H.R. 3154 (112th): Education for Tomorrow’s Jobs Act

112th Congress, 2011–2013. Text as of Oct 12, 2011 (Introduced).

Status & Summary | PDF | Source: GPO

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112th CONGRESS

1st Session

H. R. 3154

IN THE HOUSE OF REPRESENTATIVES

October 12, 2011

introduced the following bill; which was referred to the Committee on Education and the Workforce

A BILL

To amend section 1112 of the Elementary and Secondary Education Act of 1965.

1.

Short title

This Act may be cited as the Education for Tomorrow’s Jobs Act.

2.

Local educational agency plans

Section 1112(b)(1) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6312(b)(1)) is amended—

(1)

in subparagraph (P), by striking and at the end;

(2)

in subparagraph (Q), by striking the period at the end and inserting ; and; and

(3)

by adding at the end the following:

(R)

in the case of a local educational agency that chooses to use subgrant funds under this part to establish and carry out the program described in this subparagraph, a description of how the local educational agency will establish and carry out such program, including a description of how the agency will—

(i)

create a network of schools or programs of study within schools that meaningfully and coherently integrate a rigorous academic curricula emphasizing—

(I)

real-world applications and aligned with entrance requirements for public institutions of higher education in the State;

(II)

a career and technical education component aligned with the State’s challenging academic standards pursuant to section 1111(b)(1) and organized around themes in high-pay, high-growth, or high-skill industry or industry sectors;

(III)

work-based learning opportunities aligned with such standards; and

(IV)

wraparound support services;

(ii)

ensure that the educational experience of students participating in such program is personalized through school-level strategies such as cohort scheduling, professional learning communities, and smaller learning communities;

(iii)

provide a needs and resource assessment demonstrating the local educational agency’s capacity to carry out the program;

(iv)

facilitate partnerships among the local educational agency and schools participating in the program, and institutions of higher education, industry, community-based organizations, parent organizations, and other stakeholders, and solicit ongoing participation of these groups on an advisory basis;

(v)

contract with not less than one qualified intermediary with demonstrated expertise in building, connecting, sustaining, and measuring partnerships with employers, institutions of higher education, community-based organizations, parent organizations, and other key external stakeholders;

(vi)

provide staff at schools participating in the program and other stakeholders high-quality and rigorous professional development and technical assistance;

(vii)

facilitate transitions from—

(I)

secondary schools that do not award a diploma to secondary schools that award a diploma; and

(II)

from secondary schools that award a diploma to postsecondary education;

(viii)

where appropriate, develop and provide enabling policies including budgeting, governance, curriculum, and scheduling autonomies for the program;

(ix)

assure that students throughout the local educational agency, including English language learners and students with disabilities, will be able to fully participate in the school or program of study in which they are enrolled and that student assignment to a school or program of study will be conducted without tracking students into the school or program of study on the basis of their prior academic achievement or membership in a group of students specified under 1111(b)(2)(C)(v)(II), and when possible, based upon the preference of the student or the student’s parent;

(x)

demonstrate how the program will be sustainable; and

(xi)

provide for an ongoing and rigorous evaluation of the program and disseminate best practices.

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