S. 578: A bill to improve outcomes for students in persistently low-performing schools, to create a culture of recognizing, rewarding, and replicating educational excellence, to authorize school turnaround grants, and for other purposes.

Introduced:
Mar 14, 2013
Status:
Referred to Committee
Prognosis
0% chance of being enacted
Track this bill
Sponsor
Kay Hagan
Junior Senator from North Carolina
Party
Democrat
Text
Read Text »
Last Updated
Mar 14, 2013
Length
31 pages
 
Status

This bill was assigned to a congressional committee on March 14, 2013, which will consider it before possibly sending it on to the House or Senate as a whole.

Progress
Introduced Mar 14, 2013
Referred to Committee Mar 14, 2013
Reported by Committee ...
Passed Senate ...
Passed House ...
Signed by the President ...
Prognosis

2% chance of getting past committee.
0% chance of being enacted.

Only 11% of bills made it past committee and only about 3% were enacted in 2011–2013. [show factors | methodology]

 
Summary

No summaries available.

Cosponsors
none
Committees

Senate Health, Education, Labor, and Pensions

The committee chair determines whether a bill will move past the committee stage.

 
Primary Source

THOMAS.gov (The Library of Congress)

GovTrack gets most information from THOMAS, which is updated generally one day after events occur. Activity since the last update may not be reflected here. Data comes via the congress project.

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Notes

S. stands for Senate bill.

A bill must be passed by both the House and Senate in identical form and then be signed by the president to become law.

The bill’s title was written by its sponsor.

GovTrack’s Bill Summary

We don’t have a summary available yet.

Library of Congress Summary

The summary below was written by the Congressional Research Service, which is a nonpartisan division of the Library of Congress.


3/14/2013--Introduced.
School Turnaround and Rewards Act of 2013 or the STAR Act of 2013 - Amends the Elementary and Secondary Education Act of 1965 (ESEA) to replace the school support and recognition program with a blue ribbon schools program that allows each state to annually identify the top 5% of its schools as blue ribbon schools based on:
(1) the percentage of their students who are on track to college and career readiness for English or language arts and mathematics;
(2) in the case of high schools, their graduation rates;
(3) the performance of their student subgroups;
(4) student growth; and
(5) school gains.
Allows states to provide each blue ribbon school with: (1) increased autonomy over its budget, staffing, and time; (2) flexibility in using funds provided under the ESEA for any purpose allowed under the ESEA; and (3) a monetary award, through its local educational agency (LEA), if it agrees to use it to improve student achievement and provide technical assistance to the lowest-achieving schools in the state that have characteristics similar to it.
Requires states to identify their lowest-achieving schools each year, which include: (1) the lowest-achieving 5% of public high schools and the lowest-achieving 5% of public elementary and secondary schools that are not high schools, and (2) the public high schools that have less than a 60% graduation rate. Requires each state to notify the parents of students of a school's status as one of its lowest-achieving schools.
Requires states to compile a list of its schools identified as lowest-achieving that: (1) receive assistance under part A of title I of the ESEA, (2) are public high schools at least 50% of whose students are low-income students, or (3) are public high schools that have less than a 60% graduation rate. Requires the list to be made publicly available.
Identifies as persistently low-achieving those schools that have been on that list for two consecutive school years (for the 2013-2014 school year, a school on the list the preceding school year shall be so identified). Continues their characterization as such for five years following their identification.
Allows states to apply to the Secretary of Education for a waiver from the requirement to identify schools as persistently low-achieving if they determine that all of their schools are performing at a satisfactory level.
Requires LEAs receiving part A funds to conduct a data-driven needs analysis of each of their persistently low-achieving schools and use it to select and implement the most appropriate school improvement strategy to improve student performance at each school.
Identifies the school improvement strategies as the transformation model, the restart model, the school closure model, and the turnaround model.
Lists the activities that each strategy entails.
Requires all of the strategies to provide:
(1) school staff with ongoing training and performance evaluations, and
(2) students with instruction and instructional supports that meet their individual needs.
Authorizes the Secretary to carry out activities of national significance to support state and local efforts to turn around persistently low-performing schools.

House Republican Conference Summary

The summary below was written by the House Republican Conference, which is the caucus of Republicans in the House of Representatives.


No summary available.

House Democratic Caucus Summary

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