 |
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 |
| |
| Student Achievement |
| |
| Student Achievement--Closing the Achievement Gap |
| |
| Student Achievement--State Trends |
| |
| Student Supports |
| |
| Student Supports--Counseling/Guidance |
| |
| Student Supports--Mentoring/Tutoring |
| |
| Student Supports--Remediation |
| |
| Student Surveys |
| |
| Students |
| |
| Students--Athletics/Extracurricular Activities |
| |
| Students--Employment |
| |
| Students--Incentives |
| |
| Students--K-12 Exchange Students |
| |
| Students--Mobility |
| |
| Students--Records/Rights |
| |
| Teaching Quality |
| |
| Teaching Quality--Certification and Licensure |
| |
| Teaching Quality--Certification and Licensure--Alternative |
| |
| Teaching Quality--Certification and Licensure--Assignment |
| |
| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
| |
| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
| |
| Teaching Quality--Certification and Licensure--Special Education |
| |
| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
| |
| Teaching Quality--Certification and Licensure--Substitute Teachers |
| |
| Teaching Quality--Compensation and Diversified Pay |
| |
| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
| |
| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
| |
| Teaching Quality--Evaluation and Effectiveness |
| |
| Teaching Quality--Induction Programs and Mentoring |
| |
| Teaching Quality--Paraprofessionals |
| |
| Teaching Quality--Preparation |
| |
| Teaching Quality--Professional Development |
| |
| Teaching Quality--Recruitment and Retention |
| |
| Teaching Quality--Recruitment and Retention--At-Risk Schools |
| |
 | Teaching Quality--Recruitment and Retention--High-Needs Subjects |
| |
| NJ | Signed into law 05/2012 | P-12 | Directs the Commissioner of Education shall establish a program to issue subject area endorsements in mathematics, the
sciences, or in any subject area in which there is a shortage of teachers to certificated teaching staff members who do not currently have a subject area endorsement in those fields.
Requires staff to (1) pass the appropriate State test of subject matter knowledge; and (2) meet other criteria set forth by the commissioner.
Provides that the program be subject to oversight by the commissioner, including routine reviews and the elimination of subject areas for which endorsements are available under the program. Requires the elimination of a subject area be based on the classroom performance of the teachers who have received endorsements in the subject area under the program or the fact that the subject area no longer has a shortage of teachers.
http://www.njleg.state.nj.us/2012/Bills/AL12/11_.PDF
Title: A 2311
Source: http://www.njleg.state.nj.us
| |
| TX | Adopted 05/2012 | P-12 | Amends the Teach for Texas Loan Repayment Assistance Program. From Texas Register:
--§21.173: Reverses the order of two priorities of application acceptance. Currently, the rule lists financial need as second among the three established priorities. The amendment would list financial need as a third priority, after severity of shortage of teachers in the community and/or teaching field.
--§21.174: Adds language to clarify that the eligibility requirements must be met during the service period for which the teacher receives repayment assistance.
--§21.176: Authorizes the commissioner of higher education to determine the annual repayment amount, taking into consideration the amount of available funding. Deletes the statement requiring that the annual amount not exceed $5,000 and the aggregate amount not exceed $20,000.
Context from Texas Register: The 82nd Texas Legislature authorized funding for the Teach for Texas Loan Repayment Assistance Program in the amount of $500,000 for each year of the 2012-2013 biennium. This repre-sents a 91 percent decrease in funding compared with the pre-vious four years. This program was oversubscribed before the decrease, with almost 6,000 teachers applying for approximately 1,350 loan repayment awards in FY 2011. The severity of the reduction in funding necessitates both a reduction in the award amount and a greater emphasis on the most critical shortages when renewal applications are ranked for FY 2012 and FY 2013 awards. Adopted as published in the January 20, 2012 Texas Register (pages 22-23 of 33): http://www.sos.state.tx.us/texreg/pdf/backview/0120/0120prop.pdf
Title: 19 TAC 21.173, 174, 176
Source: www.sos.state.tx.us
| |
| AZ | Signed into law 03/2012 | P-12 | Provides for the issuance of a specialized teaching certificate to classroom teachers with expertise in either science, technology, engineering, or mathematics to teach in grades seven through 12. Exempts those teachers from the professional Knowledge and Subject Knowledge Proficiency requirements prescribed in 15-532 and 15.533. Eligible requirements include: Has taught in science, technology, engineering, or mathematics for the last two consecutive years and for a total of at least three years at a postsecondary institution; has either a BA, MA, or Doctoral degree in a subject specific to one of these areas or has passed a statewide educator assessment in science, technology, engineering, or mathematics; and obtains a fingerprint clearance.
http://www.azleg.gov/legtext/50leg/2r/bills/hb2161h.pdf
Title: H.B. 2161
Source: azleg.gov
| |
| TX | Issued 08/2011 | P-12
Postsec. | Expresses the state's commitment to Western Governors University (WGU) and its establishment of WGU Texas. Directs all agencies and officials to work with WGU toward the establishment of WGU Texas as a nonprofit institution of higher education to provide access to online, competency-based degree programs. Directs the Texas Higher Education Coordinating Board (THECB) to recognize, endorse and support online, competency-based education as an important component of the state's higher education system; to work to eliminate any unnecessary barriers to WGU Texas' delivery of such education programs; and to work with WGU Texas to integrate its academic programs and services into the state's higher education policy and strategy. Directs the Texas Workforce Commission (TWC) to explore, consider and implement appropriate and effective methods to promote online competency-based education opportunities like those that WGU Texas will provide to dislocated workers, veterans and other Texans in need of postsecondary degrees. Directs the Texas Education Agency (TEA) to explore, consider and implement appropriate and effective methods to promote and partner with WGU Texas to expand the supply of science, technology, engineering and math related teachers in Texas. Directs THECB, TWC, TEA and all other pertinent agencies to create appropriate data-sharing processes, as may be required by state or federal guidelines for higher education providers, to assess WGU Texas' performance and determine the extent to which it helps the state achieve the goals of its higher education system. Directs WGU Texas to establish an advisory board whose members shall be appointed in consultation with the governor. http://governor.state.tx.us/news/executive-order/16466/
Title: Executive Order RP75
Source: governor.state.tx.us
| |
| TX | Signed into law 07/2011 | P-12 | Amends provisions granting tuition waivers for educational aides. Requires that the courses needed for teacher certification in which the aide is enrolled be in one or more subject areas determined by the Texas
Education Agency to be experiencing a critical shortage of teachers in public schools in the state. Provides that an aide previously receiving a tuition exemption remains eligible notwithstanding this requirement if the aide is enrolled at an institution of higher education granting the exemption in courses required for teacher certification, and meets all other eligibility requirements. Provides these changes go into effect with the fall 2012 semester. Pages 125-127 of 263: http://www.capitol.state.tx.us/tlodocs/821/billtext/pdf/SB00001F.pdf#navpanes=0
Title: S.B. 1
Source: www.capitol.state.tx.us
| |
| CT | Signed into law 06/2011 | Postsec. | Requires the state Department of Education to annually, by March first, electronically distribute to the president of every institution of higher education in this state offering a teacher preparatory program
information concerning teacher shortage areas, for at least the prior five years. Requires the Office of Workforce Competitiveness, in consultation with the Connecticut Employment and Training Commission, the Departments of Education, Higher Education and Economic and Community Development and the Labor Department, to biennially submit to the Board of Governors of Higher Education a report identifying the sectors or subsectors in which workforce shortages exist, the types of workforce skills needed in such sectors or subsectors to address workforce shortages and which career pathways should be established. http://www.cga.ct.gov/2011/ACT/Pa/pdf/2011PA-00133-R00HB-06485-PA.pdf
Title: H.B. 6485
Source: http://www.cga.ct.gov
| |
| OH | Signed into law 06/2011 | Postsec. | Existing policy directs the chancellor of the board of regents to encourage state universities and colleges to submit proposals under the choose Ohio first scholarship program for initiatives that recruit Ohio residents enrolled in colleges and universities in other states or other countries to return to Ohio and enroll in state universities or colleges as graduate students in STEM or medicine or STEM or medical education. New provision also permits state colleges and universities to submit proposals for initiatives that recruit graduates, or undergraduates who will graduate in time to participate in the subsequent school year, from an Ohio college or university who received, or will receive, a degree in science, technology, engineering, mathematics, or medicine to participate in a graduate-level teacher education master's program in one of those fields that requires the student to establish a domicile in the state and to commit to teach for a minimum of three years in a hard-to-staff school district in the state upon completion of the master's degree program. Permits the chancellor to require a college or university to give priority to qualified candidates who graduated from a high school in the state. Provides "hard to staff" must be defined by the department of education.
Page 440 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Choose Ohio First Scholarship Program
Source: www.legislature.state.oh.us
| |
| GA | Signed into law 03/2011 | Postsec. | Amends the method by which the amount of the HOPE scholarship is calculated. Additionally specifies that remedial or developmental courses may not be covered by HOPE scholarship funds. Clarifies definition of "legal resident" for purposes of eligibility for all HOPE scholarships. Among other changes, extends HOPE eligibility to an active duty service member or the spouse of an active duty service member stationed in Georgia.
Previous legislation required a full-time student to have a minimum 3.0 grade point average (GPA) at the end of the quarter or semester in which the student had attempted 45 quarter hours or 30 semester hours. New provision requires full-time student to maintain at least a 3.0 GPA at additional quarter or semester hour checkpoints. Effective with the Class of 2015, requires students as a criterion for HOPE eligibility to receive credit prior to high school graduation in at least two courses from the following categories:
(1) Advanced math, such as Advanced Algebra and Trigonometry, Math III, or an equivalent or higher course
(2) Advanced science, such as Chemistry, Physics, Biology II, or an equivalent or higher course
(3) Advanced Placement courses in core subjects
(4) International Baccalaureate courses in core subjects
(5) Courses taken at a unit of the University System of Georgia in core subjects where such courses are not remedial and developmental courses, as defined in Code Section 20-3-519
(6) Advanced foreign language courses.
Provides that effective with the Class of 2016, students must complete three or more such courses, and that effective with the Class of 2017, students must complete at least four courses from the aforementioned categories.
Provides that "Zell Mill Scholars" receive an additional HOPE award amount based on a specified calculation. Establishes a Zell Miller Scholar designation:
--For freshmen: either (1) a minimum 3.7 GPA and a combined 1,200 reading and math SAT score or an ACT composite of at least 26, (2) graduated a valedictorian or salutatorian, (3) or completed a home study program earning the aforementioned ACT or SAT scores and a minimum 3.3 GPA during the first 45 quarter hours or 30 semester hours of postsecondary education
--For a sophomore, junior, senior or first professional student: meets the aforementioned criteria with a minimum 3.3 GPA at specified credit unit checkpoints.
Provides that any HOPE scholarship recipient or Zell Miller Scholar designee who loses eligibility may regain it only once. Adds provision that a student may receive a scholarship until 7 years after high school graduation or its equivalent (provides exception for students performing active duty military service during that 7-year period).
Repeals provision that no minimum number of hours of enrollment is required. Repeals provisions that HOPE scholarship covers student fees and provides a book allowance. Specifies that HOPE award may not exceed a student's tuition. Adds provision that no student who has completed a baccalaureate degree or higher is eligible for a HOPE grant. Makes various amendments to the HOPE GED voucher program. Adds provision that every eligible postsecondary institution is subject to examination at least once every three years by the Georgia Student Finance Commission, to determine whether the institution has complied with rules and regulations pertaining to the HOPE scholarships and grants. Permits the Georgia Student Finance Commission to suspend a postsecondary institution from receiving HOPE scholarship or grant award payments if it fails to refund monies after certifying an ineligible student for receipt of a HOPE scholarship or grant. Provides that it is a misdemeanor to knowingly make or accept false statements to enable an ineligible student to obtain a HOPE scholarship.
Repeals provisions related to the HOPE teacher's scholarship, PROMISE and PROMISE II teacher's scholarships, and the HOPE Scholarship/Pre-K Legislative Oversight Committee. Amends method of calculating the annual interest rate for any GOT [Graduate on Time] Student Loan. Permits a student to cancel a direct loan from the state if such student is employed by and agrees to teach in a public school in Georgia
as a science, technology, engineering, or math teacher at any K-12 level. Provides that for service repayment, the loan must be repaid at a rate of one year of service for each academic year of study or its equivalent.
Amends provisions related to tuition equalization grants at private colleges and universities. Among other changes, for a proprietary institution of higher education to be approved, it must be domiciled and incorporated in Georgia, and have been in existence in the state for at least 10 years. Any proprietary institution that qualified as of January 2011 can continue to be an approved school as long as it meets the requirements as they existed on the day prior to the effective date of this section. Adds that eligible student for purposes of tuition equalization grant must meet eligibility requirements for the HOPE program
http://www.legis.ga.gov/Legislation/20112012/112820.pdf
Also see http://www.usg.edu/student_affairs/students/how_hope_changes_will_affect_usg_students/
Title: H.B. 326
Source: www.legis.ga.gov
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| UT | Signed into law 03/2011 | P-12 | Permits a teacher to participate in the teacher salary supplement program if a secondary-level math or grade 7-8 science teacher's bachelor's degree major, master's degree, or doctoral degree has course requirements that are substantially equivalent to the course requirements for a bachelor's degree major, master's degree, or doctoral degree in math or science. Establishes an appeals process for a teacher to follow if the teacher applies for the salary supplement and is not certified as an eligible teacher. http://le.utah.gov/~2011/bills/hbillenr/hb0110.pdf
Title: H.B. 110
Source: le.utah.gov
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| IL | Signed into law 07/2010 | Postsec.
Community College | Establishes the Community College Transfer Grant Program Act. Creates the Community College Transfer Grant Program to provide financial assistance to eligible students, subject to appropriation, for the costs
of attending a public or private institution of higher education that awards baccalaureate degrees. Provides that eligible students are those who (1) are state residents, (2) have received an associate's degree at a public community college in the state and maintained a minimum 3.0 GPA while enrolled in an associate's degree program in the state, (3) have enrolled in an institution of higher education in the state by the fall following award of the associate's degree, (4) have applied for financial aid, including federal financial aid, (5) have financial need of no more than $9,000 (as calculated on the FAFSA). Specifies that the award is limited to 2 academic years or 60 credit hours, and may be used only for undergraduate work. Requires award recipients to maintain a minimum 3.0 GPA and make satisfactory academic progress toward a degree. Sets award at $1,000 a year, and provides an additional $1,000 grant for students pursuing undergraduate studies in engineering, mathematics, nursing, teaching or science.
http://www.ilga.gov/legislation/publicacts/96/PDF/096-1299.pdf
Title: S.B. 3699
Source: www.ilga.gov
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| HI | Adopted 06/2010 | P-12 | Establishes the conditions under which state and county retirees may be reemployed while still receiving employees' retirement system benefits. Specifies that a retirant may be employed without reenrollment in the system and suffer no loss or interruption of benefits if the retirant is employed as a teacher or administrator in a teacher shortage area identified by the department of education or in a charter school or as a mentor for new classroom teachers, provided certain criteria are met. http://www.capitol.hawaii.gov/session2010/Bills/HB2533_CD1_.HTM
Title: H.B. 2533
Source: www.capitol.hawaii.gov
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| AZ | Signed into law 05/2010 | P-12 | Expands the mathematics, science, and special education teacher student loan program to include elementary school teachers in a public school that is located in a geographic area in this state that is experiencing a shortage of teachers, as determined by the state board of education.Chapter 257
http://www.azleg.gov/legtext/49leg/2r/bills/hb2401h.pdf
Title: H.B. 2401
Source: http://www.azleg.gov
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| NY | Emergency Rule Adoption 05/2010 | P-12 | From the administrative register:
It is anticipated that the proposed amendment will be presented to the board of regents for adoption as a permanent rule at its July 20, 2010 meeting.
Educational leaders have advised the state education department that they are having difficulty recruiting certified, qualified teaching staff in many schools but particularly in high need schools. The proposed amendment increases the number of qualified individuals who will be attracted to teaching careers through graduate level clinically rich pilot programs. The proposed amendment provides two teacher preparation tracks: Track A is a residency program where the candidate works with a teacher of record in a high need school and Track B is a residency program that leads to a Transitional B certificate where the candidate is the teacher of record in a high need school. Track B of this pilot program provides districts with the opportunity to hire individuals for teaching positions who are well grounded in the subject to be taught and who have completed the necessary coursework and examinations to receive a transitional B certificate for employment in the public schools for the 2010-11 school year. However, in order for candidates in this program to obtain a Transitional B certificate for employment in the 2011-12 school year, they need to complete a pre-service component and submit evidence of having achieved a satisfactory level of performance on the New York State teacher certification examination liberal arts and sciences test, and the content specialty test(s) in the area of the certificate sought, if required. Therefore, in order to fill these personnel shortages in high need schools in the 2011-12 school year, an emergency action is necessary for the preservation of the general welfare in order to timely implement the provisions of the proposed amendment to provide districts and BOCES with timely notice of the new requirements and to complete the competitive bidding process for the selection of program providers before the 2011-12 school year.
Pages 4-8 of 30: http://www.dos.state.ny.us/info/register/2010/may17/pdfs/rules.pdf
Title: Title 8 NYCRR Sections 52.1, 52.21 and 80-5.13
Source: www.dos.state.ny.us
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| CA | Signed into law 01/2010 | P-12 | Establishes the Science, Technology, Engineering, Math, and Career Technical Education Educator Credentialing Program to provide alternative routes to teacher licensure, in accordance with federal Race to the Top Fund guidelines. Directs the commission on teacher credentialing, by June 2010, to develop a process to authorize additional high-quality alternative preparation programs provided by districts, county offices of education, community-based organizations and nongovernmental organizations. Authorizes participating organizations to offer preparation programs for any science, math, and career technical education credential type issued by the commission if the organization meets authorization requirements set by the commission. Pages 6-7 of 32: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_1_bill_20100107_chaptered.pdf
Specifies that these provisions become operative only if Senate Bill 4 of the Fifth Extraordinary Session of 2009-10 is also enacted (full text http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_4_bill_20100107_chaptered.pdf). S.B. 4E was also enacted January 7, 2010.
Title: S.B. 1E - Section 5
Source: www.leginfo.ca.gov
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| OH | Signed into law 07/2009 | P-12 | **No funds allocated in the current budget for this center, according to the DOE's H.B. 1 summary document http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635**
Authorizes the state superintendent to create the center for creativity and innovation in the department of education. Provides that, if created, the center must help schools in districts, educational service centers, community schools and STEM schools with any of the following:
(1) Designing and implementing strategies and systems that enable schools to become professional learning communities, including:
(a) Mentoring and coaching teachers and support staff
(b) Enabling school principals to focus on supporting instruction and engaging teachers and support staff as part of the instructional leadership team so that teachers and staff may share the responsibility for making and implementing school decisions
(c) Adopting new models for restructuring the learning day or year, such as including teacher planning and collaboration time as part of the school day
(d) Creating smaller schools or smaller units within larger schools to facilitate teacher collaboration to improve and advance the professional practice of teaching and to enhance instruction that yields enhanced student achievement.
(2) Using strategies in collaboration with the teach Ohio program to promote, recruit and enhance the teaching profession, including:
(a) Designing and implementing "grow your own" recruitment and retention strategies to support individuals in becoming licensed teachers, to retain highly qualified teachers, to assist experienced teachers in obtaining licensure in subject areas for which there is need, to assist teachers in earning senior professional educator and lead professional educator licenses, and to assist teachers to grow and develop in the profession
(b) Enhanced conditions for new teachers
(c) Incentives to attract qualified math, science or special education teachers
(d) Developing and implementing a partnership with teacher preparation programs at colleges and universities to help attract teachers qualified to teach in shortage areas
(e) Implementing a program to increase the cultural competency of both new and veteran teachers.
(3) Identifying state policies that impede the adoption of innovative practices and making recommendations to the superintendent of public instruction for the repeal, revision, or waiver of those provisions
(4) Identifying promising programs and practices based on high quality education research and developing models for their early adoption, including research and practices in arts education and creativity
(5) Other duties as assigned by the superintendent of public instruction.
If created, directs the center to promote collaboration between districts and community schools to enhance the academic programs of both and to broaden the application of successful and innovative academic practices developed by community schools. In doing so, directs the center to (1) Study and serve as a clearinghouse of best practices and innovative programming developed and utilized by community schools that could be adopted by school districts; and (2) Identify circumstances in which students could benefit from collaboration between the complementary programs of school districts and community schools.
Pages 1044-1045 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.82
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | Section 3333.39: Directs the chancellor of the board of regents and the state superintendent to establish and administer the teach Ohio program to encourage residents to consider teaching as a career. Requires that the program include all of the following:
(1) A statewide program administered by a nonprofit corporation that has been in existence for at least 15 years with demonstrated results in encouraging economically disadvantaged high school students to enter the teaching profession
(2) The teaching fellows program
(3) The Ohio teacher residency program
(4) Alternative licensure procedures established under section 3319.26.
(5) Any other program as identified by the chancellor and superintendent.
Section 3333.391: Defines a "qualifying school" as a hard-to-staff school or a school with a performance rating of "academic watch" or "academic emergency" at the time the recipient is hired by the district. If the chancellor of the Ohio board of regents determines that sufficient funds are available from general revenue fund appropriations made to the board of regents or to the chancellor, permits the chancellor and the state superintendent to jointly develop a plan for the Ohio teaching fellows program to promote and encourage high school seniors to enter and remain in the teaching profession. Provides the chancellor is to administer the program, which will provide undergraduate scholarships for up to four years to students who commit to teaching in a qualifying school for at least four years after graduating from a teacher training program from a postsecondary institution in the state. Directs the chancellor to develop a competitive process for awarding teaching fellows scholarships; requires that the process give additional consideration to anyone who has participated in the teach Ohio program; anyone who plans to teach special needs students; or anyone who plans to teach in science, technology, engineering or math.
Section 3333.392: Establishes provisions for repayment of the scholarship amount or termination of the scholarship under certain conditions.
Pages 1454- of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3333.39, 3333.391 and 3333.392
Source: www.legislature.state.oh.us
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| TX | Signed into law 06/2009 | P-12 | Relates to certification of an educator in Texas who is certified in another state or country. Requires an educator certified in another state or country to pass the state teacher certification exam within a year of approval of the educator's credentials by the state board for educator certification. Requires the commissioner to provide guidance to districts employing an educator certified outside Texas on procedures to classify the educator as a highly qualified teacher. Requires state board to approve or deny within 30 days of receipt all applications from educators certified in another state to teach high-need subjects, including math, science, bilingual education and special education. Requires applications from educators in high-need subjects certified in other states to include specified content. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB04152F.pdf
Title: H.B. 4152
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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| GA | Signed into law 04/2009 | P-12 | Provides that effective July 2010, and until there is no longer a shortage of math and science teachers, a secondary school teacher licensed in math or science must be moved to the salary step on the state salary schedule that is applicable to six years of creditable service, unless he or she is already on or above such salary step. After such salary step, provides one additional year of creditable service each year for the next five years, after which time the teacher may continue to be attributed one additional year of creditable service on the salary schedule each year if he or she meets or exceeds student achievement criteria established by the Office of Student Achievement. Provides that upon expiration of five years, or any year thereafter that the teacher does not meet or exceed student achievement criteria, teachers must be moved to the salary step applicable to the actual number of years of creditable service the teacher has accumulated.
Provides an annual $1,000 stipend for each year a K-5 teacher with an endorsement in math or science for each year the endorsement is in effect, for up to five years. After the five years, such teacher may continue to receive such stipend if he or she meets or exceeds student achievement criteria established by the Office of Student Achievement. Establishes minimum criteria for math and science endorsements for kindergarten and elementary teachers. Requires the Professional Standards Commission to establish standards for the math and science endorsements. http://www.legis.state.ga.us/legis/2009_10/pdf/hb280.pdf
Title: H.B. 280
Source: www.legis.state.ga.us
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| NJ | Signed into law 03/2009 | P-12 | Establishes a pilot program in Department of Education to address the state's shortage of mathematics and science teachers.
http://www.njleg.state.nj.us/2008/Bills/S3000/2707_I1.PDF
Title: S.B. 2707
Source: http://www.njleg.state.nj.us
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| OK | Adopted 07/2008 | P-12 | Proposes new rules for the Science and Mathematics Advanced Recruiting Technique (SMART) Program outline components important to implementation of the program. Provides identification criteria for the persons who will receive the one-time recruitment fund and application requirements for public school districts to identify qualified personnel.
Title: OAC 210:20-24-1, -2
Source: Lexis-Nexis/StateNet
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| CO | Signed into law 05/2008 | P-12 | Creates the Teach Colorado Scholarship Program to provide scholarships to a limited number of undergraduate students who are simultaneously pursuing teaching licenses and undergraduate degrees in high need areas and who commit to teaching in state public schools following graduation for a period equal to the number of years the student received scholarship benefits; provides that high need areas may include math, science, special education, english language acquisition and world languages.
http://www.leg.state.co.us/clics/clics2008a/csl.nsf/fsbillcont3/D5466CE82D879ED4872573680059F86F?open&file=133_enr.pdf
Title: S.B. 133
Source: http://www.leg.state.co.us/
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| KY | Signed into law 04/2008 | P-12 | Creates a certification incentive fund to provide grants for eligible recipients to conduct summer institutes. Specifies that the priority for the institutes in the 2008-2009 through 2011-2012 school years is the certification of teachers in high school mathematics, chemistry, integrated science, and physics, and middle school mathematics and earth science under option 7 of the alternative certification program, certification of a person in a field other than education to teach in elementary, middle or secondary programs. Provides that grant recipients may be nonprofit organizations, institutions, and agencies, including postsecondary education institutions, school districts, education cooperatives, and consortia of school districts. Requires the education professional standards board to determine priority for specific institutes at the end of the 2011-2012 school year.
Requires each individual completing a summer institute to have additional hours of formal instruction or assistance during the first year of teaching to reach the minimum number of clock hours. Provides that an alternative teacher certification candidate participating in the institute must not be required to participate in the teacher internship program until the second year of teaching. Requires the candidate to be assigned a teacher mentor by the grant recipient the first year of teaching, with payment of the teacher mentor coming from the summer institute grant.
Provides forgiveable loans to individuals accepted into an institute. Provides the loan will be forgiven if the participant teaches in a Kentucky public or certified nonpublic school for one year within the three years following the awarding of the loan. Also provides a stipend, equal to the loan award amount, for each individual who completes a summer institute. Provides that grant recipients and school districts may offer financial incentives to potential participants and individuals who complete an institute from fund sources other than the grant funds.
Provides that teachers' professional growth fund may be used to provide teachers with professional development that may lead to additional certification endorsements or renewal of certification. Adds that the professional development programs for which teachers may receive support from the fund must provide teacher participants with the opportunity to obtain certificate endorsements or extensions in critical shortage areas, with priority given to math and science through 2016, and in core content areas to their existing certifications through the TC-HQ process, established by the education professional standards board to meet the requirements of the No Child Left Behind Act. Specifies that beginning June 1, 2010, through the 2015-2016 school year, priority for the use of funds from the teachers' professional growth fund must be for the purpose of increasing the number of certified math and science teachers. http://www.lrc.ky.gov/record/08RS/SB64/bill.doc
Title: S.B. 64
Source: www.lrc.ky.gov
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| UT | Signed into law 03/2008 | P-12 | Defines "qualifying educational background." Beginning in fiscal year 2008-2009, provides an annual salary supplement of $4,100 for a full-time teacher and a partial salary supplement for a part-time teacher who teaches one or more courses of a secondary school level mathematics course, integrated science in grade 7 or 8, chemistry or physics, and who holds the appropriate endorsement for the assigned course, has a qualifying educational background, and is either a new employee or received a satisfactory rating or above on the teacher's most recent evaluation. Directs the Department of Human Resource Management to create an on-line application system for a teacher to apply to receive a salary supplement through the Teacher Salary Supplement Program, determine teacher eligibility and certify a list of eligible teachers and the amount of their salary supplement to the Division of Finance.
Creates the Teacher Salary Supplement Restricted Account within the Uniform School Fund. Provides that the account will be funded from legislative appropriations and must be used to to fund teacher salary supplements for school districts and charter schools.
Pages 28- of 43: http://le.utah.gov/~2008/bills/sbillenr/sb0002.pdf
Title: S.B. 2 - Sections 19 and 20
Source: le.utah.gov
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| 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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| VA | Signed into law 03/2008 | P-12 | Expands the Virginia Teaching Scholarship Loan Program to include those teacher candidates pursuing an endorsement in career and technical education. This bill is a recommendation
from the Joint Subcommittee to Study Science, Math, and Technology Education in the Commonwealth at the Elementary, Secondary, and Undergraduate Levels.
http://leg1.state.va.us/cgi-bin/legp504.exe?081+ful+CHAP0141
Title: S.B. 169
Source: http://leg1.state.va.us
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| IL | Signed into law 08/2007 | P-12 | Creates the Teacher Homebuyer Assistance Act. Subject to appropriation, requires the Illinois Housing Development Authority to establish and administer a program to provide down-payment assistance to public school teachers who teach in hard-to-staff schools or hard-to-staff positions for purchasing residences within the school district. Changes the definition of hard-to-staff school to mean a school that ranks in the upper third of schools in the state in the number of teachers who leave their positions. Defines "hard to staff position" as a teaching category (such as special education, mathematics, or science) in which statewide data indicates a multi-year pattern of substantial teacher shortage or that has been identified as a critical need by the school board. http://www.ilga.gov/legislation/95/SB/PDF/09500SB1224lv.pdf
Title: S.B. 1224
Source: www.ilga.gov/legislation
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| NV | Signed into law 06/2007 | P-12 | Revises provisions governing the inclusion of certain information in the biennial budget request for the state distributive school account for submission to the department of administration based upon the annual budgets submitted by the school districts. Creates the Grant Fund for Incentives for licensed educational personnel and requires the board of trustees of each school district to establish a program of incentive pay for certain employees of the school district. Individuals eligible for grant: (1) Licensed teachers, school psychologists, school librarians, school counselors and administrators employed at the school level who have been employed in that category of position for at least 5 years in the state or another state and who are employed in schools which are at-risk; and (2) Teachers who hold an endorsement in the field of mathematics, science, special education, English as a second language or other area of need within the school district, as determined by the state superintendent.
http://www.leg.state.nv.us/23rdSpecial/Bills/AB/AB1_EN.pdf
Title: A.B. 1A
Source: http://www.leg.state.nv.us
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| KS | Signed into law 05/2007 | P-12
Postsec.
Community College | Amends provisions of the Teacher Service Scholarship program and creates the Teacher Education Competitive Grant Program. Repeals Mathematics and Science Teacher Scholarship Program, related program folded into Teacher Service Scholarship program.
http://www.kslegislature.org/legsrv-bills/showBill.do?id=176225
Title: H.B. 2185
Source: http://www.kslegislature.org
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| Teaching Quality--Reduction in Force |
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| Teaching Quality--Teacher Attitudes |
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| Teaching Quality--Teacher Contracts (Not Tenure) |
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| Teaching Quality--Teacher Rights |
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| Teaching Quality--Tenure or Continuing Contract |
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| Teaching Quality--Unions/Collective Bargaining |
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| Teaching Quality--Unions/Collective Bargaining--Strikes |
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| Teaching Quality--Working Conditions |
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| Technology |
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| Technology--Computer Skills |
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| Technology--Devices/Software/Hardware |
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| Technology--Equitable Access |
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| Technology--Funding Issues |
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| Technology--Internet Safety |
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| Technology--Research/Evaluation |
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| Technology--Teacher/Faculty Training |
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| Textbooks and Open Source |
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| Urban |
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| Urban--Change/Improvements |
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| Urban--Governance |
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| Whole-School Reform Models |
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| Whole Child |
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