 |
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 |
| |
| OH | Signed into law 06/2012 | P-12
Postsec. | Amends definition of "apprentice" to apply to a person at least 16 years old, except when a higher minimum age is otherwise set by law, who is in a registered apprenticeship program to learn a skilled occupation, pursuant to a registered apprenticeship agreement. Replaces most references to "apprenticeship council" to "council office." Places "council office" under the department of job and family services, and transfers to department of job and family services administrative and oversight functions for state's registered apprenticeship system. Provides that minimum standards for apprenticeship programs are set by federal regulations and state rules governing the registered apprenticeship system. Makes function of council/office advisory only (previously council had authority to establish standards and issue rules). Clarifies powers of executive secretary of the council office. Pages 162-164 of 401: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_Y.pdf
Title: S.B. 316 - Apprenticeships and Oversight
Source: www.legislature.state.oh.us
| |
| FL | Signed into law 06/2011 | P-12 | Authorizes school districts to provide a digital curriculum for students in grades 6 through 12 (Sec. 17). Requires a district's strategic plan to include plans to implement a middle school career and professional academy (Sec. 20). Eliminates the requirement that a student choose the 18 credit accelerated graduation option no later than ninth grade (Sec. 19). Authorizes school districts to select premethods and postmethods for determining student learning gains for supplemental educational service providers (Sec. 28).
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1255er.docx&DocumentType=Bill&BillNumber=1255&Session=2011
Title: H.B. 1255 - Sec. 17, 19, 20, 28
Source: http://www.myfloridahouse.gov
| |
| FL | Signed into law 05/2011 | P-12 | Sec. 16 - Requires, beginning with the 2011-2012 school year, each district school board, in collaboration with regional workforce boards, economic development agencies, and state-approved postsecondary institutions, to include plans to implement a career and professional academy in at least one middle school in the district as part of the strategic 5-year plan. http://laws.flrules.org/files/Ch_2011-055.pdf
Title: S.B. 2120 - Sec. 16
Source: http://laws.flrules.org
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| GA | Signed into law 05/2011 | P-12 | Amends provisions related to career academies. Defines "college and career academy" as a specialized charter school established by a partnership that demonstrates a collaboration to advance workforce development between one or more local boards of education, a private individual, a private organization, or a state or local public entity in cooperation with one or more postsecondary institutions. Establishes the Office of College and Career Transitions in the Technical College System of Georgia to coordinate efforts across agencies in the professional development, curriculum support, and development and establishment of college and career academies. Provides for start-up funds for a college and career academy. Establishes procedures for the approval of a college and career academy. Authorizes the state board to disburse supplemental funding to existing or new college and career academies that demonstrate a need for such funding. Directs the office to establish a certification process for college and career academies, for approval by the state board of education. Provides that the certification process must require the applicant to:
--Demonstrate how the academy will increase student achievement, provide for dual credit and dual enrollment opportunities, increase work based learning opportunities, and address workforce development needs; --Articulate how the collaboration between business, industry, and community stakeholders will advance workforce development
--Demonstrate local governance and autonomy
--Show other benefits that meet the needs of the students and community.
Directs the office to collect and analyze data from and about college and career academies, including on academy effectiveness, in coordination with the Office of Charter School Compliance. Directs the board to establish eligibility criteria, requirements, and procedures for the disbursement of funding to college and career academies. Directs a college and career academy receiving state funds to submit an annual report to the board regarding the performance of such academy and the expenditure of funds received. Requires that representatives from business, industry, civic and governmental agencies and educational organizations advise the board on certification and governance of college and career academies. http://www.legis.ga.gov/Legislation/20112012/116852.pdf
Title: S.B. 161
Source: www.legis.ga.gov
| |
| GA | Signed into law 05/2010 | P-12 | 20-2-326 defines:
--"Career academy" as (1) a specialized charter school established by a partnership between one or more local boards of education and a technical school or college or (2) a small learning community where a student receives academic instruction at his/her assigned high school, along with work-based learning opportunities at an industry center or technical school or college
--"Chronically low-performing high school" as one (1) with a graduation rate below 60% for three consecutive years (using the National Governors Association methodology), or (2) that has not made adequate yearly progress (AYP) for three consecutive years
--"Choice technical high school" as a high school other than the one the student is assigned to by residence, designed to prepare a student for postsecondary education and employment. Provides a choice technical high school may be operated by a local school system or technical college. Also permits a choice technical high school to be operated as a charter school under a governance board comprised of parents, employers and representatives from the local school board
--"Focused program of study" as a rigorous academic core combined with (1) a focus in math and science, (2) a focus in humanities, fine arts and foreign language, or (3) a coherent sequence of career pathway courses that prepares a student for postsecondary education or immediate employment after high school graduation.
Also defines "small learning community" as a subset of high school students and teachers joined around a broad career or academic theme where teachers have common planning time to connect teacher assignments and assessments to college and career readiness standards. Provides that students voluntarily apply for enrollment in a small learning community but must be accepted, and such enrollment must be approved by the student's parent. Specifies that a small learning community also includes a career academy organized around a specific career theme and integrates academic and career instruction, provides work-based learning opportunities, and prepares students for postsecondary education and employment, in partnership with local employers, community organizations and postsecondary institutions.
New Section 20-2-328 directs the state board of education, subject to legislative appropriation, to establish a competitive grant program for local school systems to implement school reform measures in selected high schools. Requires the state board to establish grant criteria, which must include that priority for grants be given to chronically low-performing high schools. Directs the state board to develop, for high schools receiving a grant, an evidence-based model for serving at-risk students, which must focus on specified elements designed to increase student achievement; reduce dropout; help students and their parents set and achieve career and educational goals; and help students learn and apply study skills, coping skills and other habits that produce successful students and adults. Requires that the at-risk model program include:
(1) Diagnostic assessments
(2) A process for identifying at-risk students, closely monitored by the department of education to ensure that students are properly identified and receive timely and appropriate guidance and assistance, and to ensure no group is disproportionately represented
(3) An evaluation component in each high school to ensure programs provide students an opportunity to earn a high school diploma.
Identifies components the at-risk model program may include to facilitate 9th grade success, such as:
(1) Flexible scheduling to increase student time in language/arts and math to eliminate academic deficiencies
(2) Ninth grade student-teacher ratios no higher than those in any other grade in the high school
(3) Using effective teachers as leaders for teacher teams in 9th grade to improve instructional planning, delivery and reteaching strategies
(4) Assigning teacher mentors to meet frequently with students to provide planned lessons on study skills and other "habits of success" to help students become independent learners and help them receive the assistance they need to pass 9th grade
(5) Ninth grade career courses incorporating a series of miniprojects throughout the school year that require the application of grade-level reading, math and science skills to complete, require students to use a range of technology, and help students explore a range of educational and career options to help them formulate post high school goals and give them a reason to stay in school and work toward achieving their stated goals.
Requires the state board to adopt rules for chronically low-performing high schools receiving a reform grant, to make the high schools more relevant to and effective for all students. Requires that such rules encourage high schools to implement a comprehensive school reform research-based model that focuses on eight specified elements, including setting high expectations for all students and fostering collaboration among academic and career/technical teachers.
New Section 20-2-329 requires high schools receiving a reform grant per Section 20-2-328 to provide focused programs of study that, whether offered at a choice technical high school, a career academy, a traditional high school, or on site at a two- or four-year postsecondary institution:
(1) Are aligned with state board-set graduation requirements, including 4 years of math and 4 years of English with an emphasis on developing reading and writing skills to meet college and career readiness standards
(2) Implement a teacher adviser system
(3) Provide students in grades 9-12 with information on educational programs offered in high school, two- and four-year institutions, and through apprenticeship programs and how these programs can lead to a variety of career fields. Requires that districts offer opportunities for field trips, job shadowing and other means to help students and their parents in revising, if appropriate, the student's individual graduation plan.
(4) Enroll students by grade 9 into one of the following options for earning a high school diploma and preparing students for postsecondary education and a career which will include a structured program of academic study with in-depth studies in: (A) Mathematics and science; (B) Humanities, fine arts, and foreign language; or (C) A career pathway that leads to passing an employer certification exam in a high demand, high skill, or high wage career field or to an associate's degree or bachelor's degree.
(5) Implement the state board-developed at-risk model program
(6) Schedule annual conferences to help students and their parents set educational and career goals and create individual graduation plans
Directs the state board to adopt rules necessary to carry out the provisions of this bill.
http://www.legis.state.ga.us/legis/2009_10/pdf/hb400.pdf
Title: H.B. 400 - New Section 20-2-326, 328 and 329
Source:
| |
| WA | Signed into law 03/2010 | P-12 | Establishes a farm internship program to provide for the employment of farm interns subject to certain limitations; provides that the application for such interns must be made by the farm upon specified forms; provides the required contents of the application; provides the qualifications for a farm program to receive certification; provides procedures for related workers' compensation; specifies the services to be rendered by an employee under such program. Chapter 160
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Senate%20Passed%20Legislature/6349-S.PL.pdf
Title: S.B. 6349
Source: http://apps.leg.wa.gov/
| |
| NM | Signed into law 04/2009 | P-12 | Allows school districts to provide for industry-taught or -guided pre- apprenticeship programs for qualified high school students; provides for approval of pre- apprenticeship programs, providers and industry instructors; exempts industry instructors from licensure provisions; provides powers and duties.
Title: S.B. 46
Source: http://nmlegis.gov/
| |
| WA | Signed into law 04/2009 | P-12 | Establishes the opportunity internship program for high school students to provide educational and employment pipelines to high-demand occupations in targeted industries; provides financial assistance for postsecondary education; provides that each graduate shall receive a job interview with an employer participating in a consortium; provides incentive payments to participating consortium members for each graduate who obtains employment and remains employed for a specified number of months. Chapter 238
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Session%20Law%202009/1355-S2.SL.pdf
Title: H.B. 1355
Source: http://apps.leg.wa.gov
| |
| CA | Vetoed 09/2008 | P-12 | Authorizes school districts that maintain high schools to establish work-based learning programs, and to purchase liability insurance for pupils enrolled in programs of study involving work experience, which may include work-based learning off school grounds. Defines work-based learning. Authorizes specified entities to deliver work-based learning that may include work experience education, community classrooms, cooperative career technical education and job shadowing experience.
http://www.assembly.ca.gov/acs/acsframeset2text.htm
Title: A.B. 2078
Source: http://www.assembly.ca.gov
| |
| RI | Signed into law 07/2008 | P-12 | Authorizes the board of regents for elementary and secondary education to authorize vocational schools to provide apprenticeship classroom training to students subject to the approval of the Rhode Island department of labor and training state apprenticeship council. In the event the board of regents authorizes state-certified apprenticeship training under subsection (a), and a student successfully completes the vocational school program, then the student shall receive apprentice credit, to be applied against a state-certified apprenticeship program requirement set forth by the state apprenticeship council pursuant to section 28-45-13, for one hundred forty-four (144) hours of apprenticeship classroom training.
http://www.rilin.state.ri.us/PublicLaws/law08/law08291.htm
Title: H.B. 7931
Source: Lexis-Nexis/StateNet
| |
| CA | Vetoed 09/2007 | P-12 | Authorizes a community college or apprentice training instructor to teach a career technical education course in a subject that is not a core academic subject on a high school campus. Authorizes a pupil to take an apprenticeship, job training, or community college technical education course after regular school hours for credit. Authorizes a school district to bring in professionals as guests lecturers for career technical education courses according to specified parameters.
http://info.sen.ca.gov/pub/07-08/bill/asm/ab_0551-0600/ab_598_bill_20070910_enrolled.pdf
Veto message: http://info.sen.ca.gov/pub/07-08/bill/asm/ab_0551-0600/ab_598_vt_20071013.html
Title: A.B. 598
Source: http://info.sen.ca.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
| |
| FL | Signed into law 05/2006 | P-12 | Creates career and professional academies, defined as a research-based program that integrates a rigorous academic curriculum with an industry-driven career curriculum. The academies may be offered by public schools, school districts, or the Florida Virtual School. Students completing career and professional academy programs receive a standard high school diploma, the highest available industry certification, and postsecondary credit if the academy partners with a postsecondary institution.
The goals of career and professional academies are to: (a) Increase student academic achievement and graduation rates through integrated academic and career curricula. (b) Focus on career preparation through rigorous academics and industry certification. (c) Raise student aspiration and commitment to academic achievement and work ethics. (d) Support the revised graduation requirements by providing creative, applied majors. (e) Promote acceleration mechanisms, such as dual enrollment, articulated credit, or occupational completion points, so that students may earn postsecondary credit while in high school. (f) Support the state's economy by meeting industry needs for skilled employees in high-demand occupations.
The legislation describes the possible locations and configurations of the career academies. Each academy must: (a) Provide a rigorous standards-based academic curriculum integrated with a career curriculum. (b) Include one or more partnerships with postsecondary institutions, businesses, industry, employers, economic development organizations, or other appropriate partners from the local community. (c) Provide creative and tailored student advisement and coordinate with middle schools. (d) Provide a career education certification on the high school diploma. (e) Provide instruction in careers designated as high growth, high demand, and high pay. (f) Deliver academic content through instruction relevant to the career, including intensive reading and mathematics intervention. (g) Provide instruction resulting in competency, certification, or credentials in workplace skills. (h) Provide opportunities for students to obtain the Florida Ready to Work Certification; and (i) Include an evaluation plan developed jointly with the Department of Education. T
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 27)
Source: Florida Legislature
| |
| HI | Vetoed 06/2005 | P-12 | Amends the standards for apprenticeship agreements to include assurances of qualified training personnel, adequate job supervision, and the requisite licenses. Requires the director of DLIR to establish an apprenticeship council whose purpose is to promote and approve apprenticeship programs. Provides that these changes are only effective upon approval by the OATELS. http://www.capitol.hawaii.gov/sessioncurrent/bills/sb1889_cd1_.htm
Title: S.B. 1889
Source: StateNet
| |
| VA | Signed into law 03/2004 | P-12 | Authorizes school boards to create joint or regional schools offering a specialized curriculum leading to a high school diploma and a postsecondary credential, such as industry certification, career certificated, or degree.
Title: S.B. 553
Source: StateNet
| |
| MI | Signed into law 08/2003 | P-12 | Sec. 68. (1) From the general fund appropriation in section 11, there is allocated an amount not to exceed
$1,000,000.00 for 2003-2004 to be used to implement the Michigan career preparation system as provided under this
section. These funds may be used for the purposes of this section and for the purposes of former section 67 as in effect
for 2002-2003. In order to receive funds under this section, an eligible education agency shall be part of an approved
regional career preparation plan under subsection (2) and shall agree to expend the funds required under this section
in accordance with the regional career preparation plan. Funds awarded under this section that are not expended in
accordance with this section may be recovered by the department.
(2) In order to receive funding under this section, an eligible education agency shall be a part of an approved 3-year
regional career preparation plan that is consistent with the workforce development board's strategic plan and is as
described in this subsection. All of the following apply to a regional career preparation plan:
(a) A 3-year regional career preparation plan shall be developed under subdivisions (b), (c), and (d) for all public
education agencies participating as part of a regional career preparation system within the geographical boundaries of
a workforce development board, and revised annually. If an intermediate district is located within the geographical
boundaries of more than 1 workforce development board, the board of the intermediate district shall choose 1 workforce
development board with which to align and shall notify the department of this choice not later than October 31, 1997.
(b) The regional career preparation plan shall be developed by representatives of the education advisory group of
each workforce development board in accordance with guidelines developed under former section 67(5), and in
accordance with subdivisions (d) and (e). All of the following shall be represented on each education advisory group:
workforce development board members, other employers, labor, districts, intermediate districts, postsecondary
institutions, career/technical educators, parents of public school pupils, and academic educators. The representatives of
districts, intermediate districts, and postsecondary institutions appointed to the education advisory group by the
workforce development board shall be individuals designated by the board of the district, intermediate district, or
postsecondary institution.
(c) By majority vote, the education advisory group may nominate 1 education representative, who may or may not
be a member of the education advisory group, for appointment to the workforce development board. This education
representative shall be in addition to existing education representation on the workforce development board. This
education representative shall meet all workforce development board membership requirements.
(d) The components of the regional career preparation plan shall include, but are not limited to, all of the following:
(i) The roles of districts, intermediate districts, advanced career academies, postsecondary institutions, employers,
labor representatives, and others in the career preparation system.
(ii) Programs to be offered, including at least career exploration activities, for middle school pupils.
(iii) Identification of integrated academic and technical curriculum, including related professional development
training for teachers.
(iv) Identification of work-based learning opportunities for pupils and for teachers and other school personnel.
(v) Identification of testing and assessments that will be used to measure pupil achievement.
(vi) Identification of all federal, state, local, and private sources of funding available for career preparation activities
in the region.
(e) The education advisory group shall develop a 3-year regional career preparation plan consistent with the
workforce development board's strategic plan and submit the plan to the department for final approval. The submission
to the department shall also include statements signed by the chair of the education advisory group and the chair of the
workforce development board certifying that the plan has been reviewed by each entity. Upon department approval, all
eligible education agencies designated in the regional career preparation plan as part of the career preparation delivery
system are eligible for funding under this section.
(3) Funding under this section shall be distributed to eligible education agencies for allowable costs defined in this
subsection and identified as necessary costs for implementing a regional career preparation plan, as follows:
(a) The department shall rank all career clusters, including career exploration, guidance, and counseling. Rank
determination will be based on median salary data in career clusters and employment opportunity data provided by the
council for career preparation standards. In addition, rank determination shall be based on placement data available for
prior year graduates of the programs in the career clusters either in related careers or postsecondary education. The
procedure for ranking of career clusters shall be determined by the department.
(b) Allowable costs to be funded under this section shall be determined by the department. Budgets submitted by
eligible education agencies to the department in order to receive funding shall identify funds and in-kind contributions
from the regional career education plan, excluding funds or in-kind contributions available as a result of funding
received under section 61a, equal to at least 100% of anticipated funding under this section. Eligible categories of
allowable costs are the following:
(i) Career exploration, guidance, and counseling.
(ii) Curriculum development, including integration of academic and technical content, and professional development
for teachers directly related to career preparation.
(iii) Technology and equipment determined to be necessary.
(iv) Supplies and materials directly related to career preparation programs.
(v) Work-based learning expenses for pupils, teachers, and counselors.
(vi) Evaluation, including career competency testing and peer review.
(vii) Career placement services.
(viii) Student leadership organizations integral to the career preparation system.
(ix) Up to 10% of the allocation to an eligible education agency may be expended for planning, coordination, direct
oversight, and accountability for the career preparation system.
(c) The department shall calculate career preparation costs per FTE for each career cluster, including career
exploration, guidance, and counseling, by dividing the allowable costs for each career cluster by the prior year FTE
enrollment for each career cluster. Distribution to eligible education agencies shall be the product of 50% of career
preparation costs per FTE times the current year FTE enrollment of each career cluster. This allocation shall be
distributed to eligible education agencies in decreasing order of the career cluster ranking described in subdivision (a)
until the money allocated for grant recipients in this section is distributed. Beginning in 2001-2002, funds shall be
distributed to eligible education agencies according to workforce development board geographic area consistent with
subsection (2)(a) based upon the proportion of each workforce development board area's K-12 public school membership
to the total state K-12 public school membership.
(4) The department shall establish a review procedure for assessing the career preparation system in each region.
(5) An education advisory group is responsible for assuring the quality of the career preparation system. An
education advisory group shall review the career preparation system in accordance with evaluation criteria established
by the department.
(6) An education advisory group shall report its findings and recommendations for changes to the participating
eligible education agencies, the workforce development board, and the department.
(7) The next revision of a regional career preparation plan shall take into account the findings of the education
advisory group in accordance with evaluation criteria established by the department in order for the affected education
agencies to receive continued funding under this section.
(8) As used in this section:
(a) "Advanced career academy" means a career-technical education program operated by a district, by an intermediate
district, or by a public school academy, that applies for and receives advanced career academy designation from the
department. To receive this designation, a career-technical education program shall meet criteria established by the
department, which criteria shall include at least all of the following:
(i) Operation of programs for those career clusters identified by the department as being eligible for advanced
career academy status.
(ii) Involvement of employers in the design and implementation of career-technical education programs.
(iii) A fully integrated program of academic and technical education available to pupils.
(iv) Demonstration of an established career preparation system resulting in industry-validated career ladders for
graduates of the program, including, but not limited to, written articulation agreements with postsecondary institutions
to allow pupils to receive advanced college placement and credit or federally registered apprenticeships, as applicable.
(b) "Career cluster" means a grouping of occupations from 1 or more industries that share common skill requirements.
(c) "Career preparation system" is a system of programs and strategies providing pupils with opportunities to
prepare for success in careers of their choice.
(d) "Department" means the department of career development.
(e) "Eligible education agency" means a district, intermediate district, or advanced career academy that participates
in an approved regional career preparation plan.
(f) "FTE" means full-time equivalent pupil as determined by the department.
(g) "Workforce development board" means a local workforce development board established pursuant to the
workforce investment act of 1998, Public Law 105-220, 112 Stat. 936, and the school-to-work opportunities act of 1994,
Public Law 103-239, 108 Stat. 568, or the equivalent.
(h) "Strategic plan" means a department-approved comprehensive plan prepared by a workforce development board
with input from local representatives, including the education advisory group, that includes career preparation system
goals and objectives for the region.
http://www.michiganlegislature.org/documents/2003-2004/billenrolled/house/pdf/2003-HNB-4401.pdf
Title: H.B. 4401 (multiple provisions)
Source: www.michiganlegislature.org
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| Cheating |
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| Choice of Schools |
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| Choice of Schools--Charter Schools |
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| Choice of Schools--Charter Schools--Charter Districts |
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| Choice of Schools--Charter Schools--Closings |
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| Choice of Schools--Charter Schools--Cyber Charters |
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| Choice of Schools--Charter Schools--Finance |
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| Choice of Schools--Charter Schools--Research |
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| Choice of Schools--Choice/Open Enrollment |
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| Choice of Schools--Choice/Open Enrollment--Research |
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| Choice of Schools--Innovation Schools |
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| Choice of Schools--Magnet or Specialized Schools |
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| Choice of Schools--Tax Credits |
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| Choice of Schools--Vouchers |
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| Choice of Schools--Vouchers--Privately Funded |
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| Civic Education |
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| Civic Education--Character Education |
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| Civic Education--Civic Knowledge and Literacy |
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| Civic Education--Curriculum/Standards |
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| Civic Education--Pledge of Allegiance |
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| Class Size |
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| Curriculum |
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| Curriculum--Alignment |
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| Curriculum--Arts Education |
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| Curriculum--Censorship |
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| Curriculum--Core Curriculum |
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| Curriculum--Drivers Education |
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| Curriculum--Environmental Education |
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| Curriculum--Excusal |
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| Curriculum--Family Living Education |
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| Curriculum--Financial Literacy/Economics Ed. |
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| Curriculum--Foreign Language/Sign Language |
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| Curriculum--Geography Education |
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| Curriculum--Health/Nutrition Education |
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| Curriculum--Home Economics |
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| Curriculum--International Education |
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| Curriculum--Language Arts |
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| Curriculum--Language Arts--Writing/Spelling |
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| Curriculum--Mathematics |
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| Curriculum--Multicultural |
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| Curriculum--Physical Education |
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| Curriculum--Science |
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| Curriculum--Sex Education |
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| Curriculum--Social Studies/History |
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| Curriculum--Speech Education |
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| Data-Driven Improvement |
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| Demographics |
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| Demographics--Condition of Children/Adults |
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| Demographics--Enrollments |
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| Desegregation |
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| Economic/Workforce Development |
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| Education Research |
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| Equity |
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| Federal |
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| Finance |
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| Finance--Adequacy/Core Cost |
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| Finance--Aid to Private Schools |
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| Finance--Bonds |
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| Finance--District |
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| Finance--Does Money Matter? |
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| Finance--Equity |
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| Finance--Facilities |
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| Finance--Federal |
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| Finance--Funding Formulas |
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| Finance--Litigation |
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| Finance--Local Foundations/Funds |
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| Finance--Lotteries |
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| Finance--Performance Funding |
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| Finance--Private Giving |
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| 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 |
| |
| Teaching Quality--Reduction in Force |
| |
| Teaching Quality--Teacher Attitudes |
| |
| Teaching Quality--Teacher Contracts (Not Tenure) |
| |
| Teaching Quality--Teacher Rights |
| |
| Teaching Quality--Tenure or Continuing Contract |
| |
| Teaching Quality--Unions/Collective Bargaining |
| |
| Teaching Quality--Unions/Collective Bargaining--Strikes |
| |
| Teaching Quality--Working Conditions |
| |
| Technology |
| |
| Technology--Computer Skills |
| |
| Technology--Devices/Software/Hardware |
| |
| Technology--Equitable Access |
| |
| Technology--Funding Issues |
| |
| Technology--Internet Safety |
| |
| Technology--Research/Evaluation |
| |
| Technology--Teacher/Faculty Training |
| |
| Textbooks and Open Source |
| |
| Urban |
| |
| Urban--Change/Improvements |
| |
| Urban--Governance |
| |
| Whole-School Reform Models |
| |
| Whole Child |
| |