 |
State |
Status/Date |
Level |
Summary |
|
 | 21st Century Skills |
| |
| Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
| |
| Accountability--Rewards |
| |
| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--Learnfare |
| |
| Accountability--Sanctions/Interventions--No Pass No Drive |
| |
| Accountability--Sanctions/Interventions--No Pass No Play |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
| |
| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--College Entrance Exams |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--High Stakes/Competency |
| |
| Assessment--Legal Issues |
| |
| Assessment--NAEP (NAEP Results and NAEP Organization) |
| |
| Assessment--Performance Based/Portfolio |
| |
| Assessment--Value Added |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Compulsory |
| |
| Attendance--Statutory Ages (Upper and Lower) |
| |
| Attendance--Truancy |
| |
| Background Checks |
| |
| Bilingual/ESL |
| |
| Brain Research |
| |
| Business Involvement |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Cheating |
| |
| Choice of Schools |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Charter Districts |
| |
| Choice of Schools--Charter Schools--Closings |
| |
| Choice of Schools--Charter Schools--Cyber Charters |
| |
| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Charter Schools--Research |
| |
| Choice of Schools--Choice/Open Enrollment |
| |
| Choice of Schools--Choice/Open Enrollment--Research |
| |
| Choice of Schools--Innovation Schools |
| |
| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Tax Credits |
| |
| Choice of Schools--Vouchers |
| |
| Choice of Schools--Vouchers--Privately Funded |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Civic Knowledge and Literacy |
| |
| Civic Education--Curriculum/Standards |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Alignment |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Censorship |
| |
| Curriculum--Core Curriculum |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Excusal |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Geography Education |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--Home Economics |
| |
| Curriculum--International Education |
| |
 | Curriculum--Language Arts |
| |
| WV | Adopted 06/2012 | P-12 | Defines content standards and instructional goals and objectives for reading and language arts, consistent with West Virginia's move to adopt the common core standards. Broadens scope of curriculum to include 21st century content standards and objectives as well as 21st century standards and objectives for learning skills and technology tools. Organizes around the three major components of a standards-based curriculum: learning standards, instructional objectives and performance descriptorsfor grades 2-12. The standards, objectives and performance descriptors are designed to provide clear, consistent priorities and focus, as well as depth of knowledge. The objectives spiral upward through the grade levels, eliminating repetition of content and increasing in rigor and depth of knowledge throughout the student's academic career.
Asserts that the vision of the state board and department includes the triangulation of educational content, learning skills and technology tools standards within each classroom so that students will be able to think critically, analyze information, comprehend new ideas, communicate, collaborate, solve problems and make decisions. Makes all reading and language arts teachers responsible for the integration of Policy 2520.14 21st Century Learning Skills and Technology Tools in their classroom instruction. http://apps.sos.wv.gov/adlaw/csr/ruleview.aspx?document=8570
Title: WV ADC s 126-44A-1, 2, 3, 4
Source: apps.sos.wv.gov
| |
| CT | Signed into law 07/2011 | P-12 | Sec. 1 - Establishes a task force to address the academic achievement gaps in Connecticut by considering effective approaches to closing the achievement gaps in elementary, middle and high schools. Requires the task force to submit a master plan to the General Assembly by July 1, 2012. Provides that the task force must terminate on January 1, 2020.
Sec. 2 - Establishes an Interagency Council for Ending the Achievement Gap (the council) to assist the achievement gap task force, in the development of the master plan to eliminate the academic achievement gaps in Connecticut, implement the provisions of the master plan, and, if necessary, make recommendations for legislation relating to the master plan to the joint standing committee of the General Assembly. Directs the council to submit annual progress reports on the implementation of the master plan to the General Assembly.
Sec. 3 - Permits local or regional boards of education for schools designated as low-achieving under state law to increase the number of school sessions each year and the number of school hours each day in order to improve student performance and remove the school from the list of low-achieving schools.
Sec. 4 - Provides that the summer reading program required in priority school districts must be offered to children enrolled in kindergarten who are determined by their school to be substantially deficient in reading based on measures established by the State Board of Education. Directs each priority school district to require the schools under its jurisdiction to assess the reading level of students enrolled in kindergarten at the end of the school year and in grades 1-3 at the beginning, middles and end of the school year (assessment was previously only required in grades 1-3 at the middle and end of the school year). Required individual reading plans must be monitored by school literacy teams that will consist of, but not be limited to, teachers, school reading specialists, internal or external reading consultants, the school principal and the provider of the additional instruction. Adds kindergarten to the grade range for which priority school districts may require students found substantially deficient in reading to attend summer school.
Sec. 5 - Permits the Commissioner of Education to identify schools to participate in a pilot study for the purposes of promoting best practices in early literacy and closing the academic achievement gaps.
Sec. 6 - Provides that the required statement of educational goals (which identify specific expectations for students in terms of skills, knowledge and competence) prepared by the board of education be annually established.
Sec. 7 - Requires, on and after July 1, 2011, any person applying for a certification in the endorsement area of elementary education to achieve a satisfactory evaluation on the appropriate State Board of Education approved mathematics assessment in order to be eligible for such elementary education endorsement.
Sec. 8 - Requires, not later than July 1, 2012, the Department of Education to approve and make available model curricula and frameworks in reading and mathematics for grades prekindergarten to grade four, inclusive, for use by boards of education for school districts or individual schools identified by the department as having academic achievement gaps.
Sec. 9 - Requires the Connecticut School Reform Resource Center (the Center) to provide a program of professional development activities for teachers to educate such students that includes research-based child development and reading instruction tools and practices. Requires the Center to develop strategies for assisting such students who are in danger of failing and develop culturally-relevant methods for educating students whose primary language is not English. http://www.cga.ct.gov/2011/ACT/PA/2011PA-00085-R00SB-00929-PA.htm
Title: S.B. 929
Source: http://www.cga.ct.gov
| |
| NV | Signed into law 05/2011 | P-12 | Requires the state board of education to develop a model curriculum for the subjects of English language arts and mathematics. Provides for the dissemination of the model curriculum to school districts, charter schools and the regional training programs for the professional development of teachers and administrators.
http://www.leg.state.nv.us/Session/76th2011/Bills/SB/SB14_EN.pdf
Title: S.B. 14
Source: http://www.leg.state.nv.us
| |
| IN | Adopted 04/2011 | P-12 | Amends 511 IAC 6.1-5-2.6 to include the utilization of the reading framework adopted by the state board of education as part of the required elementary curriculum. Adds 511 IAC 6.2-3.1 to define and require elementary schools to submit a reading plan and to define the components of the reading plan. Defines the reading instruction and intervention requirements and specific intervention. Statutory authority: IC 20-19-2-8; IC 20-32-8.5.
Title: 511 IAC 6.1-5-2.6; 511 IAC 6.2-3.1
Source: Westlaw/StateNet
| |
| MI | Signed into law 10/2010 | P-12 | Permits the Michigan Department of Education to enter into a memorandum of understanding with a federally recognized Native American tribe, the board of a school district, or the board of directors of a public school academy (PSA) authorizing the superintendent of public instruction to issue a 3-year letter of approval or continuing approval to allow the tribe, district, or PSA to use teachers who did not possess a valid Michigan teaching certificate to teach a Native American tribal language and culture class. http://www.legislature.mi.gov/documents/2009-2010/publicact/htm/2010-PA-0168.htm
Title: S.B. 1014
Source: http://www.legislature.mi.gov
| |
| AR | Signed into law 04/2009 | P-12 | Adds transcript requirements to provide evidence of end-of-course assessment credit for Algebra I and/or English II for specified future school years.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act1307.pdf
Title: H.B. 1959
Source: http://www.arkleg.state.ar.us/
| |
| NM | Signed into law 04/2009 | P-12 | Requires that media literacy be offered as an elective for public school students in grades six through twelve.
http://nmlegis.gov/Sessions/09%20Regular/final/HB0342.pdf
Title: H.B. 342
Source: http://nmlegis.gov/
| |
| WA | Signed into law 04/2009 | P-12 | Requires certification of speech-language pathology assistants; provides that a speech-language pathology assistant may only perform procedures or tasks delegated by the speech-language pathologist and must follow the individualized education program or treatment plan; requires the superintendent of public instruction to report to the department of health any complaints made against educational staff providing speech-language pathology services. Chapter 301
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Senate%20Passed%20Legislature/5410-S.PL.pdf
Title: S.B. 5601
Source: http://apps.leg.wa.gov
| |
| CA | Vetoed 09/2008 | P-12 | Relates to the State Board of Education and school curriculum content standards. Requires that prior to the adoption of a curriculum framework, a content standards review panel must be appointed for reading/language arts and history/social sciences. Requires the review panel to review content in its subject area and recommend changes to the state board. Requires hearings on recommended changes to content standards. Amends provisions regarding a repeal.
http://www.assembly.ca.gov/acs/acsframeset2text.htm
Title: S.B. 1097
Source: http://www.assembly.ca.gov
| |
| CA | Vetoed 09/2008 | P-12 | Requires the State Board of Education to include a chapter in its regulations concerning the development of curriculum frameworks and the adoption of instructional materials that provides for language and content instruction focusing particularly on those designated to be in the lowest proficiency levels by the English Language Development Test.
http://www.assembly.ca.gov/acs/acsframeset2text.htm
Title: S.B. 1607
Source: http://www.assembly.ca.gov
| |
| MO | Approved by voters 05/2008 | P-12
Postsec.
Community College | (CONSTITUTIONAL AMENDMENT 1;HJR 7 - 2007) Proposes an amendment to the Constitution relating to English as the Official State Language.
Title: V. 1
Source: Lexis-Nexis/StateNet
| |
| CA | Vetoed 09/2007 | P-12 | Authorizes the Department of Education to make a primary language assessment available to public schools for assessing pupils enrolled in dual language immersion programs that include the primary language of the assessments at their own expense. Requires districts to enter an agreement with the state testing contractor. Requires the Superintendent of Public Education to release annually to the public a percentage of test items from any of the state Standards Tests administered in previous years.
http://www.leginfo.ca.gov/pub/07-08/bill/asm/ab_1501-1550/ab_1540_bill_20070925_enrolled.pdf
Veto message: http://info.sen.ca.gov/pub/07-08/bill/asm/ab_0251-0300/ab_252_vt_20071013.html
Title: A.B. 252
Source: http://www.leginfo.ca.gov/
| |
| CA | Became law without governor's signature 07/2007 | P-12 | Requests the Governor and all state agencies to work together to alleviate the critical shortage of speech-language pathologists in the state.
Resolutions points to the increasing number of children in the state with autism and the shortage of skilled pathologists to address the issue.
Resolution Chapter No. 104
http://info.sen.ca.gov/pub/07-08/bill/sen/sb_0001-0050/scr_40_bill_20070412_introduced.html
Title: S.C.R. 40
Source: http://info.sen.ca.gov
| |
| MN | Signed into law 05/2007 | P-12 | Directs the Department of Education to provide specialized services to the blind and physically handicapped through the Minnesota Library for the Blind and Physically Handicapped under a cooperative plan with the National Library Services for the Blind and Physically Handicapped of the Library of Congress.
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H2245.2.html&session=ls85
Title: H.F. 2245 [Services to Blind and Physically Handicapped]
Source: http://www.revisor.leg.state.mn.us
| |
| MS | Signed into law 03/2007 | P-12 | Relates to dyslexia screening and remediation pilot programs. Requires state department of education to select a literacy and numeracy screening instrument to be used by districts for K-3 students. Requires all districts to use selected instrument. Districts may not use instrument to determine grade promotion and must report data to the state department annually. Requires the department to annually report on the effectiveness of of the instrument for literacy and numeracy screening purposes.
http://billstatus.ls.state.ms.us/documents/2007/html/HB/1000-1099/HB1058PS.htm
Title: H.B. 1058
Source: http://billstatus.ls.state.ms.us
| |
| WV | Adopted 10/2006 | P-12 | Amends rules regarding reading and language arts content standards and objectives for West Virginia schools. http://wvde.state.wv.us/policies/p2520.1_ne.pdf
Title: Title 126, Series 44A
Source: Lexis-Nexis/StateNet
| |
| NM | Signed into law 04/2005 | P-12 | Beginning with the 2006-2007 school year, each school district shall offer at least one honors or similar academically rigorous class each in mathematics and language arts in each high school.
http://legis.state.nm.us/Sessions/05%20Regular/final/SB0069.pdf
Title: S.B. 69
Source: StateNet
| |
| VA | Signed into law 04/2004 | P-12 | Amends section 22.1-253.13:1 and 22.1-253.13:2 . Specifies that the Standards of Learning form the core of Virginia's educational program and other educational objectives. Specifies that the state board must, at a minimum, define Standards of Learning for English, mathematics, science, history and social science. Specifies that "communication" as included in the Standards of Learning comprises listening, speaking, reading and writing. To passage on public input on proposed revisions to the Standards of Learning, adds that the department must provide and maintain Web capacity to allowing K-12 educators to submit recommendations for improvements to the Standards of Learning, when under review by the state board, as well as to the related assessments. Deletes "career education schools" from language requiring local boards to implement career and technical education programs.
Provisions (i) increase from one half-time to one full-time principal in elementary schools with fewer than 300 students; (ii) provide one full-time assistant principal for each 400 students in each school, regardless of grade level; (iv) lower the pupil-teacher ratio from 25:1 to 21:1 in middle and high schools, to ensure the provision of scheduled teacher planning time; (v) reduce the required speech pathologist caseload from 68 to 60 students; (vi) require two technology support positions per 1,000 students in kindergarten through grade 12 divisionwide; and (viii) modify the current funding mechanism for remediation.
Requires the state board to submit to the governor and the general assembly a report on the condition and needs of public education in the commonwealth and shall identify any school divisions and the specific schools therein that have failed to establish and maintain schools meeting the existing prescribed standards of quality.
http://leg1.state.va.us/cgi-bin/legp504.exe?041+ful+CHAP0955
Title: H.B. 1014
Source: leg1.state.va.us
| |
| UT | Unofficially approved by voters 11/2000 | P-12 | INITIATIVE A Declares English as Utah's official and sole language for state and local government documents and action; exempts those documents and actions required by the United States and Utah constitutions, federal law and regulations, law enforcement, public safety, and health requirements, public and higher education, certain judicial proceedings, economic development and tourism, and libraries.
Title: V. 1 English Only
Source: Lexis-Nexis/StateNet
| |
| CA | Vetoed 08/2000 | P-12 | Appropriates, without regard to fiscal year, a specified amount from the General Fund to the California Postsecondary Education Commission for the purpose of preparing and submitting to the governor, certain members of the legislature, and prescribed state officials, a long-term self-sustaining strategic action plan for language development, teaching, and learning. Provides conditions for a contract with the Center for Intensive Language and Culture.
Title: S.B. 576
Source: Lexis-Nexis/StateNet
| |
| CA | Signed into law 07/2000 | P-12 | Relates to existing law which requires a school district with pupils who are English learners to conduct annual assessments on the pupils English. Requires that the annual assessment be conducted upon initial enrollment during a period of time determined by the Superintendent of Public Instruction and the State Board of Education. Establishes, until 01/01/2004, the English Language and Intensive Literacy Program for pupils in kindergarten and grades 1 to 12, inclusive.
Title: S.B. 1667
Source: Lexis-Nexis/StateNet
| |
| UT | On 11/07/2000 ballot 07/2000 | P-12 | Establishes English as the official language of the State of Utah.
Title: V. 1 Ballot Initiative
Source: Lexis-Nexis/StateNet
| |
| CA | Signed into law 06/2000 | P-12 | Relates to existing law which establishes the English Language Acquisition Program which is designed for schools maintaining grades 4 to 8, inclusive, and under which English Language Development Professional Institutes provide instruction for school teams from each school participating in the program. Authorizes the institutes to provide instruction to school teams serving English language learners in kindergarten and grades 1 to 12, inclusive.
Title: A.B. 2881
Source: Lexis-Nexis/StateNet
| |
| HI | Vetoed 06/2000 | P-12 | Creates standards for the Hawaiian language immersion program; states the Department of Education shall create a separate Office of Hawaiian Language Immersion Instruction for the direction and control of the program.
Title: S.B. 2722
Source: Lexis-Nexis/StateNet
| |
| NE | Rejected by voters 05/2000 | P-12 | (LR 20-1999); Constitutional amendment; eliminates the English language requirement in private, denominational, and parochial schools.
Title: V. 4
Source: Lexis-Nexis/StateNet
| |
| NJ | Died 06/1998 | P-12 | Calls upon State Board of Educataion to replace language arts standards with English standards adopted by State of Massachusetts.
Title: SR 112
Source: Lexis-Nexis/StateNet
| |
| AZ | Signed into law 05/1998 | P-12 | Relates to school curriculum and parental choice for reading success; states that beginning in the 2000-2001 school year, school districts that provide education for grades K-3 shall implement research based balanced comprehensive language arts instruction which includes instruction in listening, speaking, reading and writing.
Title: H.B. 2130
Source: Lexis-Nexis/StateNet
| |
| OK | Signed into law 04/1997 | P-12 | Prohibits recognition of Ebonics as a language art and its teaching as a course or class for which a student receives credit or is counted toward graduation.
Title: H.B. 1810 Curriculum
Source: Lexis-Nexis/StateNet
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Multicultural |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Curriculum--Speech Education |
| |
| Data-Driven Improvement |
| |
| Demographics |
| |
| Demographics--Condition of Children/Adults |
| |
| Demographics--Enrollments |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Education Research |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Aid to Private Schools |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Does Money Matter? |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Litigation |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| Finance--Performance Funding |
| |
| Finance--Private Giving |
| |
| Finance--Resource Efficiency |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--Mandates |
| |
| Governance--Regional Entities |
| |
| Governance--School Boards |
| |
| Governance--School Boards--Training |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--Mental Health |
| |
| Health--Nutrition |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| Health--Teen Pregnancy |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
| |
| High School--Credit Recovery |
| |
| High School--Dropout Rates/Graduation Rates |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Early Colleges/Middle Colleges |
| |
| High School--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches |
| |
| Instructional Approaches--Constructivism |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
| |
| Instructional Approaches--Homework/Study Skills |
| |
| Instructional Approaches--Official English |
| |
| Instructional Approaches--Problem Based Learning |
| |
| Instructional Approaches--Single-Sex Education |
| |
| Instructional Approaches--Time/Time on Task |
| |
| Instructional Approaches--Tracking/Ability Grouping |
| |
| Integrated Services/Full-Service Schools |
| |
| International Benchmarking |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--District Superintendent--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership |
| |
| Leadership--Principal/School Leadership--Certification and Licensure |
| |
| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
| |
| Leadership--Principal/School Leadership--Induction Programs and Mentoring |
| |
| Leadership--Principal/School Leadership--Preparation |
| |
| Leadership--Principal/School Leadership--Preparation--Alternative |
| |
| Leadership--Principal/School Leadership--Professional Development |
| |
| Leadership--Principal/School Leadership--Recruitment and Retention |
| |
| Leadership--Principal/School Leadership--Tenure |
| |
| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--African American |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| Minority/Diversity Issues--Hispanic |
| |
| No Child Left Behind |
| |
| No Child Left Behind--Adequate Yearly Progress |
| |
| No Child Left Behind--Assessment |
| |
| No Child Left Behind--Choice/Transfer |
| |
| No Child Left Behind--Consequences for Schools |
| |
| No Child Left Behind--Finance |
| |
| No Child Left Behind--Parent Involvement |
| |
| No Child Left Behind--Reauthorization Issues/Waivers |
| |
| No Child Left Behind--Report Cards |
| |
| No Child Left Behind--School Support |
| |
| No Child Left Behind--Special Populations |
| |
| No Child Left Behind--Supplemental Services |
| |
| Online Learning--Digital/Blended Learning |
| |
| Online Learning--Virtual Schools/Courses |
| |
| P-16 or P-20 |
| |
| P-3 |
| |
| P-3 Brain Development |
| |
| P-3 Child Care |
| |
| P-3 Content Standards and Assessment |
| |
| P-3 Data Systems |
| |
| P-3 Early Intervention (0-3) |
| |
| P-3 Ensuring Quality |
| |
| P-3 Evaluation/Economic Benefits |
| |
| P-3 Family Involvement |
| |
| P-3 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Health and Mental Health |
| |
| P-3 Kindergarten |
| |
| P-3 Kindergarten--Full-Day Kindergarten |
| |
| P-3 Kindergarten--Full Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Public/Private Partnerships |
| |
| P-3 Special Ed./Inclusion |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Parent/Family--Research |
| |
| Partnerships--University/School |
| |
| Postsecondary |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
| |
| Postsecondary Accountability--Diploma Mills |
| |
| Postsecondary Accountability--Licensing/Program Review and Approval |
| |
| Postsecondary Accountability--Student Learning |
| |
| Postsecondary Affordability |
| |
| Postsecondary Affordability--Financial Aid |
| |
| Postsecondary Affordability--Textbooks |
| |
| Postsecondary Affordability--Tuition/Fees |
| |
| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
| |
| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
| |
| Postsecondary Faculty |
| |
| Postsecondary Faculty--Compensation |
| |
| Postsecondary Faculty--Intellectual Property |
| |
| Postsecondary Faculty--Teaching Assistants |
| |
| Postsecondary Faculty--Tenure |
| |
| Postsecondary Finance |
| |
| Postsecondary Finance--Efficiency/Performance-Based Funding |
| |
| Postsecondary Finance--Facilities |
| |
| Postsecondary Finance--Revenue and Expenditures |
| |
| Postsecondary Governance and Structures |
| |
| Postsecondary Governance and Structures--Administrative/Leadership Issues |
| |
| Postsecondary Governance and Structures--State Executives/State Agencies |
| |
| Postsecondary Institutions |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Institutions--Four-Year Baccalaureate |
| |
| Postsecondary Institutions--HBCUs/Minority-Serving Institutions |
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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 |
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| Public Involvement |
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| Purposes of Public Education |
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| Reading/Literacy |
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| 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 |
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| 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 |
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| 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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