) Opportunities to coordinate high school and post-secondary math and science education
(8) The creation or improvement of science, technology, engineering, and math centers (STEM Centers).
Directs the State Board of Education to solicit proposals from the State Charter School Board and from districts, and to award competitive grants from monies appropriated for the USTAR Centers Program to pay for costs related to the adoption and implementation of the program. Specifies criteria the state board must consider when selecting grant recipients.
Provides that a school district or charter school must use at least 95% of grant monies received to provide full year teacher contracts, part-time teacher contract extensions, or combinations of both, for math and science teachers. Up to 5% of grant monies may be used to fund math and science field trips, textbooks, and supplies. Provides that Participation in the USTAR Centers Program must be voluntary for individual teachers and for a charter school or school district.
Directs the state board to make an annual report during the 2009, 2010 and 2011 interims to the Public Education Appropriations Subcommittee describing the program's impact on students and its effectiveness at achieving the benefits enumerated in legislation.
Pages 33-35 of 43: http://le.utah.gov/~2008/bills/sbillenr/sb0002.pdf
Title: S.B. 2 - Section 22
Source: le.utah.gov
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| OH | Issued 10/2007 | Postsec. | (Executive Order 2007-33) Suspends normal rulemaking procedures and makes the rules governing the administration of the Research Scholars Program effective as of October 30, 2007. The Research Scholars Program is the program through which the chancellor may make awards to the State's colleges, universities, or non-profit entities for programs and initiatives that increase the quality and capacity of cutting edge research in the fields of Science, Technology, Engineering, Mathmatics and Medicine.
http://governor.ohio.gov/Portals/0/Executive%20Order%202007-34S.pdf
Title: Executive Order No. 34S
Source: http://governor.ohio.gov
| |
| OH | Signed into law 10/2007 | P-12 | Establishes the STEM Subcommittee of the Partnership for Continued Learning; sets governance; authorizes the subcommittee to accept proposals and approve grants to up to five STEM schools that will serve any of grades 6-12 to open for instruction in FY 2009.requires STEM teachers to be highly qualified but allows a BA or five years of work experience in the subject being taught to teach in a STEM school for up to 40 hours per week. Requires state board to issue a two-year provisionsal and a professional educator license for teaching science, technology, engineering or math in grades 6-12 in a STEM school.
Title: H.B. 119 - STEM Provisions
Source: Digest of Enactments 2007
| |
| MA | Issued 08/2007 | P-12
Postsec.
Community College | Establishes the Readiness Project to develop a plan to implement fundamental and systemic reforms to public education in the Commonwealth over the next ten years. The project will have three chairs appointed by the Governor.
The plan will include recommendations to:
(1) Deliver universal and high quality early education for three- and four-year-olds as well as Full-Day kindergarten;
(2) Expand time for teaching and learning in primary and secondary schools;
(3) Extend education an additional two years beyond secondary school to better prepare students for higher education, work and citizenship;
(4) Align curricula from pre-Kindergarten through high school, higher education and work force development, including with an emphasis on science, technology, engineering and math as well as other subjects and methods that enhance creativity and problem-solving skills;
(5) Structure and support a reasonable degree of school choice, including charter and pilot schools, so that all serve as complementary components of a comprehensive system; (6) Recruit, retain and develop strong educators and administrators at all levels;
(7) Streamline and strengthen teacher certification and licensing;
(8) Improve the Massachusetts Comprehensive Assessment System and introduce additional appropriate standards and assessments to measure other aspects of students' academic development;
(9) Fund the education system adequately, equitably and reliably, including for students with special educational needs;
(10) Facilitate collaboration between and among the Commonwealth's public and private institutions of higher education;
(11) Strengthen the structure and clarify the mission of the institutions that comprise the University of Massachusetts system and all public higher education institutions in the Commonwealth;
(12) Implement an effective and efficient accountability system for students, instructors and administrators from pre-Kindergarten through higher education that enables authorities both to review performance and to target assistance where it is most needed; and
(13) Leverage information technology throughout the system to improve instruction, student acquisition of skills, administrative processes, and the quality of and access to data. implements fundamental and systemic reforms to public education in the Commonwealth over the next 10 years.
http://www.mass.gov/Agov3/docs/Executive%20Orders/executive_order_489.pdf
Title: Executive Order No. 489
Source: http://www.mass.gov
| |
| AZ | Signed into law 06/2007 | Postsec. | Relates to establishment of new campuses of the State University System; implements the FY 2007-08 higher education budget; relates to capital projects of, and contracting by, entities of the State Board of Higher Education; expands the tribal community college tax transfer, establishes the Mathematics, Science, and Special Education Teacher Student Loan Program. Chapter No. 265
http://www.azleg.gov/FormatDocument.asp?inDoc=/legtext/48leg/1r/summary/h.hb2791_06-18-07_astransmittedtogovernor.doc.htm
Title: H.B. 2791
Source: http://www.azleg.gov
| |
| FL | Signed into law 06/2007 | P-12
Postsec. | Creates the State Career and Professional Education Act to improve academic performance and to respond to workforce needs; requires a school district to develop strategic plans to address and meet local and regional workforce needs and to establish a career and professional academy; requires career courses lead to industry certification; requires a specified number of students must achieve certification or college credit for a course to continue; provides for transfer of credits to state university system.
http://www.flsenate.gov/data/session/2007/Senate/bills/billtext/pdf/s1232er.pdf
Title: S.B. 1232
Source: Florida Legislature
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| HI | Signed into law 06/2007 | Postsec. | Eliminates references to the Office of Space Industry. Creates the Office of Aerospace Development to coordinate space activities and identify and promote opportunities for expanding and diversifying aerospace-related industries in the state, which may include a Pacific International Center for space exploration system. States that the director of the office will assist the University of Hawaii, companies, research institutions, and other organizations in establishing partnerships with corporate, government, and university entities that can enhance the state's aerospace industry. Also directs the director of the office to:
--Leverage aerospace and related technological capabilities in the state's academic, public, and private sectors to enhance the state's ability to procure both federal and private research and development grants and to increase the state's competitiveness in national and global aerospace markets
--Promote innovative education and workforce development programs that will enhance public awareness of the state's aerospace potential and enable residents to pursue employment in Hawaii's aerospace industry
--Monitor national and global trends in the aerospace industry and recommend programs and policies that can support aerospace industry development statewide.
Eliminates some of the former duties of the Office of Space Industry. Makes an appropriation.
http://www.capitol.hawaii.gov/sessioncurrent/Bills/SB907_CD1_.htm
Title: S.B. 907
Source: www.capitol.hawaii.gov
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| CO | Signed into law 05/2007 | P-12 | Establishes the science, technology, engineering, and mathematics ("STEM") after-school education pilot grant program ("grant program") in the office of economic development. Allows a provider that coordinates STEM after-school education programs to apply for a grant to defray the administrative and personnel costs associated with coordinating the programs and to directly support secondary schools' participation in the programs.
http://www.leg.state.co.us/clics/clics2007a/csl.nsf/fsbillcont3/144854E94C771F3787257251007D5303?open&file=1243_ren.pdf
Title: H.B. 1243
Source: Colorado Legislature
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| HI | Signed into law 05/2007 | P-12 | Directs the department of education to establish and administer a career and technical education program that meets the requirements of the federal Perkins Act of 2006. Provides the department's program may include:
(1) Pathway programs of study, including but not limited to natural resources, graphic design, computer networking, and management information systems;
(2) Academies for various focuses of study, including the performing arts, travel, and science, technology, engineering, and mathematics;
(3) An agriculture education program;
(4) Specialized programs, including project EAST (environmental and spatial technology); and
(5) Other school activities, including robotics.
Provides the department's program may be offered jointly by or in partnership between the department, the University of Hawaii, including its community colleges, or other public or private entities.
Requires agriculture education program (formerly vocational agriculture) to be aligned with the natural resources career pathway. Directs the agriculture education program to coordinate with culinary arts programs to teach students healthy eating habits and encourage culinary arts, farming, diversified agriculture, and related fields such as market development and science and technology, as career options. Directs the department of agriculture to assist the department with the implementation of this program. Directs the department of education to consult with the department of agriculture and the University of Hawaii's college of tropical agriculture and human resources and college of education in the development and implementation of the agriculture education program.
Establishes the Hawaii excellence through science and technology academy pilot program to be administered by Kauai community college, in partnership with the department of education, at two public schools. Provides the purpose of the pilot program is to establish science, technology, engineering, and mathematics academies, which may include an applied learning focus, at the public schools and to add resources and support to the department of education to increase the readiness and motivation of Hawaii high school graduates to pursue post-secondary training and career options in science, technology, engineering, and mathematics disciplines.
http://www.capitol.hawaii.gov/sessioncurrent/Bills/SB885_CD1_.htm
Title: S.B. 885 (Section 1-10)
Source: www.capitol.hawaii.gov
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| TX | Signed into law 05/2007 | P-12 | Requires the Texas Higher Education Coordinating Board to design and administer a one-week summer program to take place on campuses that offer engineering degree programs
and establish and administer a degree scholarship program for students who graduate with certain credentials.
http://www.legis.state.tx.us/tlodocs/80R/billtext/pdf/HB02978F.pdf
Title: H.B. 2978
Source: http://www.legis.state.tx.us
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| AR | Signed into law 04/2007 | P-12 | Makes an appropriation to the State Science and Technology Authority for the STEM Coalition for the research and development of a plan concerning the improvements of laboratory facilities and enhanced learning environmentals for the teaching of science, technology, engineering and mathematics, in K-12 school facilities. (Act No. 1024)
http://www.arkleg.state.ar.us/ftproot/bills/2007/public/HB1682.pdf
Title: H.B. 1682
Source: http://www.arkleg.state.ar.us
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| NM | Signed into law 04/2007 | P-12
Postsec. | Creates the Alliance for Underrepresented Students at New Mexico State University. The purposes of the alliance are to: (1) promote science, technology, engineering and mathematics (STEM) education and retention at the undergraduate and graduate level for underrepresented students; (2) engage in research on and development of programs that support student retention and achievement; (3) disseminate knowledge acquired through education and retention programs; and (4) collaborate with and provide assistance to k-12 grade educators and postsecondary educational institutions to support STEM education and student achievement.
http://legis.state.nm.us/Sessions/07%20Regular/final/SB0422.pdf
Title: S.B. 422
Source: http://legis.state.nm.us/
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| NM | Vetoed 04/2007 | Postsec.
Community College | Broadens the scope of university research and economic development. Forges links between New Mexico's educational institutions, business and industrial communities and government through the development of research parks on university property. Engages in other cooperative ventures of innovative technological significance that will advance education, science, research, conservation, health care or economic development within the state.
http://legis.state.nm.us/Sessions/07%20Regular/final/HB0900.pdf
Title: H.B. 900
Source: http://legis.state.nm.us
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| UT | Signed into law 04/2007 | Postsec. | Modifies the recognized purposes of the Centers of Excellence Act to include facilitating the transition of research generated technologies from the state's colleges and universities into industry to grow and expand the state's economy; provides that, in addition to state colleges and universities, Centers of Excellence grants may be awarded to companies who are working in partnership with colleges and universities and their researchers to transition their research generated technologies into industry for economic development; provides that a repayment by a college or university of grant proceeds or a portion of grant proceeds shall come only from the proceeds of a license established between the company and the college or university, or in the case of a company that receives a grant, from the proceeds of the license to that company; and provides that the Governor's Office of Economic Development may enter into work agreements with business team consultants, who would assist colleges and universities in facilitating the transition of technology into industry. http://le.utah.gov/~2007/bills/hbillenr/hb0125.htm
Title: H.B. 125
Source: http://www.le.state.ut.us/
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| WA | Signed into law 04/2007 | P-12
Postsec. | Establishes the GET ready for math and science scholarship program. The purpose of the program is to provide scholarships to students who achieve level four on the mathematics or science portions of the tenth grade Washington assessment of student learning or achieve a score in the math section of the SAT or the math section of the ACT that is above the ninety-fifth percentile, major in a mathematics, science, or related field in college, and commit to working in mathematics, science, or a related field for at least three years in Washington following completion of their bachelor's degree. The program shall be administered by the nonprofit organization selected as the private partner in the publicprivate partnership.
Requires the office of the superintendent of public instruction to: (1) Notify elementary, middle, junior high, high school, and school district staff and administrators, and the children's administration of the department of social and health services about the GET ready for math and science scholarship program using methods in place for communicating with schools and school districts; and (2) Provide data showing the race, ethnicity, income, and other available demographic information of students who achieve level four of the math and science Washington assessment of student learning in the tenth grade. Compare those data with comparable information on the tenth grade student population as a whole. Submit a report with the analysis to the committees responsible for education and higher education in the legislature on December 1st of evennumbered years.
Provides that school districts shall: (1) Notify parents, teachers, counselors, and principals about the GET ready for math and science scholarship program through existing channels. Notification methods may include, but are not limited to, regular school district and building communications, online scholarship bulletins and announcements, notices posted on school walls and bulletin boards, information available in each counselor's office, and school or district scholarship information sessions. (2) Provide each student who achieves level four on the
mathematics or science high school Washington assessment of student learning with information regarding the scholarship program and how to contact the program administrator.
http://www.leg.wa.gov/pub/billinfo/2007-08/Pdf/Bills/House%20Passed%20Legislature/1779-S2.PL.pdf
Title: H.B. 1779
Source: http://www.leg.wa.gov
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| WA | Signed into law 04/2007 | Postsec.
Community College | Establishes a committee on the education of students in high demand fields. The committee consists of: (1) two members of the House of Representatives; (2) two members of the Senate; (3) one person representing the Higher Education Coordinating Board; (4) one person representing the State Board for Community and Technical Colleges; (5) one person representing the Workforce Training and Education Coordinating Board; (6) one person representing the Office of the Superintendent of Public Instruction; and (7) one person representing each of the following: the labor council; the council of presidents; the prosperity partnership; the council of faculty representatives; an employer; and a graduate student member of the Washington student lobby. The committee: (1) develops a plan to increase the capacity of Washington institutions of higher education by 10,000 students per year by 2020 to produce degrees in high impact, high demand areas of study; (2) develops a marketing project to inform students, parents, and educators of opportunities in high demand fields; (3) investigates ways to motivate students to take more mathematics and science courses; and (4) identifies ways that the business community can enter into more partnerships with the state to ensure that Washington institutions of higher education produce graduates in high demand fields that are ready and able to find employment in Washington. The committee reports its findings and recommendations to the Legislature by December 1, 2007.
http://www.leg.wa.gov/pub/billinfo/2007-08/Pdf/Bills/Senate%20Passed%20Legislature/5731-S.PL.pdf
Title: S.B. 5731
Source: Lexis-Nexis/StateNet
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| AR | Signed into law 03/2007 | P-12
Postsec. | Provides for the promotion of economic development by creating a Science, Technology, Engineering, and Math Fund to increases the state's ability to compete for jobs in the twenty-first century; provides the fund is created for the purpose of retaining, recruiting and attracting competent teachers is those fields by providing industry- competitive incomes to certified, qualified teachers who teach in those subject areas. (Act No. 564)
ftp://www.arkleg.state.ar.us/bills/2007/public/HB2414.pdf
Title: H.B. 2414
Source: ftp://www.arkleg.state.ar.us
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| UT | Signed into law 02/2007 | Postsec. | Provides for an engineering partnership between Weber State University and Utah State University to meet the demand for electrical engineers in the state, including the demand at Hill Air Force Base, and appropriates funds for the partnership. http://le.utah.gov/~2007/bills/sbillint/sb0053.htm
Title: S.B. 53
Source: http://www.le.state.ut.us/
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| ME | Issued 12/2006 | Postsec.
Community College | Establishes the Governor's Council on Jobs, Innovation, and the Economy to:
1. Develop a recommended action plan for moving the state forward on the innovation-focused and cluster development activities that will define the state's investment strategies.
2. Propose structures, entities and activities that support the realization of these investments.
Directs the council to collaborate with the Commissioner of the Department of Economic and Community Development, the Commissioner of the Department of Administrative and Financial Services, the Director of the State Planning Office, the State Budget Officer, the legislature, Maine's university and community college systems and other stakeholders to fulfill these duties.
http://www.maine.gov/tools/whatsnew/index.php?topic=Gov_Executive_Orders&id=28091&v=Article
Title: EXECUTIVE ORDER 23 FY 06/07
Source: www.maine.gov
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| DE | Issued 06/2006 | P-12
Postsec. | Executive Order No. 88 establishes the Delaware Science and Technology Council to:
(a) Improve the competitive position of Delaware so that it is recognized broadly as a center of excellence in science and technology;
(b) Provide advice, guidance and advocacy on issues and opportunities in research, education, business, economic development and public policy;
(c) Develop and implement a statewide science and technology strategic plan;
(d) Foster Delaware's uniqueness as a dynamic place for scientific and business talent by developing an innovative, entrepreneurial and business friendly environment, facilitating incubation and commercialization and encouraging collaborations within the State and the region;
(e) Identify and secure resources to support Council initiatives in cooperation with the Council on Competitiveness and other appropriate state and regional initiatives;
(f) Coordinate and foster communication between different areas of science & technology to discover unique opportunities at the interfaces of different business sectors;
(g) Identify sources of seed and venture capital;
(h) Become recognized as a reputable resource to help understand science and technology issues and opportunities and as a source of relevant information; and
(i) Provide oversight to the State's NSF-EPSCoR office (National Science Foundation – Experimental Program to Stimulate Competitive Research) and execution of the EPSCoR RII (Research Infrastructure Initiative) grant, with the purpose of building research and development capacity.
Requires the provosts of the three public institutions of higher education in the state to be members of the council.
Provides that one of the subcommittees of the council must focus on education/work force development, and another must oversee the state's NSF-EPSCoR initiative. Directs each sub-committee to develop a strategic plan for review with the council.
Executive Order No. 93 increases the membership of the council to 30.
Executive Order 88: http://www.state.de.us/governor/orders/executive_order_no_88.shtml#TopOfPage
Executive Order 93: http://www.state.de.us/governor/orders/executive%20order%20no%2093.shtml
Title: EXECUTIVE ORDER NOS. 88 and 93
Source: www.state.de.us
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| HI | Signed into law 06/2006 | P-12
Postsec.
Community College | Appropriates funds to provide the necessary start-up funding to operate an international business and technology incubator program and to enable state residents to acquire the bilingual language skills, technology, and marketing necessary to implement an incubator program in China, Japan, and Hawaii. http://www.capitol.hawaii.gov/sessioncurrent/bills/sb2036_cd1_.htm
Title: S.B. 2036
Source: Lexis-Nexis/StateNet
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| OH | Signed into law 06/2006 | P-12
Postsec.
Community College | Appropriates funds for support of the Ohio Core Program. Funds will be used to:
(1) Support the participation of teachers licensed in Ohio and mid-career professionals not currently employed by a school district or licensed to teach at the primary or secondary education levels in a twelve-month intensive training program that leads to teacher licensure in a laboratory-based science, advanced mathematics, or foreign language field at the secondary education level and employment with an Ohio school district;
(2) Support alternative teacher licensure programs developed by educational service centers, in partnership with institutions of higher education. Participants shall be teachers licensed in Ohio and mid-career professionals not currently employed by a school district or licensed to teach at the primary or secondary education levels. Programs shall be consistent with the State Board of Education's alternative licensure requirements;
(3) Obtain contracted instruction with institutions of higher education in mathematics, science, or foreign language for high school students that results in dual high school and college credit. Costs shall be based upon reasonable expenses that institutions of higher education could incur for faculty, supplies, and other associated costs.
(4) Implement and support the Ohio Students Choosing On-line Resources for Educational Success Initiative that increases the educational options available for students in mathematics, advanced laboratory-based science, and foreign language. The eTech Ohio Commission shall work collaboratively with the Department of Education and the Board of Regents on this initiative.
(5) Support up to 10 regional summer academies that focus on foreign language, science, mathematics, engineering, and technology and prepare 11th and 12th grades to pursue college-level foreign language, mathematics, science, technology and engineering, with a focus on secondary teaching in these disciplines. Successful completion of these academics shall result in dual high school and college credits. Costs shall be based upon reasonable expenses, as determined by the Board of Regents, that institutions of higher education could incur for faculty, supplies, and other associated costs.
http://www.legislature.state.oh.us/BillText126/126_HB_115_PS_N.html
Title: H.B. 115
Source: http://www.legislature.state.oh.us
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| FL | Signed into law 05/2006 | Postsec. | Creates 21st Century Technology, Research, and Scholarship Enhancement Act; creates Florida Technology, Research, and Scholarship Board within Board of Governors of State University System; requires that board provide recommendations for 21st Century World Class Scholars Program and Centers of Excellence Program; requires minimum investment of private funds; creates a State University System Research and Economic Development Investment Program to provide funds.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1237er.doc&DocumentType=Bill&BillNumber=1237&Session=2006
Title: H.B. 1237
Source: Florida Legislature
| |
| UT | Adopted 05/2006 | P-12 | Changes made to definitions, proposal criteria, budget, state board funding priorities, proposal applications and timelines. http://www.rules.utah.gov/publicat/code/r277/r277-717.htm#T8
Title: R277-717
Source: Lexis-Nexis/StateNet
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| AZ | Issued 04/2006 | Postsec. | (Executive Order 2006-07) Replaces Executive Orders 90-01, 92-03 and 2003-07; concerns the Governor's Council on Innovation and Technology; replaces the Science and Technology Council; concerns technology- based economic development and technology transfer among and within higher education institutions and industry; includes transfers of information available from federal agencies.
The Council will be charged with the following duties:
1) Strengthening the innovation and technology infrastructure of Arizona; 2) Enhancing university research and education in high tech fields; 3) Inspiring cooperation between industry and university research; and 4) Creating and retaining high quality jobs in Arizona.
http://azgovernor.gov/dms/upload/EO_041006_SDOC2905.pdf
Title: E.O. 7;
Source: http://azgovernor.gov
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| IL | Adopted 04/2006 | P-12 | Identifies 10 criteria the department must use when reviewing grant proposals and making awards for the High Technology School-to-Work Program. Criteria include the appropriateness of the targeted industries and occupations; the appropriateness of the targeted student population; the efforts to recruit female and minority students into the project; and the strength of the local partnership and private sector involvement. http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue16.pdf (beginning page 1303 of 1408).
Title: 14 IAC 110.170
Source: www.cyberdriveillinois.com
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| WV | Signed into law 04/2006 | Postsec.
Community College | Provides legislative findings and intent related to the West Virginia University Institute of Technology. Provides legislative intent to encourage collaboration between West Virginia University Institute of Technology, West Virginia University, Marshall University and appropriate private entities. Provides legislative intent that the West Virginia University Board of Governors develop a plan and take appropriate steps to address faculty average salary levels. Requires the plan to include recommendations for addressing the capital improvement needs at West Virginia University Institute of Technology.
Directs West Virginia University Institute of Technology to consolidate with West Virginia University to become a fully integrated division of West Virginia University.
Establishes "West Virginia Consortium for Undergraduate Research and Engineering" or "West Virginia CURE" as a 13-member collaborative planning group to:
(1) Increase West Virginia's capacity for high quality engineering instruction and research;
(2) Increase access throughout the state to high quality instruction and research opportunities in science, technology, engineering, and math;
(3) Stimulate economic development throughout West Virginia by increasing the number of professional engineers available to business and industry.
Directs the West Virginia CURE to develop a collaborative engineering strategic plan to address these three needs, using the complementary strengths of West Virginia University Institute of Technology, Marshall University and West Virginia University. Specifies that the strategic plan may address faculty, libraries and technology resources, research collaboration, and coordination with K-12 education, but may not contain a recommenation that would result in the abolition of an existing program.
Requires the consortium to present an interim report to the Governor and the Legislative Oversight Commission on Education Accountability by December 1, 2006 and a final report containing the Collaborative Engineering Strategic Plan, with recommendations for implementation, by July 1, 2007.
http://www.legis.state.wv.us/Bill_Text_HTML/2006_SESSIONS/RS/BILLS/HB4690%20Enr.htm
Title: H.B. 4690
Source: www.legis.state.wv.us
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| UT | Signed into law 03/2006 | Postsec.
Community College | This bill establishes an informal science and technology education program within the Governor's Office of Economic Development; and
16 < provides program staffing, governance, and duties. Appropriates as an ongoing appropriation subject to future budget constraints, $100,000 from the General Fund for fiscal year 2006-07 to the Governor's Office of Economic Development.
http://www.le.state.ut.us/~2006/bills/sbillenr/sb0187.pdf
Title: S.B. 187
Source: http://www.le.state.ut.us/
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| VA | Signed into law 03/2006 | P-12
Postsec. | Creates the Mathematics, Science, Engineering and Technology Career Grant Program to provide higher education grants to domiciles who are enrolled in an undergraduate program preparing students for careers in professions in the areas of mathematics, science, engineering, and technology; includes public or private nonprofit educational institutions.
http://leg1.state.va.us/cgi-bin/legp504.exe?061+ful+CHAP0557
Link to fiscal impact statement: http://leg1.state.va.us/cgi-bin/legp504.exe?061+oth+HB1244FER122+PDF
Title: H.B. 1244
Source: http://leg1.state.va.us/
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| WA | Signed into law 03/2006 | P-12
Postsec.
Community College | Recognizes the vital importance to the state's economic prosperity and the economic benefit of placing a priority on enrolling and conferring degrees upon students in the fields of engineering, technology, biotechnology, science, computer science, and mathematics. Declares an intent to promote increased access, delivery models, enrollment slots, and degree opportunities in the fields of engineering, technology, biotechnology, sciences, computer sciences, and mathematics. It is recognized that these areas of study and training are integrally linked to
ensuring that Washington state's economy can compete nationally and globally in the twenty-first century marketplace. It is also recognized that community colleges play a unique role in supporting degree attainment in the fields of science, technology, engineering, and mathematics
through the development of transferable curricula and the maintenance of viable articulation agreements with both public and private universities.
http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Session%20Law%202006/2817-S.SL.pdf
Title: H.B. 2817
Source: http://www.leg.wa.gov/
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| IL | Adopted 11/2005 | P-12 | The goal of the High Technology School-to-Work Program is to improve education and to prepare Illinois' students to transition from school to high skilled, high paying jobs in the areas of science, mathematics, and advanced technology. Increasing the number of trained students entering technology occupations will help meet the workforce demand of Illinois' high technology businesses.
The School-to-Work Program also provides funding for Project Lead the Way which promotes pre-engineering courses for high school students. This initiative forms
partnerships with public schools, higher education institutions and the private sector to increase the quantity and quality of engineers and engineering technologist graduating from schools. The program exposes students to the rigor and content of a preengineering curriculum to interest more students in engineering careers and promote greater success in collegiate programs.
The change to the current rule is needed to administer the duties outlined in Section 40 of the High Technology School-to-Work Act.
Pages 34 and 35 of 352 http://www.cyberdriveillinois.com/departments/index/register/register_volume29_issue48.pdf
Title: 14 IAC 110.170
Source: www.cyberdriveillinois.com
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| AR | Signed into law 04/2005 | P-12
Postsec. | Adds the President of the Arkansas Science and Technology Authority and the Executive Chief Information Officer to the membership of the Arkansas Commission for Coordination of Educational Efforts." Adds to the commission's duties, requiring the commission to make recommendations to improve science, technology, engineering and mathematics education from kindergarten through the bachelor's level in higher education, and make recommendations to improve the use of educational technology. Repeals provisions related to the Public Education Technology Advisory Board.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/HB2540.pdf
Title: H.B. 2540
Source: www.arkleg.state.ar.us
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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--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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