 |
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 |
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| Choice of Schools--Vouchers |
| |
| Choice of Schools--Vouchers--Privately Funded |
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| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Civic Knowledge and Literacy |
| |
| Civic Education--Curriculum/Standards |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Alignment |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Censorship |
| |
| Curriculum--Core Curriculum |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Excusal |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Geography Education |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--Home Economics |
| |
| Curriculum--International Education |
| |
| Curriculum--Language Arts |
| |
 | Curriculum--Language Arts--Writing/Spelling |
| |
| SC | Signed into law 05/2010 | P-12 | Requires the state department of education, for the 2010-2011 school year, to suspend the writing assessments in grades 3, 4, 6 and 7; Provides that writing assessments may be administered only to students in grades 5 and 8 and that writing assessments may not be used in Education Accountability Act growth calculations. http://www.scstatehouse.gov/sess118_2009-2010/bills/4823.htm
Title: H.J.R. 4823 - Sec. 3
Source: http://www.scstatehouse.gov
| |
| OH | Signed into law 07/2009 | P-12 | From DOE summary of H.B. 1:
Prohibits the administration of the elementary writing and social studies assessments during the 2009-10 and 2010-11 school years, unless the superintendent of public instruction determines the department has sufficient funds to pay the costs of furnishing and scoring those assessments
Page 2807 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
DOE summary of H.B. 1: http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Title: H.B. 1 - Section 265.20.18
Source: www.education.ohio.gov
| |
| UT | Adopted 04/2009 | P-12 | Adds a new section regarding student achievement testing exceptions. Provides the state board may exempt a district or charter school from U-PASS testing requirements if a district or charter school pilots an assessment system that incorporates:
(1) online classroom-based assessment that utilizes adaptive testing in all grades
(2) online writing assessment in grades 4 through 12
(3) assessments administered in grades 8, 10 and 11
(4) college placement assessments in grades 11 to provide information for 12th grade high school course selections
and is subject to an accountability plan and high school graduation standards that are based on the assessment system described in R277-705-11A(1), (2), (3), (4) above and developed and adopted by the state board.
Provides exemptions may not exceed three rural school districts, two urban school districts and five charter schools, and may not continue beyond July 2010. Adds provisions for students transfering from an exempted district to an unexempted district in grade 11 or 12. http://www.rules.utah.gov/publicat/bulletin/2009/20090201/32314.htm
Title: R277-705
Source: www.rules.utah.gov
| |
| KY | Signed into law 03/2009 | P-12 | Provides that whereas the quality of writing instruction is directly related to how well teachers are prepared in their teacher preparation programs and how confident they are in the writing process; and whereas some teachers have expressed tentativeness and discomfort in teaching writing to their students, the education professional standards board and the department of education must take actions during the 2009 and 2010 calendar years to improve instruction at the pre-service levels and to improve the ability to teach writing to existing teachers. Requires the following to be completed at a minimum:
(1) Using results from the state writing assessments, including previous results of audits of writing portfolios, the department of education and appropriate partners must identify any major weaknesses that may be attributed to the quality of writing instruction and consider where and how these skills should best be taught to teachers
(2) The education professional standards board must conduct an analysis of the current pre-service writing instruction requirements and determine how writing instruction for prospective teachers can be improved
(3) The education professional standards board must consider the feasibility of requiring a course in teacher preparation programs in the teaching of writing
(4) The department of education must review the availability of professional development opportunities to help teachers learn how to improve writing instruction, and to use available resources, including the continuance of writing academies and writing workshops, to ensure that training for developing and evaluating high-quality writing portfolios and writing persuasive letters and articles, as well as poetry, short stories, memoirs, and personal narratives is available to existing teachers
(5) The department of education must provide training to administrators to help them provide leadership and support for an effective writing program in their schools.
http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 17
Source: www.lrc.ky.gov
| |
| KY | Signed into law 03/2009 | P-12 | Provides that whereas writing is an essential skill for all public school students to master; and whereas the 2009-10 and 2010-11 school years will be a transitional period for revising the content standards in all academic content areas and subsequently revising the state assessment and accountability system, writing portfolios must remain a required and important instructional tool, but will not be included in the accountability index during the 2008-09, 2009-10, and 2010-11 school years.
Requires each school-based decision making council during this transitional period to determine its writing program and to develop policies on the use of portfolios.
Provides that once the department of education provides the guidelines and program review requirements for implementation of program reviews of writing in the 2011-12 school year, each school must comply with all such requirements. http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 16
Source: www.lrc.ky.gov
| |
| UT | Signed into law 03/2009 | P-12 | Modifies the State Performance Assessment System for Students by requiring online writing assessments in grades 5 and 8. Encourages a school district or charter school, as applicable, to administer an online writing assessment to students in grade 11. Allows the state board of education to award a grant to a school district or charter school to pay for an online writing assessment and instruction program that may be used to assess the writing of students in grade 11. http://le.utah.gov/~2009/bills/hbillenr/hb0334.pdf
Title: H.B. 334
Source: Lexis-Nexis/StateNet
| |
| SD | Signed into law 02/2007 | P-12 | Revises the required grade levels for assessment of writing skills by every public school district. Changes from grades 5 and 9 to "at least two grade levels."
http://www.legis.state.sd.us/sessions/2007/bills/HB1035enr.pdf
Title: H.B. 1035
Source: http://www.legis.state.sd.us
| |
| IL | Adopted 04/2006 | P-12 | Changes reference to "career education" to "career and technical education." Clarifies differences between courses high schools must offer, courses students must take, and courses students must pass to graduate. Clarifies that all high school students must take a course in American patriotism and the principles of representative government, as enunciated in the American Declaration of Independence, the Constitution of the United States of America and the Constitution of the State of Illinois, and the proper use and display of the American flag for not less than one hour per week, or the equivalent.
Adds policy that a student may be permitted to retake a course that he or she has already successfully completed (for example, to earn a better grade) but that credit may not be awarded more than once for completion of the same course, and the same course may not be counted more than once toward
fulfillment of the state high school graduation requirements.
Establishes criteria for approval of a "writing intensive" course as required for high school graduation effective with the Class of 2010. Pages 483-496 of 705 http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue18.pdf
Title: 23 IAC 1.440
Source: www.cyberdriveillinois.com
| |
| IN | Signed into law 03/2006 | P-12 | Mandates that the department and the state board review the current statewide testing program and develop a long term plan that is subject to the approval of the state board for the transition to a testing program with the following objectives:
(1) To provide a long term plan for student assessments.
(2) To review the existing annual tests for students in grades 3 through 10.
(3) To develop a testing program that:
(A) reflects a student's proficiency in and mastery of the state's academic standards;
(B) is, to the greatest extent possible, more concise, less time consuming, and less expensive to administer than the current tests while maintaining the current level of rigor of the tests;
(C) provides prompt results to students, parents, and teachers;
(D) explores all options for timing and use of summative tests, including giving a summative test in the fall or the spring;
(E) measures individual student growth from school year to school year;
(F) explores all options for diagnostic tests for use by teachers to support ongoing remediation;
(G) is compatible with a transition to the use of online testing; and
(H) assesses student proficiency in written communication.
(4) To move to the use of online assessments for Core 40 subjects.
In developing the plan for the testing program, requires the state board and the department to:
(1) solicit information from educators, administrators, parents, and the public concerning the program;
(2) look at tests and testing practices in use by or in development by other states;
(3) solicit information from testing companies concerning:
(A) parameters and costs of tests;
(B) steps to be taken to ensure the validity and reliability of the tests;
(C) steps to move the longitudinal data from the current testing program to the new testing program; and
(D) any other information the department or the state board considers useful in developing the testing program;
(4) develop a plan to move to online tests;
(5) determine the most effective means to assess student proficiency in written communication; and
(6) include specifications for diagnostic tests for use by teachers during the school year.
Requires the state board, before November 2006, to submit a report on the testing program to the budget committee, the legislative council, and the office of management and budget. Specifies that the report must provide the estimated costs for the program beginning with tests given during the 2007-2008 school year.
Allows a contract for testing students during the 2006-2007 school year to be issued, but requires testing contracts for any subsequent school year to follow the state board's approval of the testing plan.
http://www.in.gov/legislative/bills/2006/HE/HE1240.1.html
Title: H.B. 1240
Source: www.in.gov/legislative
| |
| SC | Became law without GOVERNOR'S signature. 02/2004 | P-12 | (Joint Resolution) Approves regulations of the Board of Education; relates to basic skills assessment program writing text; relates to minimum standards of student achievement.
Title: H.B. 3875
Source: StateNet
| |
| CO | Vetoed 05/2003 | P-12 | Concerns a suspension of the administration of statewide assessments in writing. http://www.leg.state.co.us/2003a/inetcbill.nsf/fsbillcont/C2AD9B7F773A7D3287256CCB00775965?Open&file=309_enr.pdf
Title: S.B. 309
Source: Colorado Legislative Web site
| |
| CA | Signed into law 09/2002 | P-12 | States that the Legislature encourages school districts to comply with the State Board of Education's English Language and Arts Writing Arts Strategies on cursive handwriting standards whereby pupils are expected to write fluidly and legibly. Encourages school districts to teach methods of penmanship that may include, but are not limited to, the D'Nealian Method and the Palmer Method of penmanship.
Title: S.B. 1770
Source: Lexis-Nexis/StateNet
| |
| TN | Signed into law 05/2002 | P-12 | Relates to comprehensive writing assessment scheduling.
Title: H.B. 2900
Source: http://www.legislature.state.tn.us
| |
| TN | Signed into law 06/2001 | P-12 | Requires the state board of education to establish by rule and policy a reading initiative for kindergarten through grade 8 that includes at a minimum: (1) clear content and performance standards for student reading proficiency; (2) specific qualifications, requirements and standards for the teaching of reading;
(3) developmentally appropriate diagnostic methods for assessing and monitoring the individual reading development of all children and identifying students who are having reading difficulties; (4) effective, developmentally appropriate instruction and intervention for all students based on their individual needs as identified by use of approved diagnostic methods; (5) training and support of all educators employed or
supervising instruction in such grades in the use and application of developmentally appropriate reading diagnostic, instructional and intervention methods; (6) notification to parents of their child' s level of reading
proficiency and any intervention that may be deemed necessary to ensure such child's ability to meet reading proficiency standards; (7) encouragement of parents to play an integral role in supporting their children in learning to read and write; and (8) a system of annual reporting, pursuant to Section 49-1-211, of the results of the reading initiative established by this section, including summary information from the reports by schools to local boards of education required by subdivision (d)(4) of this section. Also requires the state commissioner to recommend reading diagnostic methods and to develop guidelines. BILL WAS LEFT UNFUNDED, SO NO IMPLEMENTATION.
Title: S.B. 1881/H.B. 1921--Omnibus Bill
Source: http://www.legislature.state.tn.us/bills/currentga/Chapter/PC0343.pdf
| |
| NM | Signed into law 04/2001 | P-12 | Adds statewide testing in reading writing. Requires the department of education to involve local school district personnel, especially certified elementary reading specialists, in the development of methods on a statewide basis to measure student reading performance in order to assist school districts in the assessment of student problem areas in kindergarten through 3rd grade. The assessment shall provide a means of demonstrating continuous progress in reading and diagnostic information on phonics, phonemic awareness and comprehension. The department of education also is requried to involve local school district personnel, especially certified school instructors in the elementary, middle or junior high school grades, in the development or selection of a uniform statewide writing production test for school districts to measure student writing performance. The writing production test shall be administered to each student, once when attending elementary school and once when attending a middle or junior high school. (22-2-8.5)
Title: S.B. 673
Source: New Mexico Legislative Web Site
| |
| ME | Signed into law 04/2000 | P-12 | (LD 2414); Supports and expands the Maine Writing Project to improve student achievement in writing, which is a major feature of the State educational assessment.
Title: H.B. 1708
Source: Lexis-Nexis/StateNet
| |
| VT | Died 01/1996 | P-12 | Creates a task force for the purpose of identifying programs for teaching children to read and write; developing techniques for strengthening teaching of primary level reading and writing; developing techniques for assessing student reading and writing success at the primary level; and reporting the results of its work to the General Assembly.
Title: H.B. 698 Identify Programs for Teaching Children to Read and Write
Source: Lexis-Nexis/StateNet
| |
| Curriculum--Mathematics |
| |
| Curriculum--Multicultural |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Curriculum--Speech Education |
| |
| Data-Driven Improvement |
| |
| Demographics |
| |
| Demographics--Condition of Children/Adults |
| |
| Demographics--Enrollments |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Education Research |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Aid to Private Schools |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Does Money Matter? |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Litigation |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| Finance--Performance Funding |
| |
| Finance--Private Giving |
| |
| Finance--Resource Efficiency |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--Mandates |
| |
| Governance--Regional Entities |
| |
| Governance--School Boards |
| |
| Governance--School Boards--Training |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--Mental Health |
| |
| Health--Nutrition |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| Health--Teen Pregnancy |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
| |
| High School--Credit Recovery |
| |
| High School--Dropout Rates/Graduation Rates |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Early Colleges/Middle Colleges |
| |
| High School--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches |
| |
| Instructional Approaches--Constructivism |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
| |
| Instructional Approaches--Homework/Study Skills |
| |
| Instructional Approaches--Official English |
| |
| Instructional Approaches--Problem Based Learning |
| |
| Instructional Approaches--Single-Sex Education |
| |
| Instructional Approaches--Time/Time on Task |
| |
| Instructional Approaches--Tracking/Ability Grouping |
| |
| Integrated Services/Full-Service Schools |
| |
| International Benchmarking |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--District Superintendent--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership |
| |
| Leadership--Principal/School Leadership--Certification and Licensure |
| |
| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
| |
| Leadership--Principal/School Leadership--Induction Programs and Mentoring |
| |
| Leadership--Principal/School Leadership--Preparation |
| |
| Leadership--Principal/School Leadership--Preparation--Alternative |
| |
| Leadership--Principal/School Leadership--Professional Development |
| |
| Leadership--Principal/School Leadership--Recruitment and Retention |
| |
| Leadership--Principal/School Leadership--Tenure |
| |
| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--African American |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| Minority/Diversity Issues--Hispanic |
| |
| No Child Left Behind |
| |
| No Child Left Behind--Adequate Yearly Progress |
| |
| No Child Left Behind--Assessment |
| |
| No Child Left Behind--Choice/Transfer |
| |
| No Child Left Behind--Consequences for Schools |
| |
| No Child Left Behind--Finance |
| |
| No Child Left Behind--Parent Involvement |
| |
| No Child Left Behind--Reauthorization Issues/Waivers |
| |
| No Child Left Behind--Report Cards |
| |
| No Child Left Behind--School Support |
| |
| No Child Left Behind--Special Populations |
| |
| No Child Left Behind--Supplemental Services |
| |
| Online Learning--Digital/Blended Learning |
| |
| Online Learning--Virtual Schools/Courses |
| |
| P-16 or P-20 |
| |
| P-3 |
| |
| P-3 Brain Development |
| |
| P-3 Child Care |
| |
| P-3 Content Standards and Assessment |
| |
| P-3 Data Systems |
| |
| P-3 Early Intervention (0-3) |
| |
| P-3 Ensuring Quality |
| |
| P-3 Evaluation/Economic Benefits |
| |
| P-3 Family Involvement |
| |
| P-3 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Health and Mental Health |
| |
| P-3 Kindergarten |
| |
| P-3 Kindergarten--Full-Day Kindergarten |
| |
| P-3 Kindergarten--Full Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Public/Private Partnerships |
| |
| P-3 Special Ed./Inclusion |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Parent/Family--Research |
| |
| Partnerships--University/School |
| |
| Postsecondary |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
| |
| Postsecondary Accountability--Diploma Mills |
| |
| Postsecondary Accountability--Licensing/Program Review and Approval |
| |
| Postsecondary Accountability--Student Learning |
| |
| Postsecondary Affordability |
| |
| Postsecondary Affordability--Financial Aid |
| |
| Postsecondary Affordability--Textbooks |
| |
| Postsecondary Affordability--Tuition/Fees |
| |
| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
| |
| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
| |
| Postsecondary Faculty |
| |
| Postsecondary Faculty--Compensation |
| |
| Postsecondary Faculty--Intellectual Property |
| |
| Postsecondary Faculty--Teaching Assistants |
| |
| Postsecondary Faculty--Tenure |
| |
| Postsecondary Finance |
| |
| Postsecondary Finance--Efficiency/Performance-Based Funding |
| |
| Postsecondary Finance--Facilities |
| |
| Postsecondary Finance--Revenue and Expenditures |
| |
| Postsecondary Governance and Structures |
| |
| Postsecondary Governance and Structures--Administrative/Leadership Issues |
| |
| Postsecondary Governance and Structures--State Executives/State Agencies |
| |
| Postsecondary Institutions |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Institutions--Four-Year Baccalaureate |
| |
| Postsecondary Institutions--HBCUs/Minority-Serving Institutions |
| |
| Postsecondary Institutions--Private/Independent |
| |
| Postsecondary Online Instruction |
| |
| Postsecondary Participation |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Admissions Requirements |
| |
| Postsecondary Participation--Affirmative Action |
| |
| Postsecondary Participation--Enrollments (Statistics) |
| |
| Postsecondary Participation--Outreach |
| |
| Postsecondary Students |
| |
| Postsecondary Students--Adults |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Students--Foster Youth |
| |
| Postsecondary Students--Graduate/Professional |
| |
| Postsecondary Students--International |
| |
| Postsecondary Students--Low-Income |
| |
| Postsecondary Students--Military |
| |
| Postsecondary Students--Minority |
| |
| Postsecondary Success |
| |
| Postsecondary Success--Completion |
| |
| Postsecondary Success--Completion--Completion Rates (Statistics) |
| |
| Postsecondary Success--Developmental/Remediation |
| |
| Postsecondary Success--Retention/Persistence |
| |
| Postsecondary Success--Transfer/Articulation |
| |
| Private Schools |
| |
| Privatization |
| |
| Privatization--Education Management Agencies (EMOs) |
| |
| Proficiency-Based Approaches |
| |
| Promising Practices |
| |
| Promotion/Retention |
| |
| Public Attitudes |
| |
| Public Involvement |
| |
| Purposes of Public Education |
| |
| Reading/Literacy |
| |
| Reading/Literacy--Adult Literacy |
| |
| Religion |
| |
| Religion--Prayer/Meditation |
| |
| Religion--Scientific Creationism (Evolution) |
| |
| Rural |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Week |
| |
| Scheduling/School Calendar--Year |
| |
| Scheduling/School Calendar--Year Round |
| |
| School Climate/Culture |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Code of Conduct |
| |
| School Safety--Corporal Punishment |
| |
| School Safety--Disaster/Emergency Preparedness |
| |
| School Safety--Expulsion/Suspension |
| |
| School Safety--No Child Left Behind--Safe Schools |
| |
| School Safety--Sexual Harassment and Assault |
| |
| School Safety--Special Education |
| |
| School Safety--Uniforms/Dress Codes |
| |
| School/District Structure/Operations |
| |
| School/District Structure/Operations--District Consolidation/Deconsolidation |
| |
| School/District Structure/Operations--District Size |
| |
| School/District Structure/Operations--Facilities |
| |
| School/District Structure/Operations--Food Service |
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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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