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State |
Status/Date |
Level |
Summary |
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 | 21st Century Skills |
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| Accountability |
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| Accountability--Accreditation |
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| Accountability--Measures/Indicators |
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| Accountability--Reporting Results |
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 | Accountability--Rewards |
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| AL | Signed into law 05/2012 | P-12 | Establishes legislative findings. Directs the state superintendent of education to develop a school grading system for schools and districts, using an A, B, C, D, F framework. In developing the system, directs the superintendent to seek input from specified stakeholders on how the system can reflect each school's overall academic proficiency as well as academic progress, along with other key performance indicators. Directs the state superintendent to prescribe the design and content of the school grading system by December 31, 2012, and provides legislative intent that the system be in place by the 2013-14 school year. Permits the state superintendent to assign grades to school feeder patterns or grades that reflect the fiscal health and fiscal efficiency of a school or school system. Provides relative to making grades available to the public and to parents of public school students. Requires that a school's grade, at a minimum, be based on a combination of student achievement scores, achievement gap, college and career readiness, learning gains, and other indicators as determined by the state superintendent.
Establishes the Legislative School Performance Recognition Program to recognize high performance and exemplary progress in school rankings, to be implemented no earlier than the school grading system's 2nd academic year of implementation, provided rules governing the program's administration and implementation have been promulgated by the state department of education. Provides for the awarding of financial awards to selected schools, subject to the availability of appropriated funds. Requires that funds be awarded on a competitive basis. Provides relative to awarding of funds to schools. Provides that a school eligible for an award is exempt from any statute or regulation related to the prescribed use of funds at the school level, or any categorical spending requirements imposed through the appropriation of funds from the state, except those requirements associated with the receipt of federal funds. Requires that a list of schools eligible for an award be posted annually on the department of education website. Provides that a school eligible for an award is eligible for this flexibility regardless of whether the school receives a financial award.
Title: H.B. 588
Source: Westlaw/StateNet
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| AZ | Signed into law 05/2012 | P-12 | Exempts school districts that have received a letter grade of "A" for three consecutive years and do not have any schools within the district that have received a letter grade of "F" during the same three-year period from certain statutes and rules; Allows a qualifying school district to identify and submit exemptions to statutes and rules relating to schools, governing boards and school districts to SBE for approval; Requires SBE to review and approve the school district's proposed exemptions and determines issues that cannot be included; Allows SBE to make adjustments to the list of exemptions to comply with voter-approved mandates and federal law, in the least restrictive manner; Stipulates that exemptions issued by SBE will be immediately discontinued if a school
district falls below a letter grade of "A" for three consecutive years or becomes a "C" , "D" or "F" school district at any time; Requires SBE to submit an annual report by December 1st to the Governor, Legislature and Secretary of State listing the exemptions submitted by school districts and the exemptions denied by SBE. http://www.azleg.gov/legtext/50leg/2r/laws/0335.pdf
Title: H.B. 2599
Source: azleg.gov
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| TN | Signed into law 05/2012 | P-12 | Directs commissioner of education to establish appropriate performance goals and measures for LEAs. Rewards LEAs that reach the achievement and achievement gap closure targets. Stipulates corrective action for LEAs that do not meet targets. Requires public reporting at least every three years. Defines accountability rankings for LEAs. Details three types of interventions for low-achieving schools: school turnaround through school improvement grant (SIG); turnaround through creation of LEA Innovation Zone; or placement into achievement school district. Authorizes commissioner to appoint individuals, nonprofit or governmental entities to manage school operations when founding an achievement school district.
http://www.capitol.tn.gov/Bills/107/Bill/SB2208.pdf
Title: S.B. 2208
Source: http://www.capitol.tn.gov
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| GA | Signed into law 04/2012 | P-12 | Directs the office of student achievement to work in coordination to review, and revise as necessary, indicators of quality. Requires such review to be conducted annually, rather than biennially. Requires that school and school system indicators include financial efficiency and school climate, and permits the office to include other indicators. Requires quality of learning indicators to be based on student achievement, achievement gap closure, and student progress, and to be disaggregated by all subgroups as required by the Elementary and Secondary Education Act. Deletes existing student achievement and school performance indicators. Identifies permissible components of financial efficiency and school climate determinations. Requires financial efficiency and school climate to be rated from 1 to 5 stars, and requires each of these ratings to be included on school and school system report cards, along with an explanation of the criteria that inform each of these ratings.. Requires school and school system quailty of learning ratings to be a numerical score on a scale of 0-100, with a majority of the quality of learning score based on student achievement. Requires school completion data to be included in school and school system indicators of quality of learning. Requires school and school system report cards to include performance data on quality of learning, financial efficiency, and school climate. Repeals language requiring school performance data in report cards to be compared to specified other performance indicators. Requires statewide report card to include rating for each school and school system (previously only school ratings included). Makes awarding of financial financial awards by director of office of student achievement optional rather than mandatory, and bases awards on reduction of achievement gap. Adds unacceptable progress in achievement gap closure to grounds for assistance and intervention in a school. http://www.legis.ga.gov/Legislation/20112012/127822.pdf
Title: S.B. 410
Source: www.legis.ga.gov
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| GA | Signed into law 04/2012 | P-12 | Repeals Section Section 20-2-253, relating to achievement grants to recognize schools and school systems with high achievement, high levels of improved achievement, or to raise the performance of low-performing schools. Page 6 of 11: http://www.legis.ga.gov/Legislation/20112012/127649.pdf
Title: H.B. 706 - Achievement Grants
Source: www.legis.ga.gov
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| WY | Signed into law 03/2012 | P-12 | Establishes indicators to measure student achievement and school-level performance. Stipulates that indicators will be used to create an overall school performance rating system. Details rewards and sanctions based on where schools are rated. Requires the state board to publish performance reports comparing school performance to established targets.
http://legisweb.state.wy.us/2012/Enroll/SF0057.pdf
Title: S.F. 57
Source: http://legisweb.state.wy.us
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| OH | Signed into law 06/2011 | P-12 | Directs the department of education to develop a system to rank all districts, community schools and STEM schools according to: (1) performance index score for district/community school/STEM school and for each separate building of such; (2) Student performance growth from year to year, using the value-added progress dimension, if applicable, and other measures of student performance growth designated by the superintendent of public instruction for subjects and grades not covered by the value-added progress dimension; (3) Performance measures required for career-technical education; (4) Current per-pupil operating expenditures; (5) Of total current operating expenditures, percentage spent for classroom instruction as determined under standards adopted by the state board of education; (6) Performance of, and opportunities provided to, students identified as gifted using value-added progress dimensions, and other relevant measures as designated by the superintendent of public instruction. Directs the department to rank each district, community school, and STEM school annually in accordance with this system. Requires the department to annually issue a report for school district, each community school, and each STEM school indicating the district's or school's rank on each measure (1) through (5) above, including each separate building's rank among all public school buildings according to performance index score in (1) above.
Creates the governor's effective and efficient schools recognition program. Directs the governor to annually recognize the top 10% of public schools in the state, including district schools, community schools and STEM schools. Requires that the top 10% be identified by the department according to department-established standards, which must include but need not be limited to student performance and fiscal performance, including cost-effectiveness measures.
Pages 54-55 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - More Efficiency and Effectiveness
Source:
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| TX | Signed into law 06/2011 | P-12 | Specifies that an open-enrollment charter school may not be awarded a distinction designation if the charter school is evaluated under alternative education accountability procedures adopted by the commissioner. Specifies that for purposes of the subchapter of chapter 39 of the education code related to distinction designations, a district includes an open-enrollment charter school that operates on more than one campus, and a campus includes an open-enrollment charter school campus. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB01484F.pdf#navpanes=0
Title: S.B. 1484
Source: www.legis.state.tx.us
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| NY | Signed into law 03/2011 | P-12 | Creates the School District Performance Awards Grant program. Directs the commissioner of education to award competitive grants to school districts that have demonstrated the most improved academic achievement gains and student outcomes, and/or have implemented strategies that have the most potential for continued improvements in student performance, narrowing student achievement gaps and increasing academic performance in traditionally underserved student groups. Requires that grants first be awarded during the 2011-12 school year. Directs the commissioner to create a scoring rubric that gives priority to eligible districts that have the most significant measurable improvements in academic achievement and student outcomes and have:
(1) Implemented rigorous programs to improve middle school student performance
(2) Newly established or expanded participation in college-level or early college programs
(3) Significantly increased college admission rates
(4) Exemplary career and technical education programs with a record of successful student outcomes, or
(5) Other innovative and replicable strategies for student achievement.
Provides the rubric must give priority to eligible districts whose programs benefit traditionally underserved groups, English language learners, low-income students, students with disabilities and students with low academic achievement. Identifies criteria that eligible districts must meet, including that the district shows the greatest gains in student performance in its category (by size and need) in the previous school year as reflected by increases in student outcome, as well as other measures for closing the achievement gap, improving high school performance and graduation rates, and increasing college attendance and retention rates as compared to student performance in those areas in the baseline year.
Directs a district receiving an award to expend grant funds in accordance with a plan submitted with its response to the RFP. Provides the plan must specify how such funds will be used to enhance the activities/strategies that have been or will be implemented to increase student performance, narrow the achievement gap, and increase academic performance among traditionally underserved students.
Chapter 58 http://assembly.state.ny.us/leg/?default_fld=&bn=S02808&Summary=Y&Memo=Y&Text=Y
Title: S.B. 2808 - Part B, Sec. 2
Source: assembly.state.ny.us
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| FL | Signed into law 07/2010 | P-12 | Repeals Subsection (5) of section 1003.413, which directed the commissioner of education to implement the Secondary School Improvement Award Program to reward secondary schools that demonstrate continuous student academic improvement and show the greatest student achievement gains in reading and math. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7037er.docx&DocumentType=Bill&BillNumber=7037&Session=2010
Title: HB 7037 - Sec 25
Source: http://www.myfloridahouse.gov
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| OK | Signed into law 06/2010 | P-12 | Relates to the Academic Achievement Award program; modifyies number of awards granted under the program and adds or specifies award levels; changes date for distributing monetary award; directs the State Board of Education to identify school sites for the various levels of awards; modifies calculation of the awards; specifies allocation of funding for awards based on availability of funds; establishing API score requirements for each award; deletes monetary awards for certain categories; modifies amounts and definitions; limits award to certain qualified employees; requires the State Board to announce and post list of award winners on its Internet website.
http://webserver1.lsb.state.ok.us/2009-10bills/HB/HB2302_ENR.RTF
Title: H.B. 2302
Source: http://webserver1.lsb.state.ok.us
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| TX | Adopted 06/2010 | P-12 | Establishes procedures and adopts guidelines for the administration of awards for teacher excellence. Incorporates statutory changes resulting from H.B. 3646, 81st Texas Legislature, 2009. Pages 1-6 of 182: http://www.sos.state.tx.us/texreg/pdf/backview/0618/0618adop.pdf
Title: 19 TAC 102.1073
Source: www.sos.state.tx.us
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| WA | Signed into law 03/2010 | P-12 | Creates a coherent and effective accountability framework for improvement for all schools and districts to provide an excellent and equitable education, the tools necessary for accountability, including the necessary accounting and data reporting systems, assessment systems to monitor student achievement, and a system of general support; recognizes schools for raising achievement and closing achievement gaps; provides funding for the lowest performing schools; identifies the schools in need of improvement. Phase I of this system will: (1) recognize schools that have done an exemplary job of raissing student achievement and closing the achievement gaps using the state board of education's accountability index; and (2) target the lowest five percent of persistently lowest-achieving schools to provide federal funds and federal intervention models through either a voluntary option or a required action process. Phase II of the system will work toward implementing the state board of education's accountability index for identification of schools in need of improvement and the use of state and local intervention models and state funds. The expectation from implementation of this system is the improvement of student achievement for all students to prepare them for postsecondary education, work, and global citizenship in the twenty-first century. Chapter 235
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Senate%20Passed%20Legislature/6696-S2.PL.pdf
Title: S.B. 6696
Source: http://apps.leg.wa.gov
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| VA | Signed into law 02/2010 | P-12 | Codifies a current recognition program for schools and local school divisions that recognizes and rewards fully accredited schools and school divisions that make significant progress toward achieving advance proficiency levels in reading, mathematics, science, and history and social science and on other indicators of school and student performance; requires the Board of Education to include in its guidelines for the program performance objectives and measures.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+SB145ER+pdf
Title: S.B. 145/H.B. 1172
Source: Lhttp://leg1.state.va.us
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| CA | Signed into law 01/2010 | P-12 | Adds Chapter 18 (commencing with Section 53100) to the Education Code. Numbers below relate to new section numbers.
53100: For purposes of implementing the federal Race to the Top program, (1) authorizes the state superintendent and president of the state board to enter into a memorandum of understanding with a local education agency (LEA), and (2) directs participating LEAs to enter into a memorandum of understanding with the state superintendent and president of the state board.
53101: Directs the governor, state superintendent and state board to develop one or multiple plans to submit as part of a Race to the Top application. Requires that the plan address how the Race to the Top program funds and any other applicable federal funds will be used to provide resources to the low-achieving and persistently lowest-achieving schools as defined in statute, and provides that these resources may include professional development, technical assistance, and partnering with schools that have successfully transitioned from low- to higher-performing status. Provides legislative intent that funding for LEAs be the highest priority in the allocation of Race to the Top program funds.
53102: By January 2011, directs the state superintendent to contract for an independent evaluation of the implementation and impact of the state plan submitted in application for a federal Race to the Top Fund grant award. Requires that the legislative, governor and state board be provided an interim report by June 2012, and a final report by June 2014.
53201: Defines "low-achieving school" as any Title I school in improvement, corrective action or restructuring. Defines "persistently lowest-achieving school" as meeting any of a number of criteria. Some of these criteria include: the lowest 5% of low-achieving schools as measured by proficiency on NCLB assessments in reading/language arts and math; any secondary school eligible for but not receiving Title I funds that is in the lowest 5% as measured by proficiency on NCLB assessments in reading/language arts and math; and any of either such school (or any high school in improvement, corrective action, or restructuring) that has had a graduation rate below 60% in each of the previous three years.
53201.5: Requires the state superintendent to notify a local governing board, or governing body of a charter school, if any school in its jurisdiction has been identified as a persistently lowest-achieving school.
53202: Provides that for purposes of implementing the federal Race to the Top program, a local board must implement for any persistently lowest-achieving school the turnaround model, the restart model, school closure, or the transformation model (as described in Appendix C of the Notice of Final Priorities, Requirements, Definitions, Selection Criteria for the Race to the Top program published in Volume 74 of Number 221 of the Federal Register on November 18, 2009). Provides an exception. Establishes a hearing process for any school subject to an intervention prior to selection of an intervention. Establishes parameters to allow a school implementing the turnaround or transformation model to participate in a school-to-school partnership program by working with a mentor school that has successfully transitioned from a low-achieving school to a higher-achieving school. (Higher-achieving school must either have exited Program Improvement under NCLB, or increased (in statewide Academic Performance Index rankings) by two or more deciles over the last five years, using the most recent data available.) Requires the principal and, at the principal's discretion, the staff of a mentor school to provide guidance to a persistently lowest-achieving school to develop a reform plan, and provide guidance on how the mentor school transformed the culture of the school from low-achieving to higher-achieving and how that transformation could be replicated at the school implementing a turnaround or transformation model. To the extent such funds are available, requires the mentor school to receive federal funds for serving as a mentor school; as a condition of receipt of funds, requires the mentor school's principal (and staff, at the principal's discretion), to meet regularly with the assigned persistently lowest-achieving school for at least three years.
53203: Directs regional consortia to provide technical assistance and support to LEAs with one or more persistently lowest-achieving schools in implementing any interventions for persistently lowest-achieving schools. Identifies 11 areas that such technical assistance may address, including:
(1) Identifying staff recruitment and retention strategies
(2) Identifying strategies to provide increased instructional time
(3) Implementing professional development activities identified in the state's Race to the Top proposal
(4) Developing a new governance structure, which may include establishment of a turnaround office in the LEA or the department, that a school implementing the turnaround model
will report to
(5) Developing social-emotional and community-oriented services (including parental involvement strategies)
(6) Identifying, reviewing, and recommending quality charter school operators, charter management organizations, or education management organizations that can operate a persistently lowest-achieving school
(7) Identifying higher-achieving schools in the district, including charter schools, to relocate pupils attending a school that is scheduled for closure
(8) Developing a rigorous, transparent and equitable teacher and principal evaluation system that includes student growth data and other factors such as multiple observation-based assessments that all schools implementing the turnaround or transformation model may use
(9) Identifying strategies to identify and reward school leaders, teachers, and other staff who, in implementing the transformation model, have increased pupil achievement and high school graduation rates and have identified and removed those, who, after ample opportunities, have been provided for them to improve their professional practice, have not done so
(10) Identifying and approving mentor schools
(11) Consistent with the collective bargaining agreement, assisting an LEA in:
(a) meeting federal guidelines that encourage the state to ensure that persistently lowest-achieving schools are not required to accept a teacher without mutual consent of the teacher and principal, regardless of the teacher's seniority.
(b) Implementing schoolsite-based teacher hiring decisions
(c) Giving persistently lowest-achieving schools first priority in selecting from the qualified district applicant pool, among those teachers who have specifically applied to work at the school.
Pages 8-13 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 8
Source: www.leginfo.ca.gov
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| DE | Signed into law 06/2009 | P-12 | Creates a pilot Academic Achievement Awards program, which would use federal stimulus funds to make financial awards to schools that significantly close the achievement gap and schools that exceed their adequate yearly progress for two or more consecutive years. The awards are focused on schools that have high percentages of economically disadvantaged students.
http://legis.delaware.gov/LIS/lis145.nsf/vwLegislation/SB+151/$file/legis.html?open
Title: S.B. 151
Source: http://legis.delaware.gov
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| TX | Signed into law 06/2009 | P-12 | Adds national board-certified teachers as a group of educators eligible to be awarded stipends for improved student achievement through the educator excellence awards program. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00709F.pdf
Title: H.B. 709
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Section 11: Provides that the educator excellence fund will be annually funded by an amount determined by legislative appropriation, rather than by $1,000 per teacher. Eliminates reference in 21.703(a) to awards for student achievement program. Bill also repeals Subchapter N, Chapter 21 of the Education Code, "Awards for Student Achievement Program" and Section 21.704(b) authorizing the district-level committee to use a campus incentive plan as part of a local awards plan.
Section 12: Adds language that a local awards plan under the educator excellence awards program must provide for teachers and principals eligible to receive awards to be notified of the specific criteria and any formulas on which the awards will be based before the beginning of the period on which the awards will be based.
Section 13: Adds principals to school staff eligible for award payments for improving student achievement under the educator excellence awards program. Clarifies that one use of award funds may be providing teacher induction and mentoring support, including stipends to effective mentors or teacher coaches. Clarifies that stipends to successful teachers at hard-to-staff schools are for purposes of recruiting and retaining teachers, and makes principals who are successful for improving student performance eligible for stipends at such hard-to-staff schools. Eliminates provision allowing award payments to go to teacher stipends for teachers holding postgraduate degrees; eliminates provision allowing award payments to go to principals generally who effectively increase student performance as determined by objective measures. Allows award funding to be used to provide funding for previously developed incentive programs.
Section 14: Eliminates references in 21.706(a) to awards for student achievement program and educator excellence awards program.
Pages 8-12 of 108: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Sections 11-14
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Establishes new Subchapter G, "Distinction Designations". Directs the commissioner at the beginning of each school year to award distinction designations to districts and campuses. Directs the commissioner by rule to establish a recognized and exemplary rating for awarding districts and campuses an academic distinction designation. Requires the commissioner's rule to include criteria for the ratings, including percentages of students who demonstrate college readiness on specified end-of-course assessments, or other factors indicating students' postsecondary readiness. Requires a campus to be awarded a distinction designation if the campus is in the top 25% of campuses statewide in annual improvement in student achievement as determined under Section 39.034. Additionally requires a campus to be awarded a distinction designation if the campus significantly diminishes or eliminates performance differentials between student subpopulations and is ranked in the top 25% of campuses statewide in annual improvement in student achievement. Directs the commissioner to adopt rules to ensure that a campus does not artificially diminish or eliminate performance differentials by inhibiting the achievement of the highest achieving student subpopulation.
Additionally provides that a campus that satisfies the criteria established in new Section 39.204 must be awarded a distinction designation for programs/categories of performance, namely (1) academic achievement in English language arts, math, science, or social studies; (2) fine arts; (3) physical education; (4) 21st Century Workforce Development program; and (5) second language acquisition program. Establishes 39.204, which directs the commissioner by rule to establish standards for considering campuses for distinction designations and methods for awarding campus distinction designations. Requires establishment of a separate committee to develop criteria for the aforementioned subject area/program-specific distinction designations. Establishes criteria for membership of each such committee, and procedures for each committee to develop criteria for distinction designations. Repeals Section 39.111, "Recognition and Rewards"
Amends 39.263, "Awards." Provides criteria for identifying schools in Texas Successful Schools Awards System must include consideration of performance on the student achievement indicators adopted under Section 39.053(c) and consideration of the distinction designation criteria prescribed by or developed under Subchapter G.
Requires the regional and district level report developed per Section 39.333 to indicate, for each campus granted an exemption from the maximum class size in grades K-3, a statement of whether the campus has been awarded a distinction designation under Subchapter G or has been identified as an unacceptable campus under Subchapter E. Existing language requires the regional and district report to indicate a summary of district waivers granted under Section 7.056 or 39.232; new legislation additionally requires report to provide a summary of school-level exemptions permitted by these Sections.
Requires the first written notice of a student 's performance that a school district gives during a school year to include a statement of whether the campus at which the student is enrolled has been awarded a distinction designation under Subchapter G or has been identified as an unacceptable campus under Subchapter E, and an explanation of the significance of this information.
Pages 125-135, 155-157 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 59 - Part VI (Distinction Designations and Awards)
Source: www.legis.state.tx.us
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| OK | Vetoed 05/2009 | P-12 | Amends Academic Achievement Award program to allow for more schools to receive awards (was limited to four). Adds and clarifies award levels; directs the State Board of Education to identify school sites for awards; establishes API score requirements for awards; modifies monetary awards for certain categories; provides monetary award amounts.
http://webserver1.lsb.state.ok.us/2009-10bills/HB/HB1575_ENR.RTF
Title: H.B. 1575
Source: http://webserver1.lsb.state.ok.us
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| TN | Signed into law 05/2009 | P-12 | Encourages each local district to develop an Education Pays pilot program for at-risk students to encourage student academic achievement through award of Education Pays rewards. An "Education Pays reward" is a reward of cash or other thing of value given to students or the parent or guardian of a student or both in recognition of academic achievement. Authorizes funding of an Education Pays pilot program through private funds. This bill encourages the state board of education to study the effects of Education Pays rewards in Tennessee and similar programs in other states and report its findings to the education committee of each house of the general assembly.
http://www.capitol.tn.gov/Bills/106/Bill/HB0556.pdf
Title: H.B. 556
Source: http://www.capitol.tn.gov/Bills/106/Bill/HB0556.pdf
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| WA | Signed into law 04/2009 | P-12 | Section 501-507 relates to shared accountability for school and district improvement. Legislature recognizes that comprehensive education finance reform and increased investment of public resources necessary to implement that reform must be accompanied by a new mechanism for clearly defining the relationships and expectations for the state, school districts and schools. This will be accomplished through the development of a proactive, collaborative accountability system that focuses on a school improvement system that engages and serves the local school board, parents, students, staff in the school and districts and the community. Improvement system is to be based on progressive levels of support, with a goal of continuous improvement in student achievement and alignment with the federal system of accountability. It is the state's responsibility to provide schools and districts with the tools and resources necessary to improve student achievement. These tools include the necessary accounting and data reporting systems, assessment systems to monitor student achievement, and a system of general support, targeted assistance, recognition and, if necessary state intervention. Legislature has already charged the state board of education with developing criteria to identify schools and districts that are successful, in need of assistance and those where students persistently fail, as well as to identify a range of intervention strategies and a performance incentive system. State board is to develop an accountability index to identify schools and districts for recognition and for additional state support. Index is to be based on criteria that are fair, consistent and transparent. Performance is to be measured using multiple outcomes and indicators including, but not limited to, graduation rates and results from statewide assessments. Proposed system is to outline a process for addressing performance challenges that will include the following features: 1) an academic performance audit using peer review teams of educators that considers school and community factors in addition to other factors in developing recommended specific correction actions that should be undertaken to improve student learning; 2) a requirement for the local school board plan to develop and be responsible for implementation of corrective action plan taking into account the audit findings; and 3) monitoring of local district progress by the office of the superintendent of public instruction. Once the accountability index and state system of support is finalized, the superintendent of public instruction and the state board of education will seek approval from the U.S. Department of Education for use of the system in place of the federal accountability system under the No Child Left Behind Act.
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/2261-S.PL.pdf
Title: H.B. 2261--Section 501-507, Accountability
Source: http://apps.leg.wa.gov
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| KY | Signed into law 03/2009 | P-12 | Repeals provisions relating to rewards for successful schools. Establishes provisions to recognize schools that would have been rewarded under the former system. Repeals provision directing the state board to develop a formula for a school accountability index.
Requires the state board, after adopting revised academic standards by December 15, 2010 and a revised assessment system for use in the 2011-12 school year, to adopt rules establishing a new accountability system based on the revised standards and assessments. Requires the accountability system to include the results of program assessments of arts and humanities, practical living skills and career studies and writing programs as specified in revised KRS 158.6453 (7)((a) - (c) (revised by 2009 S.B. 1). Directs the state board, before adopting rules relating to the new accountability system, to seek advice from the School Curriculum, Assessment, and Accountability Council; the Office of Education Accountability; the Education Assessment and Accountability Review Subcommittee; and the National Technical Advisory Panel on Assessment and Accountability. Repeals requirement that student be counted for accountability purposes if the student has been enrolled in the school 100 days of the school year prior to the beginning of the statewide testing period; replaces with requirement that student be enrolled in a school for at least a full academic year to be counted for accountability purposes. Repeals provisions relating to procedures for school audits.
Repeals provision requiring the department to report quarterly to the interim joint committee on education on (1) information about the estimated error of the accountability index, as well as information about the connections between index score changes and estimated changes in student performance levels and (2) the annual audit of portfolio scores in ways that serve to minimize the differences between teacher-produced scores and audit-generated scores.
Effective with the 2012-13 school year, requires state assessment results to be reported to schools no later than 75 days following the first day the assessment can be administered. Requires local targets for closing the achievement gap and school improvement plans to address those targets to be reported annually by October 1 (former provisions required adoption mid/late school year every other year). Directs the local superintendent to report to the commissioner of education if a school fails to meet its targets to reduce the gap in student achievement for any student group for 2 consecutive years (former provision required reporting after two successive biennia).
Pages 24-31 and 32-35 of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 4, 5 and 7
Source: www.lrc.ky.gov
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| LA | Adopted 12/2007 | P-12 | Amends rules concerning Bulletin 111 - The Louisiana School, District, and State Accountability System. Sets the target graduation rate for schools at 65%. Separates the current School Improvement set of labels and remedies into two separate sets: (1) the "Academically Unacceptable Schools (AUS)" set, which is time-bound, and (2) the "Subgroup Component Failure (SCF)" set, which is in line with requirements of the No Child Left Behind Act. Accordingly, criteria for schools entering, moving within, and exiting these various levels of AUS and SCF are detailed, as are the related remedies.
Page 2593-2600: http://doa.louisiana.gov/osr/reg/0712/0712.doc#_Toc185922091
Title: LAC 28:LXXXIII.301, 517, 613, 707, 709, 903, 1301, 1601-1609, 1901,2101, 2301, 2401, 2501-2505, 2701- 2721, 3301-3303, 3503, 3507, 3701, and 3905.
Source: doa.louisiana.gov
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| LA | Adopted 07/2007 | P-12 | Amends the following Sections of Bulletin 111:
• §1301 Reward Eligibility: Changes one requirement for exemplary academic growth to 2.0 points improvement in a subgroup assessment index rather than growth in a subgroup performance score
• §4313 Corrective Actions: Adds detail for how school districts that have been identified for district improvement can exit corrective actions
• §4903 Local Superintendent and Board Responsibilities and §4905 Contracting and Employing a District Superintendent: Repeals both of these items, reflecting the legislature's repeal of C and D only of R.S. 17:10.6, Act 687, Reg. Session 2006.
http://www.doa.louisiana.gov/osr/reg/0707/0707RUL.pdf
Title: LAC 28:LXXXIII.1301, 4313, 4903, and 4905
Source: www.doa.louisiana.gov
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| TX | Signed into law 07/2007 | P-12 | House Bill 2399 amends the Education Code to allow a school campus to use the 25 percent of its student achievement program award that is not allocated for classroom teacher incentive payments on a teacher retention demonstration project that uses innovative, research-based practices to identify and retain highly effective teachers, and it specifies certain types of demonstration programs that may be eligible for such funding.
http://www.legis.state.tx.us/tlodocs/80R/billtext/pdf/HB02399F.pdf
Title: H.B. 2399
Source: http://www.legis.state.tx.us
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| OK | Signed into law 06/2007 | P-12 | Relates to the Academic Achievement Award (AAA) program: expanding the program to the top four schools in each category; adding an award for schools that achieve a certain Academic Performance Index (API) score; directing the state board to make certain determination; limiting number of awards for which a school can qualify; specifying amount of monetary award paid to each qualified employee; modifying definition of qualified employees.
http://webserver1.lsb.state.ok.us/2007-08bills/HB/HB1593_ENR.RTF
Title: H.B. 1593
Source: http://webserver1.lsb.state.ok.us
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| AK | Adopted 04/2007 | P-12 | Amends rules to the Department of Education and Early Development.Amends the participation rate in the Public School Performance IncentiveProgram.
Law allows for certificated and noncertificated staff to receive incentive payments on top of their base salary. Payment does not supplant or affect employee salaries or have any effect on evaluation promotion, discipline or retirement. Intent is encouragement for all involved to work collaboratively and take shared responsibility for all students, use instructional time effectively and use the results of standards-based assessments to target students' academic needs. Incentive for public school personnel to create a learning environment in which the students at that school demonstrate improved academic achievement or continue to perform at an advanced level.
http://www.eed.state.ak.us/spip/4AAC33.520_adopt.pdf
Title: 4 AAC 33.520
Source: http://www.eed.state.ak.us
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| CA | Vetoed 09/2006 | P-12 | Establishes the Flexible Funding for Pupil Achievement Program. Requires the Superintendent of Public Instruction to administer the program. Permits a specified percentage of schools in the state to participate in the program at any one time. Requires the Superintendent to ensure a balance of elementary, middle, and high schools and urban, suburban and rural schools among participating schools. Requires the governing board of a district to adopt a participation agreement containing specified provisions.
http://www.leginfo.ca.gov/pub/bill/asm/ab_0751-0800/ab_756_bill_20060914_enrolled.pdf
Title: A.B. 756
Source: California Legislature
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| ID | Temporary Rule Adoption - Concurrently Proposed 08/2006 | P-12 | Pending legislative approval in 2007: Gives responsibility of calculating school rewards for purposes of NCLB to the state department of education (SDE). The SDE currently makes all calculations for AYP and can use the same data to calculate the rewards. The SDE follows the guidelines in the state accountability plan to calculate AYP and would continue to follow the state board guidelines to calculate the rewards. Page 113 of 647: http://adm.idaho.gov/adminrules/bulletin/bul/06oct.pdf
Title: IDAPA 08.02.03
Source: adm.idaho.gov
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| FL | Signed into law 05/2006 | P-12 | Defines secondary schools as those serving grades 6-12. Specifies that the following guiding principles must be used in the annual preparation of each secondary school's improvement plan:
(a) Struggling students, especially those in failing schools, need the highest quality teachers and dramatically different, innovative approaches to teaching and learning.
(b) Every teacher must contribute to every student's reading improvement.
(c) Quality professional development provides teachers and principals with the tools they need to better serve students.
(d) Small learning communities allow teachers to personalize instruction to better address student learning styles, strengths, and weaknesses.
(e) Intensive intervention in reading and math must occur early and through innovative delivery systems.
(f) Parents need access to tools they can use to monitor their child's progress in school, communicate with teachers, and act early on behalf of their child.
(g) Applied and integrated courses help students see the relationships between subjects and relevance to their futures.
(h) School is more relevant when students choose courses based on their goals, interests, and talents.
(i) Master schedules should not determine instruction and must be designed based on student needs, not adult or institutional needs.
(j) Academic and career planning engages students in developing a personally meaningful course of study so they can achieve goals they have set for themselves.
Requires local boards to adopt policies to address:
(a) Procedures for placing and promoting grade 6-12 students entering from out of state or from a foreign country, including a review of the student's prior academic performance.
(b) Alternative methods for students to demonstrate competency in required courses and credits, with special support for students who have been retained.
(c) Applied, integrated, and combined courses that provide flexibility for students to enroll in courses that are creative and meet individual learning styles and student needs.
(d) Credit recovery courses and intensive reading and math intervention courses based on student performance on the FCAT. These courses should be competency based and offered through innovative delivery systems, including computer-assisted instruction. Districts should use learning gains as well as other appropriate data and provide incentives to identify and reward high-performing teachers who teach credit recovery and intensive intervention courses.
(e) Grade forgiveness policies that replace a grade of "D" or "F" with a grade of "C" or higher earned subsequently in the same or a comparable course.
(f) Summer academies for students to receive intensive reading and mathematics intervention courses or competency-based credit recovery courses. A student's participation in an instructional or remediation program prior to or immediately following entering grade 9 for the first time shall not affect that student's classification as a first-time 9th grader for reporting purposes.
(g) Strategies to support teachers' pursuit of the reading endorsement and emphasize reading instruction professional development for content area teachers.
(h) Creative and flexible scheduling designed to meet student needs.
(i) Procedures for high school students who have not prepared an electronic personal education plan to prepare such plan.
(j) Tools for parents to regularly monitor student progress and communicate with teachers.
(k) Additional course requirements for promotion and graduation which may be determined by each school district in the student progression plan and may include additional academic, fine and performing arts, physical education, or career and technical education courses in order to provide a complete education program.
Requires the department to:
(a) By February 1, 2007, increase the number of approved applied, integrated, and combined courses available to districts.
(b) By the beginning of the 2006-2007 school year, make available a professional development package designed to provide the information that content area teachers need to become proficient in applying scientifically based reading strategies through their content areas.
(c) Share best practices for providing a complete education program to students enrolled in course recovery, credit recovery, intensive reading intervention, or intensive math intervention.
(d) Expedite assistance and decisions and coordinate policies throughout all divisions within the department to provide districts with support to implement the Florida Secondary School Redesign Act.
(e) Use data to provide the Legislature with an annual longitudinal analysis of the success of this reform effort, including the progress of 6th grade students and 9th grade students scoring at Level 1 on FCAT Reading or FCAT Math.
Directs the commissioner of education to create and implement the Secondary School Improvement Award Program to reward public secondary schools that demonstrate continuous student academic improvement and show the greatest gains in student academic achievement in reading and math.
Pages 35-39 of 160: http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 - Section 19
Source: www.myfloridahouse.gov
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| CO | Signed into law 04/2006 | P-12 | Concerns measuring public school effectiveness; identifies the schools that receive the governor's distinguished improvement awards; instructs the technical advisory panel on the measurement of longitudinal academic growth to determine the method by which to identify schools that demonstrate the highest rate of student academic growth in a school year toward state standards for proficiency.
http://www.leg.state.co.us/clics2006a/csl.nsf/fsbillcont2/b89455312407ef2a872570bd0083a02c?OpenDocument&Click=872570040059C649.8975551e51fa01d087256dd30080e1d5/$Body/1.2
Title: H.B. 1109
Source: Colorado Legislature
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| IN | Signed into law 03/2006 | P-12 | Allows districts that before January 1, 2006 purchased U.S. savings bonds for graduates who earned an academic honors diploma to continue to do so for students graduating in 2006 and 2007. http://www.in.gov/legislative/bills/2006/SE/SE0231.1.html
Title: S.B. 231
Source: Lexis-Nexis/StateNet, www.in.gov/legislative
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| KY | Adopted 11/2005 | P-12 | Amends rules which establish a system for identifying and rewarding successful schools and appropriate consequences for schools failing to meet or exceed their assistance line.
AGENCY CONTACT: Kevin Noland, Deputy Commissioner and General Counsel, Bureau of Operations and Support Services, Department of Education, 500 Mero St, 1st, Capitol Plaza Tower, Frankfort, KY 40601, 502-564-4474, fax 502-564-9321
http://www.lrc.ky.gov/kar/703/005/020.htm
Title: 703 KAR 5:020
Source: Lexis-Nexis, www.lrc.ky.gov
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| KY | Adopted 11/2005 | P-12 | Establishes a local school district accountability program. Establishes eligibility for district rewards, and procedures for determining assistance and other consequences for local school districts. AGENCY CONTACT: Kevin Noland, Deputy Commissioner and General Counsel, Bureau of Operations and Support Services, Department of Education, 500 Mero St, 1 st, Capitol Plaza Tower, Frankfort, KY 40601, 502-564-4474, fax 502-564-9321
http://www.lrc.state.ky.us/kar/703/005/130.htm
Title: 703 KAR 5:130
Source: www.lrc.state.ky.us, Lexis-Nexis/StateNet
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| OK | Adopted 08/2005 | P-12 | Implements the Academic Achievement Award Program. OKLAHOMA 13819
Title: OAC 210:20-26-1, -2, -3
Source: Lexis-Nexis/StateNet
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| GA | Adopted 07/2005 | P-12 | Clarifies rules regarding the statewide accountability system, including definitions, profiles and awards and school- and district-level consequences. Also sets forth state audit and record retention requirements for schools and districts. http://www.doe.k12.ga.us/_documents/doe/legalservices/160-7-1-.04.pdf
Title: GAC 160-7-1-.01 thru -.04
Source: www.doe.k12.ga.us
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| NC | Signed into law 07/2005 | P-12 | The personnel in participating schools that achieve a level of expected growth greater than one hundred percent (100%) at a level to be determined by the State Board of Education are eligible for financial awards in amounts set by the State Board. Schools and personnel shall not be required to apply for these awards. For the purpose of this section, "personnel" includes the principal and the instructional personnel (i) serving students in one or more of the grades kindergarten through 12 or (ii) assigned to a prekindergarten program that is located within the participating school and is designed to prepare students for kindergarten at that school.
http://www.ncleg.net/Sessions/2005/Bills/Senate/HTML/S630v3.html
Title: S.B. 630
Source: StateNet
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| CO | Signed into law 06/2005 | P-12 | Modifies definition of "sufficient academic growth" for purposes of diagnostic assessment. Makes related changes to governor's distinguished improvement awards. Repeals provision requiring the state board to contract with a nationally recognized, independent auditing firm to annually audit the process of preparing the accountability reports. Makes appropriation.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/E3E46C5DD449721587256F8D0053612C?Open&file=1217_enr.pdf
Title: H.B. 1217
Source: www.leg.state.co.us
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| FL | Signed into law 06/2005 | P-12
Postsec.
Community College | Adds International General Certificate of Secondary Education (pre-AICE) and Advanced International Certificate of Education (AICE) to public school choice options and to rigorous academic programs parents must have the opportunity to learn about. Adds Advanced International Certificate of Education to list of articulation policies in statute. Identifies pre-AICE and AICE to advanced level fine arts courses for purposes of college admissions. Adds pre-AICE to 1007.27 on articulated acceleration mechanisms for community college and university entrance. Adds pre-AICE and AICE to courses in which grades must be given additional weights for purposes of determining initial eligibility for a Florida Bright Futures Scholarship. Adds that a student is eligible for a Florida Academic Scholars award if the student completed the Advanced International Certificate of Education curriculum but failed to earn the Advanced International Certificate of Education Diploma, or has been awarded an Advanced International Certificate of Education Diploma from the University of Cambridge International Examinations Office. Extends Florida Medallion Scholars award eligibility to a student who has completed the Advanced International Certificate of Education curriculum but failed to earn the Advanced International Certificate of Education Diploma.
Specifies that dual enrollment courses are creditable toward high school completion. Requires each semester of instruction that is eligible for
high school and postsecondary credit through a dual enrollment program to be reported by school districts as 75 membership hours for purposes of FTE calculation.
Requires career centers and community colleges to provide a comprehensive academic and career dual enrollment program. Clarifies that an independent postsecondary institution eligible for inclusion in a dual enrollment or early admission program pursuant to s. 1011.62 must participate in the statewide course numbering system developed pursuant to s. 1007.24 to participate in a dual enrollment program.
Amends minimum student scores in 1011.62 that trigger a bonus for Advanced International Certificate of Education teachers.
http://www.myfloridahouse.gov/bills_detail.aspx?Id=16027&iSessionSelectedIndex=1&sBillSubjectText=&sBillNumberText=579&iSponsorSelectedIndex=0&iBillListSelectedIndex=0&sStatueAmendedText=&iBillTypeSelectedIndex=0&iReferredToSelectedIndex=0&iChamberSelectedIndex=0&iBillSearchListPageIndex=0
Title: H.B. 579
Source: www.myfloridahouse.gov
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| IN | Signed into law 05/2005 | P-12 | Districts are eligible for the academic honors diploma awards according to the number of students who successfully completed an academic honors diploma program in the school year ending in the previous calendar year. Reduces the amount for which districts are eligible for each student. Adds that an amount received by a school corporation as an honors diploma award may be used only for:
(1) any:
(A) staff training;
(B) program development;
(C) equipment and supply expenditures; or
(D) other expenses;
directly related to the school corporation's academic honors diploma program; and
(2) the school corporation's program for high ability students.
States that a governing body that does not comply with these provisions for a school year is not eligible to receive an award for the following school year.
http://www.in.gov/legislative/bills/2005/HE/HE1001.1.html
Title: H.B. 1001 (Section 201)
Source: www.in.gov
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| OK | Signed into law 05/2005 | P-12 | New section of law: 3-152.1 of Title 70. Requires the state board of education to develop an Academic Achievement Award (AAA) program. The AAA program is to provide monetary awards to qualified employees at schools that attain the highest overall student achievement and the highest annual improvement in student achievement as measured by the Academic Performance Index (API) in each of five groups based on average daily membership (ADM). No later than January 31 of each year, the state board is to provide a monetary award to all qualified employees at school sites designated as recipients -- those schools that have achieved the highest annual percentage improvement in student achievement as measured by the API score as compared to the previous year. "Qualified employees" means all certified personnel employed for at least one-half (1/2) of the school year from which the student test data was derived and at least one-half (1/2) of the school year during which the awards provided for in this section will be paid.http://www.sos.state.ok.us/documents/Legislation/50th/2005/1R/HB/1992.pdf
Title: H.B. 1992
Source: http://www.sos.state.ok.us
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| WA | Signed into law 05/2005 | P-12 | Adds a new section to chapter 28A.655 RCW. The Apple Award program is created to honor and reward public elementary schools that have the greatest combined average increase in the percentage of students meeting the fourth grade reading, mathematics, and writing standards on the Washington assessment of student learning each school year. The program is tol be administered by the state board of education. Subject to appropriations, each school that receives an apple award shall be provided with a $25,000 grant to be used for capital construction purposes that have been selected by students in the school and approved by the district's school directors. The funds may be used exclusively for capital construction projects on school property or on other public property in the community, city, or county in which the school is located. http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Session%20Law%202005/1998.SL.pdf
Title: H.B. 1998
Source: http://www.leg.wa.gov
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| AR | Signed into law 04/2005 | P-12 | Creates the End-of-Course Success Incentive Program under the department of education. Awards schools $50.00 for each student passing the end-of-course assessment on his or her first attempt. These funds must be utilized in the schools to improve student academic performance. Allows a teacher teaching a course that has a state-required end-of-course assessment to be awarded subsidized teacher training for that particular course at a cost not to exceed $650 per teacher.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb1983.pdf
Title: H.B. 1983 (multiple provisions)
Source: www.arkleg.state.ar.us
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| GA | Adopted 12/2004 | P-12 | Clarifies rules regarding the following: single statewide accountability system; accountability system definitions; accountability profiles; and accountability system awards and consequences.
Single statewide accountability system: http://www.doe.k12.ga.us/_documents/doe/legalservices/160-7-1-.01.pdf
Definitions: http://www.doe.k12.ga.us/_documents/doe/legalservices/160-7-1-.02.pdf
School profiles: http://www.doe.k12.ga.us/_documents/doe/legalservices/160-7-1-.03.pdf
Awards and consequences: http://www.doe.k12.ga.us/_documents/doe/legalservices/160-7-1-.04.pdf
Title: GAC 160-7-1-.01 thru .04
Source: StateNet
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| ID | Temporary Rule Adoption - Concurrently Proposed 08/2004 | P-12 | Proposes rules regarding awards, distinguished schools, and Additional Yearly Growth (AYG) Award. http://www2.state.id.us/adm/adminrules/rules/idapa08/0203.pdf
Title: IDAPA 08.02.03
Source: StateNet
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| GA | Adopted 07/2004 | P-12 | Clarifies rules regarding statewide accountability, applicable definitions, school profiles, and awards and consequences; creates a single statewide accountability system consistent with state and federal law; provides valid, reliable accountability determinations at school, local education agency and state levels with the purpose of promoting continuous improvement in student achievement levels; provides annual profiles for every school and local education agency.
http://www.doe.k12.ga.us/_documents/doe/legalservices/160-7-1-.01.pdf; http://www.doe.k12.ga.us/_documents/doe/legalservices/160-7-1-.02.pdf; http://www.doe.k12.ga.us/_documents/doe/legalservices/160-7-1-.03.pdf; http://www.doe.k12.ga.us/_documents/doe/legalservices/160-7-1-.04.pdf
Title: GAC 160-7-1-.01 thru -.04
Source: Georgia State Web site
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| OH | Rule Adoption 05/2004 | P-12 | Rescinds rules pertaining to process and indicators used to identify excellent schools and districts, corrective action plans, state monitors, and academic watch and academic emergency districts. Amends rules regarding provisions for granting exemptions from state statutory provisions and rules. Proposes new rules regarding school building and district improvement planning, parent notification, and consequences procedures. OHIO REG 11285 (SN)
Title: OAC 3301-15-01 thru -05, -56-01
Source: StateNet
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| UT | Signed into law 03/2004 | P-12 | Modifies the membership and terms of the nominating and recruiting committee that selects candidates for membership on the State Board of Education (from 4 year terms to 2-year terms, nominated by the governor); provides definitions: "Competency" means a demonstrable acquisition of a specified knowledge, skill, or ability that has been organized into a hierarchical arrangement leading to higher levels of knowledge, skill, or ability. (b) "Competency-based education" means an education approach that requires students to acquire a competency and includes a classroom structure and operation that aid and facilitate the acquisition of specified competencies on an individual basis wherein students are allowed to master and demonstrate competencies as fast as they are able. (c) "Gain score" means the measured difference of a student's score at the beginning and end of a time period that may be aggregated at the class, grade, school, and school district levels.; requires the state board to assist school districts and charter schools to develop and implement:competency-based education; and the use of gain scores; modifies educator licensing provisions (requires an endorsement to be issued upon completion of a competency-based teacher preparation program from a regionally accredited university that meets state content standards). Includes provision that a teacher development program focused on achieving progress in core academics include instruction in explicit, systematic, and intensive phonics for teachers in grades kindergarten through 3); requires the state board to develop and use monetary and nonmonetary incentives, tools, and rewards; requires documentation verifying the qualifications of a person before a competency-based license to teach may be issued; and delays the implementation of new curriculum and graduation requirements. http://se10.utahsenate.org/ptext/enrolled.pdf/sb0185.pdf
Title: S.B. 185
Source: StateNet
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| WV | to governor 03/2004 | P-12 | Part of H.B. 4001 requires standards for determining exemplary student, school and school system performance and progress. These indicators are to be used only as indicators for determining whether accredited and approved schools and school systems should be granted exemplary status. These indicators shall include, but are not limited to, the following:(1) The percentage of graduates who declare their intent to enroll in college and other post-secondary education and training following high school graduation;(2) The percentage of graduates who receive additional certification of their skills, competence and readiness for college, other post-secondary education or employment above the level required for graduation; and (3) The percentage of students who successfully complete advanced placement, dual credit and honors classes.
Title: H.B. 4001- Multiple Sections
Source: West Virginia Legislative Web Site
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| AR | Signed into law 01/2004 | P-12 | Relates to the Public School Funding Act of 2003; provides equitable funding to public schools; provides a system for monitoring public school expenditures; increases minimum teacher salaries; establishes a knowledge and skills-based pay system for teachers; provides for school-based performance awards. http://www.arkleg.state.ar.us/ftproot/bills/2003s2/public/SB42.pdf
Title: S.B. 42
Source: Arkansas Legislative Web site
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| AR | Signed into law 01/2004 | P-12 | Adds Ark. Code 6-15-1902(e), 6-15-1907. School receiving annual improving category Level 5 or Level 4 are eligible for school recognition awards and performance-based funding; outlines rewards. http://www.arkleg.state.ar.us/ftproot/bills/2003s2/public/SB33.pdf
Title: S.B. 33 § 6
Source: Arkansas Legislative web site
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| WV | Signed into law 01/2004 | P-12 | Requires the state board to adopt system standards, including student performance and progress, school and school system progress, etc. Requires performance measures to incude graduation rate, dropout rate, attendance, student performance; percentage of graduates who enroll in college immediately and within one year; percentage of graduates who receive additional certification or other competence above what was required for graduation. Sets indicators for determining efficiency. Establishes a system of performance audits that are primarily based on achievement information. Requires technical assistance. Establishes rewards for exemplary performance or practices and levels of sanctions for schools performing below standards. Includes restructuring for schools seriously impaired over time. Requires that students be allowed to transfer from seriously impaired schools. Requires intervention in "nonapproval" status districts.
Title: H.B. 4111
Source: StateNet
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| NJ | Signed into law 12/2003 | P-12 | Establishes the Governor's Annual Award for Outstanding Educational Services Professionals.
Title: S.B. 2397
Source: StateNet
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| NY | Emergency Rule Adoption 11/2003 | P-12 | Prepayment Methods of General and Academic Performance Awards. Reflects the prepayment method which results in cost savings and improves administrative efficiency. NEW YORK REG 16380 (SN)
Title: Title 8 NYCRR 2206.3
Source: StateNet
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| IL | Signed into law 08/2003 | P-12 | Makes changes concerning school recognition standards for student performance and school improvement, recognition levels, rewards and acknowledgements for schools and school districts, academic warning and watch statuses for schools and districts, school and district improvement panels, state interventions, mandate waivers, technical assistance from the state board of education, and an appeals process. http://www.legis.state.il.us/legislation/billstatus.asp?DocNum=878&GAID=3&DocTypeID=SB&LegID=3731&SessionID=3
Title: S.B. 878
Source: Legislative Web site
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| MI | Signed into law 08/2003 | P-12 | Sec. 704. From the funds appropriated in part 1 for national board certification, the department shall pay 1/2 of the application fee for teachers who are deemed by the department to be qualified to apply to the national board for professional teaching standards for professional teaching certificates or licenses and to provide grants to recognize and reward teachers who receive certification or licensure.
http://www.michiganlegislature.org/documents/2003-2004/publicact/pdf/2003-PA-0145.pdf
Title: H.B. 4391 (multiple provisions)
Source: www.michiganlegislature.org
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| LA | Signed into law 07/2003 | P-12 | Allows state board to provide for and department to use monies (remaining after department provision of all school rewards in school accountability system) for school improvement as an optional secondary use for money in the statutory school rewards fund. http://www.legis.state.la.us/bills/byinst.asp?sessionid=03RS&billid=SB231&doctype=BT
Title: S.B. 231
Source: www.legis.state.la.us
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| MD | Rule Adoption 06/2003 | P-12 | A. The State Board and the State Superintendent of Schools shall annually review the progress of each local school system to determine if the school system is making AYP in reading and in mathematics and shall publicize the results of the review to each local school system, teachers, staff, and the community and include statistically sound disaggregated results.
B. The State Board, upon the recommendation of the State Superintendent of Schools, may make monetary or nonmonetary rewards to schools, school systems, or both, that significantly close the achievement gap between subgroups or exceed their AYP in reading or in mathematics for 2 or more consecutive years and designate certain schools as distinguished schools that have made the greatest gains in closing the achievement gap or exceeding AYP.
Title: COMAR 13A.01.04.09
Source: Westlaw
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| DE | Signed into law 05/2003 | P-12 | Requires the State Department of Education to issue Delaware Public Education Profiles for all public schools, including charter schools and vocational-technical school districts, on or before August 1 of each year. The purpose of the profiles is to report on the state of the public education system and the progress toward achieving educational goals established by the State Legislature, the State and the federal ESEA Act of 2001. The Department is to develop a performance-based system of rewards and sanctions for schools and school districts. http://www.legis.state.de.us/Legislature.nsf/fsLIS?openframeset&Frame=Main&Src=/LIS/LIS142.NSF/Home!Openform
Title: S.B. 76
Source: Delaware Legislative Web site
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| FL | Signed into law 08/2002 | P-12 | Eliminates commissioner waiver authority in school improvement/accountability system (see bill section 379, page 849, line 29 ff) Places Florida School Recognition Program eligibility on basis of school grades rather than application process. According to legislative summary, "Schools are eligible to receive a bonus if they receive an 'A' or improve a letter grade." Establishes provision that if school staff and school advisory council cannot agree on method of use of school recognition award by November 1, money must automatically be evenly distributed among all classroom teachers currently teaching in school. See bill section 381, page 864, line 25: http://www.leg.state.fl.us/data/session/2002E/Senate/bills/billtext/pdf/s0020Eer.pdf
Title: S.B. 20E
Source: http://www.leg.state.fl.us
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| MO | Signed into law 06/2002 | P-12 | Department is required to identify high-achieving schools as performance schools and specify the waivers of rule applicable to those schools. Schools or districts that are academically deficient, unaccredited or provisionally accredited, or that achieve none of the student performance standards established for accreditation: (1) will be identified as priority schools; (2) must submit an accountability compliance statement that identifies areas of deficiency and provides a strategy to address the deficiencies; and (3) must disclose the deficiencies on the school report card. Sets out a schedule for submission of compliance, and the department may withhold state aid from districts that do not meet the standards and timelines. Strategies for improvement must align curricula; develop individual student plans for any student not receiving special education services who scores at the lowest level of proficiency on the statewide assessments and require those students in grades 9-11 to retake the assessment; focus professional development funds on the ares of greatest academic need; improve teacher and administrator effectiveness; and reallocate resources.
Title: H.B. 1711
Source: Summaries of Truly Agreed to and Finally Passed Bills - 2002
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| CO | Signed into law 05/2002 | P-12 | Expands the Summer School Grant Program to provide funding to school districts for the operation of intensive literacy and reading comprehension education services to students preparing to enter the first grade who scored at an unsatisfactory level on the kindergarten reading readiness assessment. Only schools providing full-day kindergarten are eligible to apply for grant funds. The department is encouraged to apply for "No Child Left Behind" funds to help support the program. Bill also reduces the funds available to qualifying schools in the teacher pay incentive program for low-performing schools. http://www.leg.state.co.us/2002a/inetcbill.nsf/fsbillcont/FAB1CA6943E47F8F87256B3C004D317E?Open&file=1304_enr.pdf
Title: H.B. 1304
Source: www.leg.state.co.us
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| HI | Signed into law 05/2002 | P-12 | Provides an incentive bonus equal to 10% of any nonstate grant or subsidy that is awarded to a school or school teacher on a competitive basis; provided that (1) Not more than $25,000 is credited to any one elementary, middle or high school per fiscal year; and (2) Not more than $37,500 may be credited to any one multi-level (high/elementary, middle/elementary, or high/middle) school per fiscal year. The incentive bonus must be used for the purposes identified in the nonstate grant or subsidy. This act does not apply to: (1) New Century Charter Schools chartered and regulated by the board of education; and (2) district and state offices of the department of education. http://www.capitol.hawaii.gov/sessioncurrent/bills/sb2036_.htm
Title: S.B. 2036
Source: www.capitol.hawaii.gov
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| LA | Signed into law 04/2002 | P-12 | Reestablishes a dedicated fund to set aside funds for providing rewards to schools earning rewards pursuant to the accountability system. http://www.legis.state.la.us/bills/byinst.asp?sessionid=021ES&billtype=SB&billno=14
Title: S.B. 14A
Source: www.legis.state.la.us
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| CA | Signed into law 10/2001 | P-12 | Deletes the provision by which schools that meet the State target are eligible for the Governor's Performance Award Program and would require a school, including a school participating in the Immediate Intervention/Underperforming Schools Program, to meet at a minimum, its annual performance growth target to be eligible for the Governor's Performance Award Program.
Title: A.B. 1295
Source: Lexis-Nexis/StateNet
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| DE | Signed into law 06/2001 | P-12 | Relates to school and district accountability for student outcomes; provides for notification to the public of school rankings; provides technical and financial assistance to schools classified as needing improvement.
Title: H.B. 220
Source: Lexis-Nexis/StateNet
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| OK | Signed into law 05/2001 | P-12 | Concerns Academic Performance Awards Programs, continuing education for mathematics teachers, National Board certification; removes authority of Oklahoma State Regents for Higher Education to establish repayment of certain student loans program; establishes teacher shortage employment incentive program; authorizes State Regents to make certain employment incentive payments, with limit on amount of certain incentive payments; authorizes reduction of employment incentive payments if funds not available; addresses extended programs. Implementation of these sections is to be delayed until the current expenditure per pupil in average daily attendance in public elementary and secondary schools in unadjusted dollars for the 1998-99 school year or any school year thereafter for Oklahoma, as reported by the National Center for Education Statistics annually in the Digest of Education Statistics, reaches at least ninety percent (90%) of the regional average expenditure for that same year, and funds are provided.
Title: H.B. 1499--Multiple Components
Source: Oklahoma Legislative Web Site
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| UT | Signed into law 09/2000 | P-12 | Puts into legislation recommendations of Task Force on Learning Standards and Accountability in Public Education created by 1999 legislation. Creates both norm-referenced and criterion-referenced tests for students in most grades; writing assessments for students in grades 6 and 9; and 10th-grade basic skills competency test. Test results shall identify schools for assistance starting in 2003-2004. State Board shall also develop school performance report to provide information, including U-PASS scores, for every public school in the state.
The Task Force (named above) shall also seek public input on a possible system of rewards and interventions and on discontinuing social promotion. Task Force shall present report by November 30, 2000.
Title: H.B. 177
Source: Lexis-Nexis
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| CT | Signed into law 06/2000 | P-12 | Concerns underperforming schools; provides grants for boards of education with schools in need of improvement; provides for partnerships with public libraries; provides for actions necessary to become accredited; improves literacy and parental involvement; provides merit bonuses for teachers improving schools in need; states no funds from grants shall be used to supplement funding to boards of education of such schools; requires expenditure reports filed with Department of Education.
Title: H.B. 5737
Source: Lexis-Nexis/StateNet
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| FL | Signed into law 06/2000 | P-12 | Requires each school district with school designated as performance grade category F to permit transfer of teachers with certain qualifications; provides bonuses for certain teachers; requires Education Commissioner to adopt rules to define teaching mastery; renames the Division of Human Resource Development within the Department of Education as the Division of Professional Educators; clarifies requirements for performance-based pay policies.
Title: H.B. 63
Source: Lexis-Nexis/StateNet
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| AL | Signed into law 05/2000 | P-12 | Establishes the Governor's Academic Achievement Program; provides financial rewards to public schools and local boards of education that improve their academic status.
Title: S.B. 122
Source: Lexis-Nexis/StateNet
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| MS | Signed into law 05/2000 | P-12 | Empowers and directs the State Board of Education to establish and implement an improving and high performing schools program for identifying and granting financial incentives to low performing schools that improve and to the highest performing schools in their classification; establishes criteria; authorizes salary payments to school personnel under this program subject to specific appropriation by the legislature.
Title: S.B. 2488
Source: Lexis-Nexis/StateNet
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| MS | Signed into law 04/2000 | P-12 | Establishes and implements a superior-performing and exemplary schools program for identifying and granting financial incentives to low performing schools that improve and to the highest performing schools in their classification; provides for school improvement plans for priority schools and the appointment of assistance teams; provides professional development and evaluation of principals, teachers and superintendents; raises salaries for teachers and assistant teachers.
Title: H.B. 1134
Source: Lexis-Nexis/StateNet
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| GA | Signed into law 03/2000 | P-12 | The Governor may appoint study commissions as he deems appropriate to study education questions, issue findings and make recommendations to the Education Coordinating Council. This provision will go into effect upon signature to allow the current Education Reform Commission to continue. The Education Coordinating Council (ECC) is created. The ECC is assigned 15 duties, some of which include exercising oversight of accountability systems in other departments and coordinating the activities of state, regional, and local cooperative public education agencies, offices, or councils. The Office of Education Accountability (OEA) is also created. The OEA is directed to establish accountability policies and standards for the state and establish the "official" report card. The Governor and the OEA will give rewards to successful schools. The State Board of Education is given the task of mandating interventions for failing schools, including appointing special masters, mandating school improvement teams, removal of school personnel, allow for a state charter school, mandating the complete reconstitution of the school and hiring all new staff and mandating that parents have the option to relocate to another public school in the district. The OEA develops and both the Council and the State Board of Education adopt a definition for which students are performing "below grade level" and the definition of "dropout." It is charged with setting the pass score for the CRCT and end of course tests.
Title: H.B. 1187
Source: Georgia Department of Education
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| NM | Vetoed 03/2000 | P-12 | Relates to interventions for school improvements; changes the distribution of the incentives for school improvement fund.
Title: S.B. 40
Source: Lexis-Nexis/StateNet
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| CO | Signed into law 06/1999 | P-12 | Concerns creation of the Excellent Schools Program; specifies criteria for eligibility for school awards.
Title: H.B. 1375
Source: Lexis-Nexis/StateNet
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| HI | Signed into law 06/1999 | P-12 | Requires the Director of Education to establish a comprehensive accountability system, including a student assessment program and a school profile which reports on student performance measures, school attendance, dropout rates, and parental involvement for each school.
Title: S.B. 1307
Source: Lexis-Nexis/StateNet
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| FL | Signed into law 05/1999 | P-12 | Provides that schools designated "D" or "F" receive assistance and intervention. School board must develop 2-year plan of increasing individualized assistance and intervention for each school in danger of not meeting state standards or making adequate progress. Requires districts to adopt policies that allow schools graded "A" or those schools having improved at least two performance grade categories, to have greater autonomy, including authority over budget.
Title: H.B. 751,753,755
Source: Academic Excellence Council 1999 End-of-Session Report
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| IN | Signed into law 05/1999 | P-12 | Provides that a school may be accredited by meeting the criteria for the Malcolm Baldrige National Quality Award for Education rather than under performance based accreditation; transfers the duties of the state standards task force to the education roundtable; requires each school and school corporation to develop an improvement plan; provides for creation of a system of recognition and financial awards for schools that demonstrate improvement.
Title: H.B. 1750
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 04/1999 | P-12 | Institutes a ranking of California's schools, with rewards for schools that improve and interventions in underperforming ones. Creates an Academic Performance Index (API).
Title: S.B. 1X
Source: California Department of Education
| |
| MD | Signed into law 05/1998 | P-12 | Establishes a School Accountability Funding for Excellence for public school systems of the State; appropriates funds for various education programs.
Title: H.B. 1
Source: Information for Public Affairs, Inc.
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| MS | Died 05/1998 | P-12 | Authorizes school districts meeting level 3,4 or 5 accreditation requirements to exercise home rule authority; excludes certain actions from school district home rule authority; requires the State Board of Education to certify the eligibility of school districts to exercise home rule authority ; provides for the revocation of home rule authority in school districts failing to maintain level 3, 4 or 5 accreditation.
Title: H.B. 48
Source: Lexis-Nexis/StateNet
| |
| NE | Signed into law 05/1998 | P-12 | Relates to probation, federal medicaid funds, truancy, school closing, reorganization of school districts, the assistant commissioner of education, temporary mitigation funds, educational service units, the statewide public computer information network, and quality education incentive payments; defines and redefines terms; changes and eliminates certain provisions.
Title: LB 1
Source: Information for Public Affairs, Inc.
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| OK | Signed into law 05/1998 | P-12 | Requires school boards to issue diplomas with distinction to students who have met or exceeded certain academic standards.
Title: S.B. 1406
Source: Research Division, Oklahoma House of Representatives
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| VA | Signed into law 05/1998 | P-12 | Establishes the Virginia Educational Reward Program and Fund to be administered by the Board of Education; allows funds to be disbursed to award incentive grants to public schools meeting certain eligibility or performance criteria established by the Board; supports nonmonetary awards recognizing exemplary performance by teachers, administrators and students at the regional and state levels.
Title: H.B. 653
Source: Lexis-Nexis/StateNet
| |
| NE | Signed into law 04/1998 | P-12 | Adopts the Quality Education Accountability Act; provides incentive payments to local systems that have adopted academic standards promulgated by the State Board of Education, has a system of alternative education for all expelled students, has an approved program for learners with high ability, and 60% of the graduation seniors have taken a standard college admissions test and have an aggregate average score above average.
Title: L.B. 1228
Source: Lexis-Nexis/StateNet
| |
| OK | Died 01/1998 | P-12 | Relates to providing extra funding for school districts which have ninety percent of the graduated classes not needing remedial classes in higher education.
Title: H.B. 2854 Incentives
Source: Lexis-Nexis/StateNet
| |
| OR | Signed into law 08/1997 | P-12 | A new Oregon law gives school districts greater control over the quality of instruction. Under Bill S.B. 880-C, all current and new teachers will be employed on renewable two-year contracts. An expedited appeals process and a professional assistance program will be available to any teacher whose contract is allowed to expire. To encourage boards to terminate low-performing teachers, the state will reimburse school boards for all appeal and/or dismissal costs. During forced lay-offs, boards may use competency criteria rather than seniority lists. Another provision of the bill requires the State Board of Education to develop a system for identifying successful school and dispensing appropriate awards for improved achievement.
Title: S.B. 880 Incentive Rewards
Source:
| |
| NC | Signed into law 06/1997 | P-12 | School Based Incentive Awards Under the ABCs Plan - Addresses expanding school-based incentive awards under the ABCs program. Larger financial awards will be available to staff in schools where student achievement is higher than expected. For the first time, financial awards will be available to staff in schools that meeet the expected objectives for student achievement.
Title: Excellent Schools Act-School Based Incentive Awards
Source: Legis. Educ. Staff Network-Kory Goldsmith, NC Research Division
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| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--Learnfare |
| |
| Accountability--Sanctions/Interventions--No Pass No Drive |
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| Accountability--Sanctions/Interventions--No Pass No Play |
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| Accountability--Sanctions/Interventions--Takeovers |
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| Accountability--School Improvement |
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| Adult Basic Education |
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| Assessment |
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| Assessment--Accommodations |
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| Assessment--College Entrance Exams |
| |
| Assessment--Computer Based |
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| Assessment--End-of-Course |
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| Assessment--Formative/Interim |
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| Assessment--High Stakes/Competency |
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| Assessment--Legal Issues |
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| Assessment--NAEP (NAEP Results and NAEP Organization) |
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| Assessment--Performance Based/Portfolio |
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| Assessment--Value Added |
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| At-Risk (incl. Dropout Prevention) |
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| At-Risk (incl. Dropout Prevention)--Alternative Education |
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| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
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| Attendance |
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| Attendance--Compulsory |
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| Attendance--Statutory Ages (Upper and Lower) |
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| Attendance--Truancy |
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| Background Checks |
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| Bilingual/ESL |
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| Brain Research |
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| Business Involvement |
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| Career/Technical Education |
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| Career/Technical Education--Career Academies/Apprenticeship |
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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 |
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| Finance--State Budgets/Expenditures |
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| Finance--Student Fees |
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| Finance--Taxes/Revenues |
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| Finance--Taxes/Revenues--Alternative Revenues |
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| Governance |
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| Governance--Deregulation/Waivers/Home Rule |
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| Governance--Ethics/Conflict of Interest |
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| Governance--Mandates |
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| Governance--Regional Entities |
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| Governance--School Boards |
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| Governance--School Boards--Training |
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| Governance--Site-Based Management |
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| Governance--State Boards/Chiefs/Agencies |
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| Health |
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| Health--Child Abuse |
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| Health--Mental Health |
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| Health--Nutrition |
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| Health--School Based Clinics or School Nurses |
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| Health--Suicide Prevention |
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| Health--Teen Pregnancy |
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| High School |
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| High School--Advanced Placement |
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| High School--College Readiness |
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| High School--Credit Recovery |
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| High School--Dropout Rates/Graduation Rates |
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| High School--Dual/Concurrent Enrollment |
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| High School--Early Colleges/Middle Colleges |
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| High School--Exit Exams |
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| High School--GED (General Education Development) |
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| High School--Graduation Requirements |
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| High School--International Baccalaureate |
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| Instructional Approaches |
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| Instructional Approaches--Constructivism |
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| Instructional Approaches--Grading Practices |
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| Instructional Approaches--Homeschooling |
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| Instructional Approaches--Homework/Study Skills |
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| Instructional Approaches--Official English |
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| Instructional Approaches--Problem Based Learning |
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| Instructional Approaches--Single-Sex Education |
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| Instructional Approaches--Time/Time on Task |
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| Instructional Approaches--Tracking/Ability Grouping |
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| Integrated Services/Full-Service Schools |
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| International Benchmarking |
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| Leadership |
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| Leadership--District Superintendent |
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| Leadership--District Superintendent--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership |
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| Leadership--Principal/School Leadership--Certification and Licensure |
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| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
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| Leadership--Principal/School Leadership--Induction Programs and Mentoring |
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| Leadership--Principal/School Leadership--Preparation |
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| Leadership--Principal/School Leadership--Preparation--Alternative |
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| Leadership--Principal/School Leadership--Professional Development |
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| Leadership--Principal/School Leadership--Recruitment and Retention |
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| Leadership--Principal/School Leadership--Tenure |
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| Middle School |
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| Minority/Diversity Issues |
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| Minority/Diversity Issues--African American |
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| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
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| Minority/Diversity Issues--Hispanic |
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| No Child Left Behind |
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| No Child Left Behind--Adequate Yearly Progress |
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| No Child Left Behind--Assessment |
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| No Child Left Behind--Choice/Transfer |
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| No Child Left Behind--Consequences for Schools |
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| No Child Left Behind--Finance |
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| No Child Left Behind--Parent Involvement |
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| No Child Left Behind--Reauthorization Issues/Waivers |
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| No Child Left Behind--Report Cards |
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| No Child Left Behind--School Support |
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| No Child Left Behind--Special Populations |
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| No Child Left Behind--Supplemental Services |
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| Online Learning--Digital/Blended Learning |
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| Online Learning--Virtual Schools/Courses |
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| P-16 or P-20 |
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| P-3 |
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| P-3 Brain Development |
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| P-3 Child Care |
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| P-3 Content Standards and Assessment |
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| P-3 Data Systems |
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| P-3 Early Intervention (0-3) |
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| P-3 Ensuring Quality |
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| P-3 Evaluation/Economic Benefits |
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| P-3 Family Involvement |
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| P-3 Finance |
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| P-3 Governance |
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| P-3 Grades 1-3 |
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| P-3 Health and Mental Health |
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| P-3 Kindergarten |
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| P-3 Kindergarten--Full-Day Kindergarten |
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| P-3 Kindergarten--Full Day Kindergarten |
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| P-3 Preschool |
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| P-3 Public/Private Partnerships |
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| P-3 Special Ed./Inclusion |
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| P-3 Teaching Quality/Professional Development |
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| Parent/Family |
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| Parent/Family--Parent Rights |
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| Parent/Family--Research |
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| Partnerships--University/School |
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| Postsecondary |
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| Postsecondary Accountability |
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| Postsecondary Accountability--Accreditation |
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| Postsecondary Accountability--Diploma Mills |
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| Postsecondary Accountability--Licensing/Program Review and Approval |
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| Postsecondary Accountability--Student Learning |
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| Postsecondary Affordability |
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| Postsecondary Affordability--Financial Aid |
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| Postsecondary Affordability--Textbooks |
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| Postsecondary Affordability--Tuition/Fees |
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| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
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| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
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| Postsecondary Faculty |
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| Postsecondary Faculty--Compensation |
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| Postsecondary Faculty--Intellectual Property |
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| Postsecondary Faculty--Teaching Assistants |
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| Postsecondary Faculty--Tenure |
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| Postsecondary Finance |
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| Postsecondary Finance--Efficiency/Performance-Based Funding |
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| Postsecondary Finance--Facilities |
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| Postsecondary Finance--Revenue and Expenditures |
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| Postsecondary Governance and Structures |
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| Postsecondary Governance and Structures--Administrative/Leadership Issues |
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| Postsecondary Governance and Structures--State Executives/State Agencies |
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| Postsecondary Institutions |
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| Postsecondary Institutions--Community/Technical Colleges |
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| Postsecondary Institutions--For-Profit/Proprietary |
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| Postsecondary Institutions--Four-Year Baccalaureate |
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| Postsecondary Institutions--HBCUs/Minority-Serving Institutions |
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| Postsecondary Institutions--Private/Independent |
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| Postsecondary Online Instruction |
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| Postsecondary Participation |
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| Postsecondary Participation--Access |
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| Postsecondary Participation--Admissions Requirements |
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| Postsecondary Participation--Affirmative Action |
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| Postsecondary Participation--Enrollments (Statistics) |
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| Postsecondary Participation--Outreach |
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| Postsecondary Students |
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| Postsecondary Students--Adults |
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| Postsecondary Students--Disabled |
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| Postsecondary Students--Foster Youth |
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| Postsecondary Students--Graduate/Professional |
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| Postsecondary Students--International |
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| Postsecondary Students--Low-Income |
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| Postsecondary Students--Military |
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| Postsecondary Students--Minority |
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| Postsecondary Success |
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| Postsecondary Success--Completion |
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| Postsecondary Success--Completion--Completion Rates (Statistics) |
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| Postsecondary Success--Developmental/Remediation |
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| Postsecondary Success--Retention/Persistence |
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| Postsecondary Success--Transfer/Articulation |
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| Private Schools |
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| Privatization |
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| Privatization--Education Management Agencies (EMOs) |
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| Proficiency-Based Approaches |
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| Promising Practices |
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| Promotion/Retention |
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| Public Attitudes |
| |
| Public Involvement |
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| Purposes of Public Education |
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| Reading/Literacy |
| |
| Reading/Literacy--Adult Literacy |
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| Religion |
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| Religion--Prayer/Meditation |
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| Religion--Scientific Creationism (Evolution) |
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| Rural |
| |
| Scheduling/School Calendar |
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| Scheduling/School Calendar--Day/Class Length |
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| Scheduling/School Calendar--Extended Day Programs |
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| Scheduling/School Calendar--Summer School |
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| Scheduling/School Calendar--Week |
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| Scheduling/School Calendar--Year |
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| Scheduling/School Calendar--Year Round |
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| School Climate/Culture |
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| School Safety |
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| School Safety--Bullying Prevention/Conflict Resolution |
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| School Safety--Code of Conduct |
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| School Safety--Corporal Punishment |
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| School Safety--Disaster/Emergency Preparedness |
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| School Safety--Expulsion/Suspension |
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| School Safety--No Child Left Behind--Safe Schools |
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| School Safety--Sexual Harassment and Assault |
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| School Safety--Special Education |
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| School Safety--Uniforms/Dress Codes |
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| School/District Structure/Operations |
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| School/District Structure/Operations--District Consolidation/Deconsolidation |
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| School/District Structure/Operations--District Size |
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| School/District Structure/Operations--Facilities |
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| School/District Structure/Operations--Food Service |
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| School/District Structure/Operations--Libraries |
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| School/District Structure/Operations--Org. (K-3/K-8 etc.) |
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| School/District Structure/Operations--Personnel (Non-Teaching) |
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| School/District Structure/Operations--School Size |
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| School/District Structure/Operations--Shared Services |
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| School/District Structure/Operations--Staffing Ratios |
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| School/District Structure/Operations--Transportation |
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| Service-Learning |
| |
| Special Education |
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| Special Education--Federal Law/Regulations |
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| Special Education--Finance |
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| Special Education--Inclusion (Mainstreaming) |
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| Special Education--Placement |
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| Special Education--Transition |
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| Special Populations--Corrections Education |
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| Special Populations--Foster Care |
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| Special Populations--Gifted and Talented |
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| Special Populations--Homeless Education |
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| Special Populations--Immigrant Education |
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| Special Populations--Migrant Education |
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| Special Populations--Military |
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| Standards |
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| Standards--Common Core State Standards |
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| Standards--Implementation |
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| State Comparisons/Statistics |
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| State Longitudinal Data Systems |
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| State Policymaking |
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| State Policymaking--Ballot Questions |
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| State Policymaking--Constitutional Clauses |
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| State Policymaking--Politics |
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| State Policymaking--Task Forces/Commissions |
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| STEM |
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| Student Achievement |
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| Student Achievement--Closing the Achievement Gap |
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| Student Achievement--State Trends |
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| Student Supports |
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| Student Supports--Counseling/Guidance |
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| Student Supports--Mentoring/Tutoring |
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| Student Supports--Remediation |
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| Student Surveys |
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| Students |
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| Students--Athletics/Extracurricular Activities |
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| Students--Employment |
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| Students--Incentives |
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| Students--K-12 Exchange Students |
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| Students--Mobility |
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| Students--Records/Rights |
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| Teaching Quality |
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| Teaching Quality--Certification and Licensure |
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| Teaching Quality--Certification and Licensure--Alternative |
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| Teaching Quality--Certification and Licensure--Assignment |
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| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
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| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
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| Teaching Quality--Certification and Licensure--Special Education |
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| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
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| Teaching Quality--Certification and Licensure--Substitute Teachers |
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| Teaching Quality--Compensation and Diversified Pay |
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| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
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| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
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| Teaching Quality--Evaluation and Effectiveness |
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| Teaching Quality--Induction Programs and Mentoring |
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| Teaching Quality--Paraprofessionals |
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| Teaching Quality--Preparation |
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| Teaching Quality--Professional Development |
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| Teaching Quality--Recruitment and Retention |
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| Teaching Quality--Recruitment and Retention--At-Risk Schools |
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| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
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| Teaching Quality--Reduction in Force |
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| Teaching Quality--Teacher Attitudes |
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| Teaching Quality--Teacher Contracts (Not Tenure) |
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| Teaching Quality--Teacher Rights |
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| Teaching Quality--Tenure or Continuing Contract |
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| Teaching Quality--Unions/Collective Bargaining |
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| Teaching Quality--Unions/Collective Bargaining--Strikes |
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| Teaching Quality--Working Conditions |
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| Technology |
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| Technology--Computer Skills |
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| Technology--Devices/Software/Hardware |
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| Technology--Equitable Access |
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| Technology--Funding Issues |
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| Technology--Internet Safety |
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| Technology--Research/Evaluation |
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| Technology--Teacher/Faculty Training |
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| Textbooks and Open Source |
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| Urban |
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| Urban--Change/Improvements |
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| Urban--Governance |
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| Whole-School Reform Models |
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| Whole Child |
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