DOCSLIB.ORG

Authorizations by States

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Authorizations by States Authorizations by States Listed below are states in which ESU Distance Education has sought and received authorization to offer distance education or where we are currently in the process of obtaining authorization. Alabama: ESU Distance Education has been authorized to offer distance education in Alabama. Alabama has joined the State Authorization Reciprocity Agreement (SARA) on 01-01-2016. Alaska: ESU Distance Education is exempt from authorization to offer distance education in Alaska. Alaska has joined the State Authorization Reciprocity Agreement (SARA) on 05-13-2014. Arizona: ESU Distance Education is exempt from authorization to offer distance education in Arizona. Arizona has joined the State Authorization Reciprocity Agreement (SARA) on 11-11-2014. Arkansas: ESU Distance Education has been authorized to offer distance education in Arkansas. Arkansas has joined the State Authorization Reciprocity Agreement (SARA) on 06-29-2015. California: ESU Distance Education is exempt from authorization to offer distance education in California. Colorado: ESU Distance Education is exempt from authorization to offer distance education in Colorado. Colorado has joined the State Authorization Reciprocity Agreement (SARA) on 05-13-2014. Connecticut: No application is required from ESU Distance Education to offer online education in Connecticut. Connecticut has joined the State Authorization Reciprocity Agreement (SARA) on 12-09-2016. Delaware: ESU Distance Education has been authorized to offer distance education in Delaware. Delaware has joined the State Authorization Reciprocity Agreement (SARA) on 09-01-2016. District of Columbia: ESU Distance is exempt from authorization to offer distance education in DC. District of Columbia has joined the State Authorization Reciprocity Agreement (SARA) on 07-01-2016. Florida: No application is required from ESU Distance Education to offer online education in Florida. Florida has joined the State Authorization Reciprocity Agreement (SARA) on 10-01-2017. Georgia: ESU Distance Education has been authorized to offer distance education in Georgia. Georgia has joined the State Authorization Reciprocity Agreement (SARA) on 12-01-2015. Hawaii: ESU Distance Education is exempt from authorization to offer distance education in Hawaii. Hawaii has joined the State Authorization Reciprocity Agreement (SARA) on 05-17-2016. Idaho: No application is required from ESU Distance Education to offer online education in Idaho. Idaho has joined the State Authorization Reciprocity Agreement (SARA) on 05-13-2014. Illinois: ESU Distance Education has been authorized to offer distance education in Illinois. Illinois has joined the State Authorization Reciprocity Agreement (SARA) on 07-31-2015. Indiana: ESU Distance Education has been authorized to offer distance education in Indiana. Indiana has joined the State Authorization Reciprocity Agreement (SARA) on 02-21-2014. Iowa: ESU Distance Education has been authorized to offer distance education in Iowa. Iowa has joined the State Authorization Reciprocity Agreement (SARA) on 06-01-2015. Kansas: Home State – Authorized. Kansas has joined the State Authorization Reciprocity Agreement (SARA) on 11-16-2014. Kentucky: ESU Distance Education has been authorization to offer distance education in Kentucky. Kentucky has joined the State Authorization Reciprocity Agreement (SARA) on 11-02-2016. Louisiana: ESU Distance Education has been authorized to offer distance education in Louisiana. Louisiana has joined the State Authorization Reciprocity Agreement (SARA) on 10-17-2014. Maine: No application is required from ESU Distance Education to offer online education in Maine. Maine has joined the State Authorization Reciprocity Agreement (SARA) on 11-09-2015. Maryland: ESU Distance Education has been authorized to offer distance education in Maryland. Maryland has joined the State Authorization Reciprocity Agreement (SARA) on 01-01-2016. Massachusetts: ESU Distance Education has been authorized to offer distance education in Massachusetts. Massachusetts has joined the State Authorization Reciprocity Agreement (SARA) on 06-07- 2018. Michigan: ESU Distance Education is exempt from authorization to offer distance education in Michigan. Michigan has joined the State Authorization Reciprocity Agreement (SARA) on 08-31-2015. Minnesota: ESU Distance Education has been authorized to offer distance education in Minnesota. Minnesota has joined the State Authorization Reciprocity Agreement (SARA) on 01-26-2015. Mississippi: ESU Distance Education is exempt from authorization to offer distance education in Mississippi. Mississippi has joined the State Authorization Reciprocity Agreement (SARA) on 01-01-2016. Missouri: ESU Distance Education has been authorized to offer distance education in Missouri. Missouri has joined the State Authorization Reciprocity Agreement (SARA) on 11-16-2014. Montana: ESU Distance Education is exempt from authorization to offer distance education in Montana. Montana has joined the State Authorization Reciprocity Agreement (SARA) on 08-13-2014. Nebraska: No application is required from ESU Distance Education to offer online education in Nebraska. Nebraska has joined the State Authorization Reciprocity Agreement (SARA) on 08-09-2014. Nevada: ESU Distance Education is exempt from authorization to offer distance education in Nevada. Nevada has joined the State Authorization Reciprocity Agreement (SARA) on 05-14-2014. New Hampshire: ESU Distance Education is exempt from authorization to offer distance education in New Hampshire. New Hampshire has joined the State Authorization Reciprocity Agreement (SARA) on 12-15-2014. New Jersey: No application is required from ESU Distance Education to offer online education in New Jersey. New Jersey has joined the State Authorization Reciprocity Agreement (SARA) on 12-05-2016. New Mexico: No application is required from ESU Distance Education to offer online education in New Mexico. New Mexico has joined the State Authorization Reciprocity Agreement (SARA) on 05-12-2015. New York: No application is required from ESU Distance Education to offer online education in New York. New York has joined the State Authorization Reciprocity Agreement (SARA) on 12-09-2016. North Carolina: No application is required from ESU Distance Education to offer online education in North Carolina. North Carolina has joined the State Authorization Reciprocity Agreement (SARA) on 06-13-2016. North Dakota: ESU Distance Education has been authorized to offer distance education in North Dakota. North Dakota has joined the State Authorization Reciprocity Agreement (SARA) on 04-03-2014. Ohio: ESU Distance Education is exempt from authorization to offer distance education in Ohio. Ohio has joined the State Authorization Reciprocity Agreement (SARA) on 03-02-2015. Oklahoma: No application is required from ESU Distance Education to offer online education in Oklahoma. Oklahoma has joined the State Authorization Reciprocity Agreement (SARA) on 06-29-2015. Oregon: No application is required from ESU Distance Education to offer online education in Oregon. Oregon has joined the State Authorization Reciprocity Agreement (SARA) on 11-11-2014. Pennsylvania: ESU Distance Education has been authorized to offer distance education in Pennsylvania. Pennsylvania has joined the State Authorization Reciprocity Agreement (SARA) on 11-02-2016. Rhode Island: No application is required from ESU Distance Education to offer online education in Rhode Island. Rhode Island has joined the State Authorization Reciprocity Agreement (SARA) on 11-09-2015. South Carolina: No application is required from ESU Distance Education to offer online education in South Carolina. South Carolina has joined the State Authorization Reciprocity Agreement (SARA) on 06-10-2016. South Dakota: ESU Distance Education is exempt from authorization to offer distance education in South Dakota. South Dakota has joined the State Authorization Reciprocity Agreement (SARA) on 11-11-2014. Tennessee: ESU Distance Education is exempt from authorization to offer distance education in Tennessee. Tennessee has joined the State Authorization Reciprocity Agreement (SARA) on 06-29-2015. Texas: Emporia State University is not regulated in Texas under Chapter 132 of the Texas Education Code. ESU and Distance Education operates under the authority of the Kansas Board of Regents System. Texas has joined the State Authorization Reciprocity Agreement (SARA) on 11-02-2015. Utah: ESU Distance Education is exempt from authorization to offer distance education in Utah. Utah has joined the State Authorization Reciprocity Agreement (SARA) on 08-25-2016. Vermont: No application is required from ESU Distance Education to offer online education in Vermont. Vermont has joined the State Authorization Reciprocity Agreement (SARA) on 04-17-2015. Virginia: No application is required from ESU Distance Education to offer online education in Virginia. Virginia has joined the State Authorization Reciprocity Agreement (SARA) on 10-17-2014. Washington: ESU Distance Education has been authorized to offer distance education in Washington. Washington has joined the State Authorization Reciprocity Agreement (SARA) on 05-13-2014. West Virginia: No application is required from ESU Distance Education to offer online education in West Virginia. West Virginia has joined the State Authorization Reciprocity Agreement (SARA) on 10-17-2014. Wisconsin: ESU Distance Education is exempt from authorization to offer distance education in Wisconsin. Wisconsin has joined the State Authorization Reciprocity Agreement (SARA) on 08-12-2016. Wyoming: ESU Distance Education has been authorized to offer distance education in Wyoming. Wyoming has joined the State Authorization Reciprocity Agreement (SARA) on 05-12-2015. Updated by 07/01/2021. For further information, please contact Distance Education Office at Emporia State University (620-341-5385). .
Load more

Recommended publications
  • Financing the Schools in Montgomery County, Virginia a Study Conducted by the League of Women Voters of Montgomery County, VA
    Financing the Schools in Montgomery County, Virginia A Study Conducted by The League of Women Voters of Montgomery County, VA Introduction The Montgomery County League of Women Voters approved a study of financing for the Montgomery County Public Schools at its annual meeting on May 9, 2018. League members Mary Houska and Wayne “Dempsey” Worner are co-directors of the study. The study addresses the following questions: 1. Is state funding of public education adequate and equitable, and how does it impact funding Montgomery County schools? 2. Has the Montgomery County School Board prepared budgets and has the Board of Supervisors funded budgets that accurately reflect school needs? 3. Are properties in Montgomery County taxed equitably to reflect an appropriate balance of tax revenues from commercial and residential properties? 4. Has the Montgomery County School Board created mechanisms that guarantee equal access to quality programs for all students attending the public schools in the County? The planned completion date for the study was April 2019 for presentation to the League's May 2019 Annual Meeting. Over the summer and fall of 2018: • Meetings were held with representatives of the Montgomery County School Division, the Board of Supervisors, the Commissioner of Revenue’s Office, the Virginia Tech Educational Foundation, and two members of the Virginia General Assembly; • Members of the Montgomery County LWV were invited to join the study group; • Data sources included (1) reports prepared by the Virginia Department of Education; (2) reports prepared by the Commonwealth Institute for Fiscal Analysis; (3) the Montgomery County Schools Budget and Annual Report documents; (4) the Montgomery County Budget; (5) the Virginia Education Association; (6) Joint Legislative Audit and Review Commission (JLARC) reports; and others.
    [Show full text]
  • Monty Sullivan Vitae- 1
    Monty Sullivan Vitae- 1 Monty E. Sullivan, Ed.D. Summary: Proven, innovative higher education leader with over a decade of executive level experience in the community college sector. Education Educational Doctorate Curriculum and Instruction, Louisiana Tech University, Louisiana Educational Consortium (LEC), February 2000 Dissertation entitled Analysis of the Relationship Between Student Course Satisfaction and Student Perception of Interaction in a Compressed Video Setting Master of Education English Education, Louisiana Tech University, May 1994 Bachelor of Arts Political Science, Louisiana Tech University, May 1993 Administrative Experience President- Louisiana Community and Technical College System February 2014 to Present As President, responsible to the Board of Supervisors for state policy and management of board functions for Louisiana’s thirteen community and technical colleges. Developed a bold public agenda, Our Louisiana 2020, which is a six-year plan to build a better Louisiana by significantly boosting the skills, education and earning power of its citizens, and to meet the diverse workforce needs of industry. Nationally recognized for enrollment growth, record number of graduates, substantial increases in giving to the foundations of Louisiana’s community and technical colleges. Chancellor- Delgado Community College June 2012 to February 2014 As Chancellor, responsible for all aspects of leadership and operations of the college and college foundation for the comprehensive community college enrolling over 35,000 students annually with an annual budget of over $90 million. Select accomplishments include: Secured nearly $100 million in bond funding to improve college infrastructure; Raised over $10 million in foundation contributions to support the mission; Graduated the largest class in the college’s 90 year history; Managed through a $13 million deficit; and Reconnected the college with the business community.
    [Show full text]
  • Directory of State Authorization Agencies and Lead Contacts October 2017
    Directory of State Authorization Agencies and Lead Contacts October 2017 U.S. STATES, District of Columbia, and Puerto Rico ALABAMA Alabama Commission on Higher Education Elizabeth C. French Director, Office of Institutional Effectiveness and Planning (334) 242-2179 [email protected] http://www.ache.state.al.us/ Alabama Community College System Tivoli Nash Director of Private School Licensure (334) 293-4653 [email protected] https://www.accs.cc/index.cfm/school-licensure/ Alabama Office of the Secretary of State Elaine Swearengin Division Director (Corp. Records Supervisor) Business Services Division, Alabama State House (334) 242-7221 [email protected] http://sos.alabama.gov/ ALASKA _________________________________________________________________________________ Alaska Commission on Postsecondary Education Kierke A. Kussart Program Coordinator for Institutional Authorization (907) 465-6741 [email protected] [email protected] ARKANSAS Arkansas Department of Higher Education Jeanne Jones Program Specialist, Academic Affairs (501) 371-2039 [email protected] http://www.adhe.edu Arkansas State Board of Private Career Education Alana Boles Program Directory of Private Career and Out-of-State Education (501) 683-8000 [email protected] http://www.sbpce.arkansas.gov/ CALIFORNIA California Bureau for Private Postsecondary Education Joanne Wenzel Bureau Chief (916) 431-6905 [email protected] http://www.bppe.ca.gov/ COLORADO Colorado Department of Higher Education Heather DeLange Academic
    [Show full text]
  • Massive Resistance and the Origins of the Virginia Technical College System
    Inquiry: The Journal of the Virginia Community Colleges Volume 22 | Issue 2 Article 6 10-10-2019 Massive Resistance and the Origins of the Virginia Technical College System Richard A. Hodges Ed.D., Thomas Nelson Community College, [email protected] Follow this and additional works at: https://commons.vccs.edu/inquiry Part of the Higher Education Commons, History Commons, and the Politics and Social Change Commons Recommended Citation Hodges, R. A. (2019). Massive Resistance and the Origins of the Virginia Technical College System. Inquiry: The Journal of the Virginia Community Colleges, 22 (2). Retrieved from https://commons.vccs.edu/inquiry/vol22/iss2/6 This Article is brought to you for free and open access by Digital Commons @ VCCS. It has been accepted for inclusion in Inquiry: The ourJ nal of the Virginia Community Colleges by an authorized editor of Digital Commons @ VCCS. For more information, please contact [email protected]. Hodges: Massive Resistance and the Origins of the VTCS MASSIVE RESISTANCE AND THE ORIGINS OF THE VIRGINIA TECHNICAL COLLEGE SYSTEM RICHARD A. HODGES INTRODUCTION In the summer of 1964, Dr. Dana B. Hamel, Director of the Roanoke Technical Institute in Roanoke, Virginia received a phone call that would change the course of Virginia higher education. The call was from Virginia Governor Albertis Harrison requesting Hamel serve as the Director of the soon to be established Department of Technical Education. The department, along with its governing board, would quickly establish a system of technical colleges located regionally throughout Virginia, with the first of those colleges opening their doors for classes in the fall of 1965.
    [Show full text]
  • Private Schools for Blacks in Early Twentieth Century Richmond, Virginia
    W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2016 Private Schools for Blacks in Early Twentieth Century Richmond, Virginia Sharron Smith College of William and Mary, [email protected] Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the History Commons Recommended Citation Smith, Sharron, "Private Schools for Blacks in Early Twentieth Century Richmond, Virginia" (2016). Dissertations, Theses, and Masters Projects. Paper 1477068460. http://doi.org/10.21220/S2D30T This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. Private Schools for Blacks in Early Twentieth Century Richmond, Virginia Sharron Renee Smith Richmond, Virginia Master of Liberal Arts, University of Richmond, 2004 Bachelor of Arts, Mary Baldwin College, 1989 A Thesis presented to the Graduate Faculty of the College of William and Mary in Candidacy for the Degree of Master of Arts Department of History The College of William and Mary August, 2016 © Copyright by Sharron R. Smith ABSTRACT The Virginia State Constitution of 1869 mandated that public school education be open to both black and white students on a segregated basis. In the city of Richmond, Virginia the public school system indeed offered separate school houses for blacks and whites, but public schools for blacks were conducted in small, overcrowded, poorly equipped and unclean facilities. At the beginning of the twentieth century, public schools for black students in the city of Richmond did not change and would not for many decades.
    [Show full text]
  • A Case Study of Local Control of Schools Michael Steven Martin University of Vermont
    University of Vermont ScholarWorks @ UVM Graduate College Dissertations and Theses Dissertations and Theses 2017 Vermont's Sacred Cow: A Case Study of Local Control of Schools Michael Steven Martin University of Vermont Follow this and additional works at: https://scholarworks.uvm.edu/graddis Part of the Educational Administration and Supervision Commons, and the Other History Commons Recommended Citation Martin, Michael Steven, "Vermont's Sacred Cow: A Case Study of Local Control of Schools" (2017). Graduate College Dissertations and Theses. 737. https://scholarworks.uvm.edu/graddis/737 This Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks @ UVM. It has been accepted for inclusion in Graduate College Dissertations and Theses by an authorized administrator of ScholarWorks @ UVM. For more information, please contact [email protected]. VERMONT’S SACRED COW: A CASE STUDY OF LOCAL CONTROL OF SCHOOLS A Dissertation Presented by Michael S. Martin to The Faculty of the Graduate College of The University of Vermont In Partial Fulfillment of the Requirements For the degree of Doctor of Education Specializing in Educational Leadership and Policy Studies May, 2017 Defense Date: March 21, 2017 Dissertation Examination Committee: Cynthia Gerstl-Pepin, Ph.D., Advisor Frank Bryan, Ph.D., Chairperson Judith A. Aiken, Ed.D. Kieran M. Killeen, Ph.D. Cynthia J. Forehand, Ph.D., Dean of the Graduate College ABSTRACT When it comes to school governance, the concept of “local control” endures as a powerful social construct in some regions of the United States. In New England states, where traditional town meetings and small school districts still exist as important local institutions, the idea of local control is still an important element of policy considerations, despite increasing state and federal regulation of education in recent years.
    [Show full text]
  • 2017 State of Higher Education in Vermont
    State of Higher Education in Vermont A comprehensive picture of the higher education sector in Vermont including institutional characteristics, enrollment statistics, special programs, and outcomes. Based on complete data from the 2015 academic year. Table of Contents Introduction .................................................................................................................................................. 3 About our Institutions ................................................................................................................................... 4 Top Fields of Study .................................................................................................................................... 5 STEM Degrees Awarded by Level .............................................................................................................. 7 Degrees Related to Promising Careers ..................................................................................................... 8 Distance Learning ...................................................................................................................................... 8 About our Students ....................................................................................................................................... 9 Basic Enrollment Figures ........................................................................................................................... 9 Total Enrollment: .................................................................................................................................
    [Show full text]
  • Public Higher Education in Vermont Maximizing the State’S Investment
    Public Higher Education in Vermont Maximizing the State’s Investment Report of the Governor’s Task Force on Higher Education November 15, 2009 1 TABLE OF CONTENTS The Task Force and Its Charge 3 Executive Summary 5 History of Public Education in Vermont 7 Recommendations 12 Continuum of Education 15 Areas of Possible Future Collaboration 18 Conclusion 24 Attachments 25 2 The Task Force and Its Charge Underlying the creation of the governor’s task force on higher education in January 2009 was the stark realization that spending for public education is seriously out of balance in Vermont. The state spends relatively little on early education, among the highest in the nation for primary and secondary education, and among the lowest in the nation for higher education.1 In light of this, Governor James H. Douglas, proposed a 20% increase in his 2010 budget for early and higher education based on his belief that an investment in lifelong learning is an investment in an individual’s economic independence, and that Vermont’s public higher education institutions must be affordable and accessible to Vermonters who need education and skills to succeed in the 21st century economy. 2 At the same time, the governor sought to inquire whether the current structure, administration, and program offerings of the state’s public higher education institutions are appropriate for today’s needs. This led him to create ―a working task force with the responsibility to find academic and administrative efficiencies that will be achieved through consolidation of our university and state college systems.‖ Although the governor assured the task force that he had no preconceived notion as to what type of consolidation activities might be effective and appropriate, he urged the task force to identify ways to improve services to students and the state and bring greater value to the state’s investment.
    [Show full text]
  • K-12 Civics Education
    Vermont Legislative Research Service https://www.uvm.edu/cas/polisci/vermont-legislative-research-service-vlrs K-12 Civics Education The events of January 6th, 2021 shocked the nation and put the importance of civics education at the forefront of discussion across the states. A lack of civic knowledge can lead to a decreased ability to fact-check sources, which can be dangerous in the era of misinformation and polarized sources. The National Assessment of Educational Progress (NAEP) civics exam tests civics knowledge of students throughout the country. The 2018 eighth grade national score on that exam was below proficient, with scores remaining relatively stagnant for the past two decades.1 Civics education in childhood and adolescent schooling is vital to growing responsible civic engagement. Teaching the functions of government, citizenship rights, and aspects of civil society can result in higher voter turnout rates, a more informed subscription to news and events, and volunteering. States that prioritize civics and Advanced Placement (AP) US Government in their curricula often observe rates of youth civic engagement that are higher than the national average.2 Nationwide, voter turnout for ages 18-29 remains the lowest among all eligible age groups.3 The increase in turnout for the past few elections does not necessarily prove a new standard. Providing required civics education for grade K-12 would better prepare responsible young citizens for when they become eligible to vote. 1The National Assessment of Educational Progress, “NAEP Report Card: Civics,” NAEP Report Card: Civics, accessed March 15, 2021, https://www.nationsreportcard.gov/civics/results/scores/. 2 Stephen Sawchuck, “How 3 States Are Digging in on Civics Education,” Education Week, July 17, 2019, accessed March 12, 2021, https://www.edweek.org/teaching-learning/how-3-states-are-digging-in-on-civics-education.
    [Show full text]
  • Pub Type Edrs Price Descriptors
    DOCUMENT RESUME ED 292 912 UD 026 081 TITLE Reauthorization of the Education Consolidation and Improvement Act. Hearings before the Subcommittee on Education, Arts and Humanities of the Committee on Labor and Human Resources, United States Senate, and the Subcommittee on Elementary, Secondary, and Vocational Education: House of Representatives, One Hundredth Congress, First Session (Saint Johnsbury, Vermont, February 10, 1987; Waterbury, Vermont, February 13, 1987). INSTITUTION Congress of the U.S., Washington, D.C. House Committee on Education and Labor. REPORT NO Senate-Hrg-100-153 PUB DATE 10 Feb 87 NOTE 190p.; Some pages contain small, light type. AVAILABLE FROM Superintendent of Documents, Congressional Sales Office, U.S. Government Printing Office, Washington, DC 20402. PUB TYPE Legal /Legislative /Regulatory Materials (090) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS Compensatory Education; *Educationally Disadvantaged; Educational Needs; Elementary Secondary Education; *Federal Aid; *High Risk Students; *Program Budgeting; Program Development; *Program Effectiveness; Success IDENTIFIERS *Education Consolidation Improvement Act Chapter 1; *Education Consolidation Improvement Act Chapter 2; Vermont ABSTRACT Hearings before the House Subcommittee on Education, Arts, and Humanities were held in February, 1987 to reauthorize the Education Consolidation and Improvement Act. The purpose was to report on the contribution made in education by Chapter 1 and Chapter 2 programs and to refine and explain the goals for reauthorization. Teachers, coordinators, administrators, students, and parents testified on the following aspects of these programs in Vermont: (1) services to preschool children; (2) negative effects on the programs if funding is cut; (3) parent and community involvement; (4) professional development and training; (5) instructional materials, methods, and approaches; (6) effects on student achievement; and (7) special concerns of rural districts.
    [Show full text]
  • State Education Agencies As Agents of Change What It Will Take for the States to Step up on Education Reform
    AP PHOTO/ERIK SCH PHOTO/ERIK AP E LZIG State Education Agencies as Agents of Change What It Will Take for the States to Step Up On Education Reform Cynthia G. Brown, Frederick M. Hess, Daniel K. Lautzenheiser, and Isabel Owen July 2011 WWW.AMERICANPROGRESS.ORG State Education Agencies as Agents of Change What It Will Take for the States to Step Up On Education Reform Cynthia G. Brown, Frederick M. Hess, Daniel K. Lautzenheiser, and Isabel Owen July 2011 On the cover: Kevin Huffman, a former vice president atT each for America, speaks at a news conference after being named education commissioner at the state Capitol in Nashville, Tennessee in March 2011. Gov. Bill Haslam and wife, Crissy, look on. Contents 1 Introduction and summary 3 Our findings 4 Our recommendations 6 The importance of this paper 7 History of state education agencies 11 Literature review 17 The SEA circa 2011 20 Findings: How chiefs get things done, in their own words 21 Shift from compliance to performance 22 Reorganize and focus the agency 23 Make the “federal unit” fit 25 Recognize the limits of the SEA 27 Recruit talent 28 Build key relationships 30 Use the levers for change 32 Conclusions and recommendations 32 Role of the state 34 Role of the federal government 35 Role of the SEA chief 38 Conclusion 39 Appendix: State education agency staffing levels 41 References 42 Endnotes 43 About the authors and acknowledgements Introduction and summary Today, state education agencies and their leaders face unprecedented demands. What was once a low-profile job of managing federal aid, providing curricular guidance, and ensuring compliance with various legal obligations is now a far more visible and politically fraught task.
    [Show full text]
  • Virginia's College Guide for Students with Disabilities
    Virginia’s College Guide for Students with Disabilities VIRGINIA DEPARTMENT OF EDUCATION Virginia’s College Guide for Students With Disabilities YOU KNOW YOU CAN DO IT! HERE’S HOW! JANUARY 2003 Virginia Department of Education January 2003 91 Virginia’s College Guide for Students with Disabilities Virginia’s College Guide for Students With Disabilities YOU KNOW YOU CAN DO IT! HERE’S HOW! Virginia Department of Education Division of Special Education and Student Services P.O. Box 2120 Richmond, Virginia 23218-2120 Virginia Department of Education January 2003 1 Virginia’s College Guide for Students with Disabilities 2 Virginia Department of Education January 2003 Virginia’s College Guide for Students with Disabilities Table of Contents Introduction............................................................................................................................. 5 Acknowledgements .............................................................................................................. 6 Do You Know The Law?...................................................................................................... 7 Do You Know How To Plan Your Transition From High School To College?................................................................................. 13 Are You Ready For The Responsibility? ....................................................................... 19 Understand How College Differs From High School ............................................... 21 Select Your College Carefully...........................................................................................23
    [Show full text]