Ensuring College and Career Readiness for All Students
Amends title I of the ESEA to revise the school improvement program under part A. Eliminates the requirement that local educational agencies (LEAs) and schools make adequate yearly progress toward state academic performance standards or be subject to specified improvements, corrective action, or restructuring.
Requires states to adopt college and career ready academic content and achievement standards and assessments in reading, mathematics, science, and English language proficiency.
Requires states to adopt and implement assessments of student progress toward those standards that measure the overall performance of students in each public school and the performance of their poor, minority, disabled, and English learner subgroups.
Allows states to adopt alternate academic achievement standards and assessments for students with the most significant cognitive disabilities.
Allows states to measure student growth toward those standards and to develop and administer computer adaptive assessments that determine whether each student is meeting or exceeding the on-track level of performance for his or her grade level.
Requires states to provide for the improvement of all schools that are low-performing overall or have low-performing student subgroups on those assessments or, in the case of high schools, low graduation rates.
Subjects schools to improvement strategies if they are identified as persistently low-achieving or achievement gap schools due to their students overall or one or more of their student subgroups having among the lowest reading and mathematics scores or lowest high school graduation rates in the state.
Requires each LEA that serves an achievement gap school to develop and implement a measurable and data-driven correction plan to improve the performance of the school's low-achieving subgroups.
Requires LEAs to conduct a data-driven needs analysis of each of their persistently low-achieving schools and use it to select and implement, as appropriate for each school:
(1) a transformation strategy,
(2) a strategic staffing strategy,
(3) a turnaround strategy,
(4) a whole school reform strategy,
(5) a restart strategy, or
(6) a school closure strategy.
Requires LEAs to allow students at persistently low-achieving schools to transfer to another of its public schools that has not been identified as persistently low-achieving, unless that option is prohibited by state law.
Replaces the School Support and Recognition program with the Blue Ribbon Schools program that allows states to award their highest performing schools with increased autonomy, flexibility in using ESEA funds, and monetary rewards.
Requires teachers to be highly-qualified if teaching a core academic subject in a program supported with school improvement funds, but makes this requirement applicable only to new teachers if the state has fully implemented a teacher and principal evaluation system.
Requires LEAs to show that:
(1) combined state and local per-pupil expenditures in each of their schools served under part A are not less than the average combined state and local per-pupil expenditures for their schools not served under part A; or
(2) the average combined state and local per-pupil expenditures at its high-poverty schools are no less than those expenditures at its low-poverty schools, if LEAs serve all of their schools under part A. Directs the Secretary to award grants to states to develop, improve, or administer their college and career ready academic standards and assessments.
Replaces part B (Student Reading Skills Improvement Grants) of title I with new Pathways to College grant programs that:
(1) assist schools in implementing innovative and effective secondary school reform strategies, and
(2) cover part or all of the Advanced Placement (AP) or International Baccalaureate (IB) examination fee low-income students incur.
Amends the program, under part C (Education of Migratory Children), providing grants to states for the education of migratory children.
Requires migratory children to be given the opportunity to meet the same college and career readiness standards as other children.
Amends part D (Prevention and Intervention Programs for Children and Youth Who are Neglected, Delinquent, or At-Risk)I. Requires states to ensure that students who have been placed in the juvenile justice system are promptly re-enrolled in secondary school or placed in re-entry programs that best meet their educational and social needs.
Replaces part E (National Assessment of Subchapter I) with a new part E (Educational Stability of Children in Foster Care) program to facilitate the educational transition of children that move to a new school attendance area as the result of being placed in foster care, changing their foster care placement, or leaving foster care.
Eliminates parts F (Comprehensive School Reform), G (Advanced Placement Programs), and H (School Dropout Prevention).