114th CONGRESS
1st Session
In the House of Representatives, U. S.,
November 17, 2015
AMENDMENT:
That the bill from the Senate (S. 1177) entitled An Act to reauthorize the Elementary and Secondary Education Act of 1965 to ensure that every child achieves.
, do pass with the following
Strike out all after the enacting clause and insert:
Short title
This Act may be cited as the Student Success Act
.
Table of contents
The table of contents for this Act is as follows:
Sec. 1. Short title.
Sec. 2. Table of contents.
Sec. 3. References.
Sec. 4. Transition.
Sec. 5. Effective dates.
Sec. 6. Authorization of appropriations.
Sec. 7. Sense of the Congress.
Title I—Aid to local educational agencies
Subtitle A—In general
Sec. 101. Title heading.
Sec. 102. Statement of purpose.
Sec. 103. Flexibility to use Federal funds.
Sec. 104. School improvement.
Sec. 105. Direct student services.
Sec. 106. State administration.
Subtitle B—Improving the academic achievement of the disadvantaged
Sec. 111. Part A headings.
Sec. 112. State plans.
Sec. 113. Local educational agency plans.
Sec. 114. Eligible school attendance areas.
Sec. 115. Schoolwide programs.
Sec. 116. Targeted assistance schools.
Sec. 117. Academic assessment and local educational agency and school improvement; school support and recognition.
Sec. 118. Parental involvement.
Sec. 119. Qualifications for paraprofessionals.
Sec. 120. Participation of children enrolled in private schools.
Sec. 121. Fiscal requirements.
Sec. 122. Coordination requirements.
Sec. 123. Grants for the outlying areas and the Secretary of the Interior.
Sec. 124. Allocations to States.
Sec. 125. Basic grants to local educational agencies.
Sec. 126. Targeted grants to local educational agencies.
Sec. 127. Adequacy of funding to local educational agencies in fiscal years after fiscal year 2001.
Sec. 128. Education finance incentive grant program.
Sec. 129. Carryover and waiver.
Sec. 130. Title I portability.
Subtitle C—Additional Aid to States and School Districts
Sec. 131. Additional aid.
Subtitle D—National assessment
Sec. 141. National assessment of title I.
Subtitle E—Title I general provisions
Sec. 151. General provisions for title I.
Title II—Teacher Preparation and Effectiveness
Sec. 201. Teacher preparation and effectiveness.
Sec. 202. Conforming repeals.
Title III—Parental Engagement and Local Flexibility
Sec. 301. Parental engagement and local flexibility.
Title IV—Impact Aid
Sec. 401. Purpose.
Sec. 402. Payments relating to Federal acquisition of real property.
Sec. 403. Payments for eligible federally connected children.
Sec. 404. Policies and procedures relating to children residing on Indian lands.
Sec. 405. Application for payments under sections 8002 and 8003.
Sec. 406. Construction.
Sec. 407. Facilities.
Sec. 408. State consideration of payments providing State aid.
Sec. 409. Federal administration.
Sec. 410. Administrative hearings and judicial review.
Sec. 411. Definitions.
Sec. 412. Authorization of appropriations.
Sec. 413. Conforming amendments.
Title V—The Federal Government’s Trust Responsibility to American Indian, Alaska Native, and Native Hawaiian Education
Sec. 501. The Federal Government’s Trust Responsibility to American Indian, Alaska Native, and Native Hawaiian Education.
Title VI—General provisions for the Act
Sec. 601. General provisions for the Act.
Sec. 602. Repeal.
Sec. 603. Other laws.
Sec. 604. Amendment to IDEA.
Title VII—Homeless Education
Sec. 701. Statement of policy.
Sec. 702. Grants for State and local activities for the education of homeless children and youths.
Sec. 703. Local educational agency subgrants for the education of homeless children and youths.
Sec. 704. Secretarial responsibilities.
Sec. 705. Definitions.
Sec. 706. Authorization of appropriations.
Title VIII—Miscellaneous provisions
Sec. 801. Findings; Sense of the Congress.
Sec. 802. Preventing improper use of taxpayer funds.
Sec. 803. Accountability to taxpayers through monitoring and oversight.
Sec. 804. Prohibition of using education funds for excess payments to certain retirement or pension systems.
Sec. 805. Sense of Congress on the free exercise of religion.
Title IX—Schools of the Future Act
Sec. 901. Short title.
Sec. 902. Findings.
Sec. 903. Program authorized.
Sec. 904. Application.
Sec. 905. Application review and award basis.
Sec. 906. Use of funds.
Sec. 907. Data collection and evaluation.
Sec. 908. Definitions.
References
Except as otherwise expressly provided, whenever in this Act an amendment or repeal is expressed in terms of an amendment to, or repeal of, a section or other provision, the reference shall be considered to be made to a section or other provision of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.).
Transition
Unless otherwise provided in this Act, any person or agency that was awarded a grant under the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.) prior to the date of the enactment of this Act shall continue to receive funds in accordance with the terms of such award, except that funds for such award may not continue more than one year after the date of the enactment of this Act.
Effective dates
In general
Except as otherwise provided in this Act, this Act, and the amendments made by this Act, shall be effective upon the date of the enactment of this Act.
Noncompetitive programs
With respect to noncompetitive programs under which any funds are allotted by the Secretary of Education to recipients on the basis of a formula, this Act, and the amendments made by this Act, shall take effect on October 1, 2015.
Competitive programs
With respect to programs that are conducted by the Secretary on a competitive basis, this Act, and the amendments made by this Act, shall take effect with respect to appropriations for use under those programs for fiscal year 2016.
Impact Aid
With respect to title IV of the Act (20 U.S.C. 7701 et seq.) (Impact Aid), this Act, and the amendments made by this Act, shall take effect with respect to appropriations for use under that title for fiscal year 2016.
Authorization of appropriations
The Act (20 U.S.C. 6301 et seq.) is amended by inserting after section 2 the following:
Authorizations of appropriations
Title I
Part A
There are authorized to be appropriated to carry out part A of title I $16,245,163,000 for each of fiscal years 2016 through 2019.
Part B
There are authorized to be appropriated to carry out part B of title I $710,000 for each of fiscal years 2016 through 2019.
Title II
There are authorized to be appropriated to carry out title II $2,788,356,000 for each of fiscal years 2016 through 2021.
Title III
Part A
Subpart 1
There are authorized to be appropriated to carry out subpart 1 of part A of title III $300,000,000 for each of fiscal years 2016 through 2019.
Subpart 2
There are authorized to be appropriated to carry out subpart 2 of part A of title III $91,647,000 for each of fiscal years 2016 through 2019.
Subpart 3
There are authorized to be appropriated to carry out subpart 3 of part A of title III $25,000,000 for each of fiscal years 2016 through 2019.
Part B
There are authorized to be appropriated to carry out part B of title III $2,302,287,000 for each of fiscal years 2016 through 2019.
Title IV
Payments for Federal acquisition of real property
For the purpose of making payments under section 4002, there are authorized to be appropriated $66,813,000 for each of fiscal years 2016 through 2019.
Basic payments; payments for heavily impacted local educational agencies
For the purpose of making payments under section 4003(b), there are authorized to be appropriated $1,151,233,000 for each of fiscal years 2016 through 2019.
Payments for children with disabilities
For the purpose of making payments under section 4003(d), there are authorized to be appropriated $48,316,000 for each of fiscal years 2016 through 2019.
Construction
For the purpose of carrying out section 4007, there are authorized to be appropriated $17,406,000 for each of fiscal years 2016 through 2019.
Facilities maintenance
For the purpose of carrying out section 4008, there are authorized to be appropriated $4,835,000 for each of fiscal years 2016 through 2019.
.
Sense of the Congress
Findings
The Congress finds as follows:
The Elementary and Secondary Education Act prohibits the Federal Government from mandating, directing, or controlling a State, local educational agency, or school’s curriculum, program of instruction, or allocation of State and local resources, and from mandating a State or any subdivision thereof to spend any funds or incur any costs not paid for under such Act.
The Elementary and Secondary Education Act prohibits the Federal Government from funding the development, pilot testing, field testing, implementation, administration, or distribution of any federally sponsored national test in reading, mathematics, or any other subject, unless specifically and explicitly authorized by law.
The Secretary of Education, through 3 separate initiatives, has created a system of waivers and grants that influence, incentivize, and coerce State educational agencies into implementing common national elementary and secondary standards and assessments endorsed by the Secretary.
The Race to the Top Fund encouraged and incentivized States to adopt Common Core State Standards developed by the National Governor’s Association Center for Best Practices and the Council of Chief State School Officers.
The Race to the Top Assessment grants awarded to the Partnership for the Assessment of Readiness for College and Careers (PARCC) and SMARTER Balanced Assessment Consortium (SMARTER Balance) initiated the development of Common Core State Standards aligned assessments that will, in turn, inform and ultimately influence kindergarten through 12th-grade curriculum and instructional materials.
The conditional Elementary and Secondary Education Act flexibility waiver authority employed by the Department of Education coerced States into accepting Common Core State Standards and aligned assessments.
Sense of the Congress
It is the sense of the Congress that States and local educational agencies retain the rights and responsibilities of determining educational curriculum, programs of instruction, and assessments for elementary and secondary education.
Aid to local educational agencies
In general
Title heading
The title heading for title I (20 U.S.C. 6301 et seq.) is amended to read as follows:
Aid to local educational agencies
.
Statement of purpose
Section 1001 (20 U.S.C. 6301) is amended to read as follows:
Statement of purpose
The purpose of this title is to provide all children the opportunity to graduate high school prepared for postsecondary education or the workforce. This purpose can be accomplished by—
meeting the educational needs of low-achieving children in our Nation’s highest-poverty schools, English learners, migratory children, children with disabilities, Indian children, and neglected or delinquent children;
closing the achievement gap between high- and low-performing children, especially the achievement gaps between minority and nonminority students, and between disadvantaged children and their more advantaged peers;
affording parents substantial and meaningful opportunities to participate in the education of their children; and
challenging States and local educational agencies to embrace meaningful, evidence-based education reform, while encouraging state and local innovation.
.
Flexibility to use Federal funds
Section 1002 (20 U.S.C. 6302) is amended to read as follows:
Flexibility to use Federal funds
Alternative uses of Federal funds for State educational agencies
In general
Subject to subsections (c) and (d) and notwithstanding any other provision of law, a State educational agency may use the applicable funding that the agency receives for a fiscal year to carry out any State activity authorized or required under one or more of the following provisions:
Section 1003.
Section 1004.
Subpart 2 of part A of title I.
Subpart 3 of part A of title I.
Subpart 4 of part A of title I.
Notification
Not later than June 1 of each year, a State educational agency shall notify the Secretary of the State educational agency’s intention to use the applicable funding for any of the alternative uses under paragraph (1).
Applicable funding defined
In general
Except as provided in subparagraph (B), in this subsection, the term applicable funding means funds provided to carry out State activities under one or more of the following provisions:
Section 1003.
Section 1004.
Subpart 2 of part A of title I.
Subpart 3 of part A of title I.
Subpart 4 of part A of title I.
Limitation
In this subsection, the term applicable funding does not include funds provided under any of the provisions listed in subparagraph (A) that State educational agencies are required by this Act—
to reserve, allocate, or spend for required activities;
to allocate, allot, or award to local educational agencies or other entities eligible to receive such funds; or
to use for technical assistance or monitoring.
Disbursement
The Secretary shall disburse the applicable funding to State educational agencies for alternative uses under paragraph (1) for a fiscal year at the same time as the Secretary disburses the applicable funding to State educational agencies that do not intend to use the applicable funding for such alternative uses for the fiscal year.
Alternative uses of Federal funds for local educational agencies
In general
Subject to subsections (c) and (d) and notwithstanding any other provision of law, a local educational agency may use the applicable funding that the agency receives for a fiscal year to carry out any local activity authorized or required under one or more of the following provisions:
Section 1003.
Subpart 1 of part A of title I.
Subpart 2 of part A of title I.
Subpart 3 of part A of title I.
Subpart 4 of part A of title I.
Notification
A local educational agency shall notify the State educational agency of the local educational agency’s intention to use the applicable funding for any of the alternative uses under paragraph (1) by a date that is established by the State educational agency for the notification.
Applicable funding defined
In general
Except as provided in subparagraph (B), in this subsection, the term applicable funding means funds provided to carry out local activities under one or more of the following provisions:
Subpart 2 of part A of title I.
Subpart 3 of part A of title I.
Subpart 4 of part A of title I.
Limitation
In this subsection, the term applicable funding does not include funds provided under any of the provisions listed in subparagraph (A) that local educational agencies are required by this Act—
to reserve, allocate, or spend for required activities;
to allocate, allot, or award to entities eligible to receive such funds; or
to use for technical assistance or monitoring.
Disbursement
Each State educational agency that receives applicable funding for a fiscal year shall disburse the applicable funding to local educational agencies for alternative uses under paragraph (1) for the fiscal year at the same time as the State educational agency disburses the applicable funding to local educational agencies that do not intend to use the applicable funding for such alternative uses for the fiscal year.
Rule for administrative costs
A State educational agency or a local educational agency shall only use applicable funding (as defined in subsection (a)(3) or (b)(3), respectively) for administrative costs incurred in carrying out a provision listed in subsection (a)(1) or (b)(1), respectively, to the extent that the agency, in the absence of this section, could have used funds for administrative costs with respect to a program listed in subsection (a)(3) or (b)(3), respectively.
Rule of construction
Nothing in this section shall be construed to relieve a State educational agency or local educational agency of any requirements relating to—
use of Federal funds to supplement, not supplant, non-Federal funds;
comparability of services;
equitable participation of private school students and teachers;
applicable civil rights requirements;
section 1113; or
section 1111.
.
School improvement
Section 1003 (20 U.S.C. 6303) is amended—
in subsection (a)—
by striking 2 percent
and inserting 7 percent
; and
by striking subpart 2 of part A
and all that follows through sections 1116 and 1117,
and inserting chapter B of subpart 1 of part A for each fiscal year to carry out subsection (b),
;
in subsection (b)—
in paragraph (1), by striking for schools identified for school improvement, corrective action, and restructuring, for activities under section 1116(b)
and inserting to carry out the State’s system of school improvement under section 1111(b)(3)(B)(iii)
; and
in paragraph (2), by striking or educational service agencies
and inserting , educational service agencies, or non-profit or for-profit external providers with expertise in using evidence-based or other effective strategies to improve student achievement
;
in subsection (c)—
in paragraph (1), by inserting and
at the end;
in paragraph (2), by striking need for such funds; and
and inserting commitment to using such funds to improve such schools.
; and
by striking paragraph (3);
in subsection (d)(1), by striking subpart 2 of part A;
and inserting chapter B of subpart 1 of part A;
;
in subsection (e)—
by striking in any fiscal year
and inserting in fiscal year 2016 and each subsequent fiscal year
;
by striking subpart 2
and inserting chapter B of subpart 1 of part A
; and
by striking such subpart
and inserting such chapter
;
in subsection (f), by striking and the percentage of students from each school from families with incomes below the poverty line
; and
by striking subsection (g).
Direct student services
The Act (20 U.S.C. 6301 et seq.) is amended by inserting after section 1003 the following:
Direct student services
State reservation
Each State shall reserve 3 percent of the amount the State receives under chapter B of subpart 1 of part A for each fiscal year to carry out this section. Of such reserved funds, the State educational agency may use up to 1 percent to administer direct student services.
Direct student services
From the amount available after the application of subsection (a), each State shall award grants in accordance with this section to local educational agencies to support direct student services.
Awards
The State educational agency shall award grants to geographically diverse local educational agencies including suburban, rural, and urban local educational agencies. If there are not enough funds to award all applicants in a sufficient size and scope to run an effective direct student services program, the State shall prioritize awards to local educational agencies with the greatest number of students with disabilities, neglected, delinquent, migrant students, English learners, at-risk students, and Native Americans, to increase academic achievement of such students.
Local use of funds
A local educational agency receiving an award under this section—
shall use up to 1 percent of each award for outreach and communication to parents about their options and to register students for direct student services;
may use not more than 2 percent of each award for administrative costs related to direct student services; and
shall use the remainder of the award to pay the transportation required to provide public school choice or the hourly rate for high-quality academic tutoring services, as determined by a provider on the State-approved list required under subsection (f)(2).
Application
A local educational agency desiring to receive an award under subsection (b) shall submit an application describing how the local educational agency will—
provide adequate outreach to ensure parents can exercise a meaningful choice of direct student services for their child’s education;
ensure parents have adequate time and information to make a meaningful choice prior to enrolling their child in a direct student service;
ensure sufficient availability of seats in the public schools the local educational agency will make available for public school choice options;
determine the requirements or criteria for student eligibility for direct student services;
select a variety of providers of high-quality academic tutoring from the State-approved list required under subsection (f)(2) and ensure fair negotiations in selecting such providers of high-quality academic tutoring, including online, on campus, and other models of tutoring which provide meaningful choices to parents to find the best service for their child; and
develop an estimated per pupil expenditure available for eligible students to use toward high-quality academic tutoring which shall allow for an adequate level of services to increase academic achievement from a variety of high-quality academic tutoring providers.
Providers and schools
The State—
shall ensure that each local educational agency receiving an award to provide public school choice can provide a sufficient number of options to provide a meaningful choice for parents;
shall compile a list of State-approved high-quality academic tutoring providers that includes online, on campus, and other models of tutoring; and
shall ensure that each local educational agency receiving an award will provide an adequate number of high-quality academic tutoring options to ensure parents have a meaningful choice of services.
.
State administration
Section 1004 (20 U.S.C. 6304) is amended to read as follows:
State administration
In general
Except as provided in subsection (b), to carry out administrative duties assigned under subparts 1, 2, and 3 of part A of this title, each State may reserve the greater of—
1 percent of the amounts received under such subparts; or
$400,000 ($50,000 in the case of each outlying area).
Exception
If the sum of the amounts reserved under subparts 1, 2, and 3 of part A of this title is equal to or greater than $14,000,000,000, then the reservation described in subsection (a)(1) shall not exceed 1 percent of the amount the State would receive if $14,000,000,000 were allocated among the States for subparts 1, 2, and 3 of part A of this title.
.
Improving the academic achievement of the disadvantaged
Part A headings
Part heading
The part heading for part A of title I (20 U.S.C. 6311 et seq.) is amended to read as follows:
Improving the academic achievement of the disadvantaged
.
Subpart 1 heading
The Act is amended by striking the subpart heading for subpart 1 of part A of title I (20 U.S.C. 6311 et seq.) and inserting the following:
Improving basic programs operated by local educational agencies
Basic program requirements
.
Subpart 2 heading
The Act is amended by striking the subpart heading for subpart 2 of part A of title I (20 U.S.C. 6331 et seq.) and inserting the following:
Allocations
.
State plans
Section 1111 (20 U.S.C. 6311) is amended to read as follows:
State plans
Filing for grants
In general
For any State desiring to receive a grant under this subpart, the State educational agency file with the Secretary a plan, developed by the State educational agency, in consultation with local educational agencies, teachers, school leaders, public charter school representatives, specialized instructional support personnel, other appropriate school personnel, parents, private sector employers, entrepreneurs, and representatives of Indian tribes located in the State, that satisfies the requirements of this section and that is coordinated with other programs under this Act, the Individuals with Disabilities Education Act, the Carl D. Perkins Career and Technical Education Act of 2006, the Head Start Act, the Adult Education and Family Literacy Act, and the McKinney-Vento Homeless Assistance Act.
Consolidated plan
A State plan submitted under paragraph (1) may be submitted as part of a consolidated plan under section 6302.
Academic standards, academic assessments, and State accountability
Academic standards
In general
Each State plan shall demonstrate that the State has adopted academic content standards and academic achievement standards aligned with such content standards that comply with the requirements of this paragraph.
Subjects
The State shall have such academic standards for mathematics, reading or language arts, and science, and may have such standards for any other subject determined by the State.
Requirements
The standards described in subparagraph (A) shall—
apply to all public schools and public school students in the State; and
with respect to academic achievement standards, include the same knowledge, skills, and levels of achievement expected of all public school students in the State.
Alternate academic achievement standards
Notwithstanding any other provision of this paragraph, a State retains the right, through a documented and validated standards-setting process, to adopt alternate academic achievement standards for students with the most significant cognitive disabilities, if—
the determination about whether the achievement of an individual student should be measured against such standards is made separately for each student; and
such standards—
are aligned with the State academic standards required under subparagraph (A);
promote access to the general curriculum; and
reflect professional judgment as to the highest possible standards achievable by such students.
English language proficiency standards
Each State plan shall describe how the State educational agency will establish English language proficiency standards that are—
derived from the four recognized domains of speaking, listening, reading, and writing; and
aligned with the State’s academic content standards in reading or language arts under subparagraph (A).
Academic assessments
In general
Each State plan shall demonstrate that the State educational agency, in consultation with local educational agencies, has implemented a set of high-quality student academic assessments in mathematics, reading or language arts, and science. The State retains the right to implement such assessments in any other subject chosen by the State.
Requirements
Such assessments shall—
in the case of mathematics and reading or language arts, be used in determining the performance of each local educational agency and public school in the State in accordance with the State’s accountability system under paragraph (3);
be the same academic assessments used to measure the academic achievement of all public school students in the State;
be aligned with the State’s academic standards and provide coherent and timely information about student attainment of such standards;
be used for purposes for which such assessments are valid and reliable, be of adequate technical quality for each purpose required under this Act, and be consistent with relevant, nationally recognized professional and technical standards;
in the case of mathematics and reading or language arts, be administered in each of grades 3 through 8 and at least once in grades 9 through 12;
in the case of science, be administered not less than one time during—
grades 3 through 5;
grades 6 through 9; and
grades 10 through 12; and
in the case of any other subject chosen by the State, be administered at the discretion of the State;
measure individual student academic proficiency and, at the State’s discretion, growth;
at the State’s discretion—
be administered through a single annual summative assessment; or
be administered through multiple assessments during the course of the academic year that result in a single summative score that provides valid, reliable, and transparent information on student achievement;
include measures that assess higher-order thinking skills and understanding;
provide for—
the participation in such assessments of all students;
the reasonable adaptations and accommodations for students with disabilities necessary to measure the academic achievement of such students relative to the State’s academic standards; and
the inclusion of English learners, who shall be assessed in a valid and reliable manner and provided reasonable accommodations, including, to the extent practicable, assessments in the language and form most likely to yield accurate and reliable information on what such students know and can do in academic content areas, until such students have achieved English language proficiency, as assessed by the State under subparagraph (D);
notwithstanding clause (ix)(III), provide for the assessment of reading or language arts in English for English learners who have attended school in the United States (not including Puerto Rico) for 3 or more consecutive school years, except that a local educational agency may, on a case-by-case basis, provide for the assessment of reading or language arts for each such student in a language other than English for a period not to exceed 2 additional consecutive years if the assessment would be more likely to yield accurate and reliable information on what such student knows and can do, provided that such student has not yet reached a level of English language proficiency sufficient to yield valid and reliable information on what such student knows and can do on reading or language arts assessments written in English;
produce individual student interpretive, descriptive, and diagnostic reports regarding achievement on such assessments that allow parents, teachers, and school leaders to understand and address the specific academic needs of students, and that are provided to parents, teachers, and school leaders, as soon as is practicable after the assessment is given, in an understandable and uniform format, and to the extent practicable, in a language that parents can understand;
enable results to be disaggregated within each State, local educational agency, and school by gender, by each major racial and ethnic group, by English language proficiency status, by migrant status, by status as a student with a disability, by status as a student with a parent who is an active duty member of the Armed Forces (as defined in section 101(a)(4) of title 10, United States Code), by status as a student in foster care, and by economically disadvantaged status, except that, in the case of a local educational agency or a school, such disaggregation shall not be required in a case in which the number of students in a category is insufficient to yield statistically reliable information or the results would reveal personally identifiable information about an individual student;
be administered to not less than 95 percent of all students, and not less than 95 percent of each subgroup of students described in paragraph (3)(B)(ii)(II), except that States shall allow the parent of a student to opt such student out of the assessments required under this paragraph for any reason and shall not include such students in calculating the participation rate under this clause; and
where practicable, be developed using the principles of universal design for learning as defined in section 103(24) of the Higher Education Act of 1965 (20 U.S.C. 1003(24)).
Alternate assessments
A State may provide for alternate assessments aligned with the alternate academic standards adopted in accordance with paragraph (1)(D), for students with the most significant cognitive disabilities, if the State—
establishes and monitors implementation of clear and appropriate guidelines for individualized education program teams (as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act) to apply when determining, on an annual and subject-by-subject basis, when a child’s significant cognitive disability justifies assessment based on alternate achievement standards;
ensures that the parents of such students are clearly informed, as part of the process for developing the Individualized Education Program (as defined in section 614(d)(1)(A) of the Individuals with Disabilities Education Act (20 U.S.C. 1414(d)(1)(A)), that—
their child’s academic achievement will be measured against such alternate standards; and
whether participation in such assessments precludes the student from completing the requirements for a regular high school diploma as defined in section 6101(36)(A);
ensures that students with the most significant cognitive disabilities who take an alternate assessment based on alternate academic achievement standards are not precluded from attempting to complete the requirements for a regular secondary school diploma, as determined by the State;
demonstrates that such students are, to the extent practicable, included in the general curriculum and that such alternate assessments are aligned with such curriculum;
develops, disseminates information about, and promotes the use of appropriate accommodations to increase the number of students with disabilities who are tested against academic achievement standards for the grade in which a student is enrolled; and
ensures that regular and special education teachers and other appropriate staff know how to administer the alternate assessments, including making appropriate use of accommodations for students with disabilities.
Assessments of English language proficiency
In general
Each State plan shall demonstrate that local educational agencies in the State will provide for an annual assessment of English proficiency of all English learners in the schools served by the State educational agency.
Alignment
The assessments described in clause (i) shall be aligned with the State’s English language proficiency standards described in paragraph (1)(E).
Language assessments
Each State plan shall identify the languages other than English that are present in the participating student population and indicate the languages for which yearly student academic assessments are not available and are needed. The State shall make every effort to develop such assessments and may request assistance from the Secretary if linguistically accessible academic assessment measures are needed. Upon request, the Secretary shall assist with the identification of appropriate academic assessment measures in the needed languages, but shall not mandate a specific academic assessment or mode of instruction.
Adaptive assessments
A State retains the right to develop and administer computer adaptive assessments as the assessments required under subparagraph (A). If a State develops and administers a computer adaptive assessment for such purposes, the assessment shall meet the requirements of this paragraph, except as follows:
Notwithstanding subparagraph (B)(iii), the assessment—
shall measure, at a minimum, each student’s academic proficiency against the State’s academic standards for the student’s grade level and growth toward such standards; and
if the State chooses, may be used to measure the student’s level of academic proficiency and growth using assessment items above or below the student’s grade level, including for use as part of a State’s accountability system under paragraph (3).
Subparagraph (B)(ii) shall not be interpreted to require that all students taking the computer adaptive assessment be administered the same assessment items.
Locally designed assessment system
Nothing in this paragraph shall be construed to prohibit a local educational agency from administering its own assessments in lieu of the State-designed academic assessment system under this paragraph, if—
the local educational agency obtains approval from the State to administer a locally designed academic assessment system;
such assessments provide data that is comparable among all local educational agencies within the State; and
the locally designed academic assessment system meets the requirements for the assessments under subparagraph (B), except the requirement under clause (ii) of such subparagraph.
State accountability systems
In general
Each State plan shall demonstrate that the State has developed and is implementing a single, statewide accountability system to ensure that all public school students graduate from high school prepared for postsecondary education or the workforce without the need for remediation.
Elements
Each State accountability system described in subparagraph (A) shall at a minimum—
annually measure the academic achievement of all public school students in the State against the State’s mathematics and reading or language arts academic standards adopted under paragraph (1), which may include measures of student growth toward such standards, using the mathematics and reading or language arts assessments described in paragraph (2)(B) and other valid and reliable academic indicators related to student achievement as identified by the State;
annually evaluate and identify the academic performance of each public school in the State based on—
student academic achievement as measured in accordance with clause (i);
the overall performance, and achievement gaps as compared to all students in the school, for economically disadvantaged students, students from major racial and ethnic groups, students with disabilities, and English learners, except that disaggregation of data under this subclause shall not be required in a case in which the number of students in a category is insufficient to yield statistically reliable information or the results would reveal personally identifiable information about an individual student; and
other measures of school success; and
include a system for school improvement for low-performing public schools receiving funds under this subpart that—
implements interventions in such schools that are designed to address such schools’ weaknesses; and
is implemented by local educational agencies serving such schools.
Prohibition
Nothing in this section shall be construed to permit the Secretary to establish any criteria that specifies, defines, or prescribes any aspect of a State’s accountability system developed and implemented in accordance with this paragraph.
Accountability for charter schools
The accountability provisions under this Act shall be overseen for charter schools in accordance with State charter school law.
Recently arrived English learners
A State may delay inclusion of the academic achievement of English learners for purposes of the evaluation and identification described in subparagraph (B)(ii) if such students have attended schools in the 50 states or the District of Columbia for less than two years (in the case of mathematics) and less than three years (in the case of reading or language arts), except that if the State uses growth calculations as described in clause (i) of such subparagraph in such evaluation and identification, the State shall include such students in such calculations.
Requirements
Each State plan shall describe—
how the State educational agency will assist each local educational agency and each public school affected by the State plan to comply with the requirements of this subpart, including how the State educational agency will work with local educational agencies to provide technical assistance; and
how the State educational agency will ensure that the results of the State assessments described in paragraph (2), the other indicators selected by the State under paragraph (3)(B)(i), and the school evaluations described in paragraph (3)(B)(ii), will be promptly provided to local educational agencies, schools, teachers, and parents in a manner that is clear and easy to understand, but not later than before the beginning of the school year following the school year in which such assessments, other indicators, or evaluations are taken or completed.
Timeline for implementation
Each State plan shall describe the process by which the State will adopt and implement the State academic standards, assessments, and accountability system required under this section within 2 years of enactment of the Student Success Act.
Existing standards
Nothing in this subpart shall prohibit a State from revising, consistent with this section, any standard adopted under this section before or after the date of the enactment of the Student Success Act.
Existing State law
Nothing in this section shall be construed to alter any State law or regulation granting parents authority over schools that repeatedly failed to make adequate yearly progress under this section, as in effect on the day before the date of the enactment of the Student Success Act.
Other provisions To support teaching and learning
Each State plan shall contain assurances that—
the State will notify local educational agencies, schools, teachers, parents, and the public of the academic standards, academic assessments, and State accountability system developed and implemented under this section;
the State will participate in biennial State academic assessments of 4th and 8th grade reading and mathematics under the National Assessment of Educational Progress carried out under section 303(b)(2) of the National Assessment of Educational Progress Authorization Act if the Secretary pays the costs of administering such assessments;
the State educational agency will notify local educational agencies and the public of the authority to operate schoolwide programs;
the State educational agency will provide the least restrictive and burdensome regulations for local educational agencies and individual schools participating in a program assisted under this subpart;
the State educational agency will encourage schools to consolidate funds from other Federal, State, and local sources for schoolwide reform in schoolwide programs under section 1114;
the State educational agency will modify or eliminate State fiscal and accounting barriers so that schools can easily consolidate funds from other Federal, State, and local sources for schoolwide programs under section 1114; and
the State educational agency will inform local educational agencies in the State of the local educational agency’s authority to transfer funds under section 1002 and to obtain waivers under section 6401.
Parental involvement
Each State plan shall describe how the State educational agency will support the collection and dissemination to local educational agencies and schools of effective parental involvement practices. Such practices shall—
be based on the most current research that meets the highest professional and technical standards on effective parental involvement that fosters achievement to high standards for all children;
be geared toward lowering barriers to greater participation by parents in school planning, review, and improvement; and
be coordinated with programs funded under subpart 3 of part A of title III.
Peer review and secretarial approval
Establishment
Notwithstanding section 6543, the Secretary shall—
establish a peer-review process to assist in the review of State plans; and
appoint individuals to the peer-review process who are representative of parents, teachers, State educational agencies, local educational agencies, and private sector employers (including representatives of entrepreneurial ventures), and who are familiar with educational standards, assessments, accountability, the needs of low-performing schools, and other educational needs of students, and ensure that 65 percent of such appointees are practitioners and 10 percent are representatives of private sector employers.
Approval
The Secretary shall—
approve a State plan within 120 days of its submission;
disapprove of the State plan only if the Secretary demonstrates how the State plan fails to meet the requirements of this section and immediately notifies the State of such determination and the reasons for such determination;
not decline to approve a State's plan before—
offering the State an opportunity to revise its plan;
providing technical assistance in order to assist the State to meet the requirements of this section; and
providing a hearing; and
have the authority to disapprove a State plan for not meeting the requirements of this subpart, but shall not have the authority to require a State, as a condition of approval of the State plan, to include in, or delete from, such plan one or more specific elements of the State's academic standards or State accountability system, or to use specific academic assessments or other indicators.
State revisions
A State plan shall be revised by the State educational agency if it is necessary to satisfy the requirements of this section.
Public review
All communications, feedback, and notifications under this subsection shall be conducted in a manner that is immediately made available to the public through the website of the Department, including—
peer review guidance;
the names of the peer reviewers;
State plans submitted or resubmitted by a State, including the current approved plans;
peer review notes;
State plan determinations by the Secretary, including approvals or disapprovals, and any deviations from the peer reviewers’ recommendations with an explanation of the deviation; and
hearings.
Prohibition
The Secretary, and the Secretary’s staff, may not attempt to participate in, or influence, the peer review process. No Federal employee may participate in, or attempt to influence the peer review process, except to respond to questions of a technical nature, which shall be publicly reported.
Rule of construction
A State plan shall be presumed approved upon submission unless the Secretary finds that the plan does not meet one of the required elements, but in no case shall a deficiency be found due to the content of the material submitted.
Duration of the plan
In general
Each State plan shall—
remain in effect for the duration of the State’s participation under this subpart; and
be periodically reviewed and revised as necessary by the State educational agency to reflect changes in the State’s strategies and programs under this subpart.
Additional information
If a State makes significant changes to its State plan, such as the adoption of new State academic standards or new academic assessments, or adopts a new State accountability system, such information shall be submitted to the Secretary under subsection (e)(2) for approval.
Failure To meet requirements
If a State fails to meet any of the requirements of this section then the Secretary shall withhold funds for State administration under this subpart until the Secretary determines that the State has fulfilled those requirements.
Reports
Annual State report card
In general
A State that receives assistance under this subpart shall prepare and disseminate an annual State report card. Such dissemination shall include, at a minimum, publicly posting the report card on the home page of the State educational agency’s website.
Implementation
The State report card shall be—
concise; and
presented in an understandable and uniform format that is developed in consultation with parents and, to the extent practicable, provided in a language that parents can understand.
Required information
The State shall include in its annual State report card information on—
the performance of students, in the aggregate and disaggregated by the categories of students described in subsection (b)(2)(B)(xii) (except that such disaggregation shall not be required in a case in which the number of students in a category is insufficient to yield statistically reliable information or the results would reveal personally identifiable information about an individual student), on the State academic assessments described in subsection (b)(2);
the participation rate on such assessments, in the aggregate and disaggregated in accordance with clause (i);
the performance of students, in the aggregate and disaggregated in accordance with clause (i), on other academic indicators described in subsection (b)(3)(B)(i);
the number, percentage, and disability category of students with significant cognitive disabilities participating in the alternate assessments described in subsection (b)(2)(C) (except that such reporting shall not be required in a case in which the results would reveal personally identifiable information about an individual student);
for each public high school in the State, in the aggregate and disaggregated in accordance with clause (i)—
the four-year adjusted cohort graduation rate, and
if applicable, the extended-year adjusted cohort graduation rate, reported separately for students graduating in 5 years or less, students graduating in 6 years or less, and students graduating in 7 or more years;
each public school’s evaluation results as determined in accordance with subsection (b)(3)(B)(ii);
the acquisition of English proficiency by English learners;
if appropriate, as determined by the State, the number and percentage of teachers in each category established under section 2123(1), except that such information shall not reveal personally identifiable information about an individual teacher; and
the results of the assessments described in subsection (c)(2).
Optional information
The State may include in its annual State report card such other information as the State believes will best provide parents, students, and other members of the public with information regarding the progress of each of the State’s public elementary schools and public secondary schools, such as the number of students enrolled in each public secondary school in the State attaining career and technical proficiencies, as defined in section 113(b)(2)(A) of the Carl D. Perkins Career and Technical Education Act of 2006, and reported by the State in a manner consistent with section 113(c) of such Act.
Data
All personal, private student data shall be prohibited from use beyond assessing student performance as provided for in subparagraph (C). The State’s annual report shall only use such data as sufficient to yield statistically reliable information, and does not reveal personally identifiable information about individual students.
Annual local educational agency report cards
In general
A local educational agency that receives assistance under this subpart shall prepare and disseminate an annual local educational agency report card.
Minimum requirements
The State educational agency shall ensure that each local educational agency collects appropriate data and includes in the local educational agency’s annual report the information described in paragraph (1)(C) as applied to the local educational agency and each school served by the local educational agency, and—
in the case of a local educational agency, information that shows how students served by the local educational agency achieved on the statewide academic assessment and other academic indicators adopted in accordance with subsection (b)(3)(B)(i) compared to students in the State as a whole; and
in the case of a school, the school’s evaluation under subsection (b)(3)(B)(ii).
Other information
A local educational agency may include in its annual local educational agency report card any other appropriate information, whether or not such information is included in the annual State report card.
Data
A local educational agency or school shall only include in its annual local educational agency report card data that are sufficient to yield statistically reliable information, as determined by the State, and that do not reveal personally identifiable information about an individual student.
Public dissemination
The local educational agency shall publicly disseminate the information described in this paragraph to all schools served by the local educational agency and to all parents of students attending those schools in an understandable and uniform format, and, to the extent practicable, in a language that parents can understand, and make the information widely available through public means, such as posting on the Internet, distribution to the media, and distribution through public agencies, except that if a local educational agency issues a report card for all students, the local educational agency may include the information under this section as part of such report.
Preexisting report cards
A State educational agency or local educational agency may use public report cards on the performance of students, schools, local educational agencies, or the State, that were in effect prior to the enactment of the Student Success Act for the purpose of this subsection, so long as any such report card is modified, as may be needed, to contain the information required by this subsection, and protects the privacy of individual students.
Parents right-to-know
Achievement information
At the beginning of each school year, a school that receives funds under this subpart shall provide to each individual parent information on the level of achievement of the parent’s child in each of the State academic assessments and other academic indicators adopted in accordance with this subpart.
Format
The notice and information provided to parents under this paragraph shall be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand.
Privacy
Information collected under this section shall be collected and disseminated in a manner that protects the privacy of individuals consistent with section 444 of the General Education Provisions Act and this Act.
Voluntary partnerships
A State retains the right to enter into a voluntary partnership with another State to develop and implement the academic standards and assessments required under this section, except that the Secretary shall not, either directly or indirectly, attempt to influence, incentivize, or coerce State—
adoption of the Common Core State Standards developed under the Common Core State Standards Initiative, any other academic standards common to a significant number of States, or assessments tied to such standards; or
participation in any such partnerships.
Construction
Nothing in this part shall be construed to prescribe the use of the academic assessments described in this part for student promotion or graduation purposes.
Special rule with respect To bureau-Funded schools
In determining the assessments to be used by each school operated or funded by the Bureau of Indian Education receiving funds under this subpart, the following shall apply:
Each such school that is accredited by the State in which it is operating shall use the assessments and other academic indicators the State has developed and implemented to meet the requirements of this section, or such other appropriate assessment and academic indicators as approved by the Secretary of the Interior.
Each such school that is accredited by a regional accrediting organization shall adopt an appropriate assessment and other academic indicators, in consultation with and with the approval of, the Secretary of the Interior and consistent with assessments and academic indicators adopted by other schools in the same State or region, that meet the requirements of this section.
Each such school that is accredited by a tribal accrediting agency or tribal division of education shall use an assessment and other academic indicators developed by such agency or division, except that the Secretary of the Interior shall ensure that such assessment and academic indicators meet the requirements of this section.
.
Local educational agency plans
Section 1112 (20 U.S.C. 6312) is amended to read as follows:
Local educational agency plans
Plans Required
Subgrants
A local educational agency may receive a subgrant under this subpart for any fiscal year only if such agency has on file with the State educational agency a plan, approved by the State educational agency, that is coordinated with other programs under this Act, the Individuals with Disabilities Education Act, the Carl D. Perkins Career and Technical Education Act of 2006, the McKinney-Vento Homeless Assistance Act, and other Acts, as appropriate.
Consolidated application
The plan may be submitted as part of a consolidated application under section 6305.
Plan provisions
Each local educational agency plan shall describe—
how the local educational agency will monitor, in addition to the State assessments described in section 1111(b)(2), students’ progress in meeting the State’s academic standards;
how the local educational agency will identify quickly and effectively those students who may be at risk of failing to meet the State’s academic standards;
how the local educational agency will provide additional educational assistance to individual students in need of additional help in meeting the State’s academic standards;
how the local educational agency will implement the school improvement system described in section 1111(b)(3)(B)(iii) for any of the agency’s schools identified under such section;
how the local educational agency will coordinate programs under this subpart with other programs under this Act and other Acts, as appropriate;
the poverty criteria that will be used to select school attendance areas under section 1113;
how teachers, in consultation with parents, administrators, and specialized instructional support personnel, in targeted assistance schools under section 1115, will identify the eligible children most in need of services under this subpart;
in general, the nature of the programs to be conducted by the local educational agency’s schools under sections 1114 and 1115, and, where appropriate, educational services outside such schools for children living in local institutions for neglected and delinquent children, and for neglected and delinquent children in community day school programs;
how the local educational agency will ensure that migratory children who are eligible to receive services under this subpart are selected to receive such services on the same basis as other children who are selected to receive services under this subpart;
the services the local educational agency will provide homeless children, including services provided with funds reserved under section 1113(c)(3)(A);
the strategy the local educational agency will use to implement effective parental involvement under section 1118;
if appropriate, how the local educational agency will use funds under this subpart to support preschool programs for children, particularly children participating in a Head Start program, which services may be provided directly by the local educational agency or through a subcontract with the local Head Start agency designated by the Secretary of Health and Human Services under section 641 of the Head Start Act, or another comparable early childhood development program;
how the local educational agency, through incentives for voluntary transfers, the provision of professional development, recruitment programs, incentive pay, performance pay, or other effective strategies, will address disparities in the rates of low-income and minority students and other students being taught by ineffective teachers;
if appropriate, how the local educational agency will use funds under this subpart to support programs that coordinate and integrate—
career and technical education aligned with State technical standards that promote skills attainment important to in-demand occupations or industries in the State and the State’s academic standards under section 1111(b)(1); and
work-based learning opportunities that provide students in-depth interaction with industry professionals for the purposes of gaining experience and, if appropriate, academic credit;
if appropriate, how the local educational agency will use funds under this subpart to support dual enrollment programs, early college high schools, and Advanced Placement or International Baccalaureate programs;
if appropriate, how the local educational agency will use funds under this subpart to train school counselors to effectively provide students relevant information regarding their individual career and postsecondary education goals; and
if appropriate, how the local educational agency will use funds under this subpart to support activities that coordinate and integrate before-school and after-school programs, and summer school programs.
Assurances
Each local educational agency plan shall provide assurances that the local educational agency will—
participate, if selected, in biennial State academic assessments of 4th and 8th grade reading and mathematics under the National Assessment of Educational Progress carried out under section 303(b)(2) of the National Assessment of Educational Progress Authorization Act;
inform schools of schoolwide program authority and the ability to consolidate funds from Federal, State, and local sources;
provide technical assistance to schoolwide programs;
provide services to eligible children attending private elementary and secondary schools in accordance with section 1120, and timely and meaningful consultation with private school officials or representatives regarding such services;
in the case of a local educational agency that chooses to use funds under this subpart to provide early childhood development services to low-income children below the age of compulsory school attendance, ensure that such services comply with the performance standards established under section 641A(a) of the Head Start Act;
inform eligible schools of the local educational agency’s authority to request waivers on the school’s behalf under title VI; and
ensure that the results of the academic assessments required under section 1111(b)(2) will be provided to parents and teachers as soon as is practicably possible after the test is taken, in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand.
Special rule
In carrying out subsection (c)(5), the Secretary shall—
consult with the Secretary of Health and Human Services and shall establish procedures (taking into consideration existing State and local laws, and local teacher contracts) to assist local educational agencies to comply with such subparagraph; and
disseminate to local educational agencies the education performance standards in effect under section 641A(a) of the Head Start Act, and such agencies affected by such subsection shall plan for the implementation of such subsection (taking into consideration existing State and local laws, and local teacher contracts).
Plan development and duration
Consultation
Each local educational agency plan shall be developed in consultation with teachers, school leaders, public charter school representatives, administrators, and other appropriate school personnel, and with parents of children in schools served under this subpart.
Duration
Each such plan shall be submitted for the first year for which this part is in effect following the date of the enactment of this Act and shall remain in effect for the duration of the agency’s participation under this subpart.
Review
Each local educational agency shall periodically review and, as necessary, revise its plan.
State approval
In general
Each local educational agency plan shall be filed according to a schedule established by the State educational agency.
Approval
The State educational agency shall approve a local educational agency’s plan only if the State educational agency determines that the local educational agency’s plan—
enables schools served under this subpart to substantially help children served under this subpart to meet the State’s academic standards described in section 1111(b)(1); and
meets the requirements of this section.
Review
The State educational agency shall review the local educational agency’s plan to determine if such agency’s activities are in accordance with section 1118.
Parental notification
In general
Each local educational agency using funds under this subpart and subpart 4 to provide a language instruction educational program shall, not later than 30 days after the beginning of the school year, inform parents of an English learner identified for participation, or participating in, such a program of—
the reasons for the identification of their child as an English learner and in need of placement in a language instruction educational program;
the child’s level of English proficiency, how such level was assessed, and the status of the child’s academic achievement;
the methods of instruction used in the program in which their child is, or will be participating, and the methods of instruction used in other available programs, including how such programs differ in content, instructional goals, and the use of English and a native language in instruction;
how the program in which their child is, or will be participating, will meet the educational strengths and needs of their child;
how such program will specifically help their child learn English, and meet age-appropriate academic achievement standards for grade promotion and graduation;
the specific exit requirements for the program, including the expected rate of transition from such program into classrooms that are not tailored for English learners, and the expected rate of graduation from high school for such program if funds under this subpart are used for children in secondary schools;
in the case of a child with a disability, how such program meets the objectives of the individualized education program of the child; and
information pertaining to parental rights that includes written guidance—
detailing—
the right that parents have to have their child immediately removed from such program upon their request; and
the options that parents have to decline to enroll their child in such program or to choose another program or method of instruction, if available; and
assisting parents in selecting among various programs and methods of instruction, if more than one program or method is offered by the eligible entity.
Notice
The notice and information provided in paragraph (1) to parents of a child identified for participation in a language instruction educational program for English learners shall be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand.
Special rule applicable during the school year
For those children who have not been identified as English learners prior to the beginning of the school year the local educational agency shall notify parents within the first 2 weeks of the child being placed in a language instruction educational program consistent with paragraphs (1) and (2).
Parental participation
Each local educational agency receiving funds under this subpart shall implement an effective means of outreach to parents of English learners to inform the parents regarding how the parents can be involved in the education of their children, and be active participants in assisting their children to attain English proficiency, achieve at high levels in core academic subjects, and meet the State’s academic standards expected of all students, including holding, and sending notice of opportunities for, regular meetings for the purpose of formulating and responding to recommendations from parents of students assisted under this subpart.
Basis for admission or exclusion
A student shall not be admitted to, or excluded from, any federally assisted education program on the basis of a surname or language-minority status.
.
Eligible school attendance areas
Section 1113 (20 U.S.C. 6313) is amended—
by striking part
each place it appears and inserting subpart
; and
in subsection (c)(4)—
by striking subpart 2
and inserting chapter B
; and
by striking school improvement, corrective action, and restructuring under section 1116(b)
and inserting school improvement under section 1111(b)(3)(B)(iii)
.
Schoolwide programs
Section 1114 (20 U.S.C. 6314) is amended—
in subsection (a)—
in paragraph (1)—
by striking part
and inserting subpart
; and
by striking in which
through such families
;
in paragraph (2)—
in subparagraph (A)(i), by striking part
and inserting subpart
; and
in subparagraph (B)—
by striking children with limited English proficiency
and inserting English learners
; and
by striking part
and inserting subpart
;
in paragraph (3)(B), by striking maintenance of effort,
after private school children,
; and
by striking paragraph (4);
in subsection (b)—
in paragraph (1)—
in subparagraph (A)—
by striking (including
and all that follows through 1309(2))
; and
by striking content standards and the State student academic achievement standards
and inserting standards
;
in subparagraph (B)—
in clause (i), by striking proficient
and all that follows through section 1111(b)(1)(D)
and inserting academic standards described in section 1111(b)(1)
;
in clause (ii), in the matter preceding subclause (I), by striking based on scientifically based research
and inserting evidence-based
;
in clause (iii)—
in subclause (I)—
by striking student academic achievement standards
and inserting academic standards
; and
by striking schoolwide program,
and all that follows through technical education programs; and
and inserting schoolwide programs; and
; and
in subclause (II), by striking and
;
in clause (iv)—
by striking the State and local improvement plans
and inserting school improvement strategies
; and
by striking the period and inserting ; and
; and
by adding at the end the following new clause:
may be delivered by nonprofit or for-profit external providers with expertise in using evidence-based or other effective strategies to improve student achievement.
;
in subparagraph (C), by striking highly qualified
and inserting effective
;
in subparagraph (D)—
by striking In accordance with section 1119 and subsection (a)(4), high-quality
and inserting High-quality
;
by striking pupil services
and inserting specialized instructional support services
; and
by striking student academic achievement
and inserting academic
;
in subparagraph (E), by striking high-quality highly qualified
and inserting effective
;
in subparagraph (G), by striking , such as Head Start, Even Start, Early Reading First, or a State-run preschool program,
;
in subparagraph (H), by striking section 1111(b)(3)
and inserting section 1111(b)(2)
;
in subparagraph (I), by striking proficient or advanced levels of academic achievement standards
and inserting State academic standards
; and
in subparagraph (J), by striking vocational
and inserting career
; and
in paragraph (2)—
in subparagraph (A)—
in the matter preceding clause (i)—
by striking first develop
and all that follows through 2001)
and inserting have in place
; and
by striking and its school support team or other technical assistance provider under section 1117
;
in clause (ii), by striking part
and inserting subpart
; and
in clause (iv), by striking section 1111(b)(3)
and inserting section 1111(b)(2)
; and
in subparagraph (B)—
in clause (i)—
in subclause (I), by striking , after considering the recommendation of the technical assistance providers under section 1117,
; and
in subclause (II), by striking No Child Left Behind Act of 2001
and inserting Student Success Act
;
in clause (ii)—
by striking (including administrators of programs described in other parts of this title)
; and
by striking pupil services
and inserting specialized instructional support services
;
in clause (iii), by striking part
and inserting subpart
; and
in clause (v), by striking Reading First, Early Reading First, Even Start,
; and
in subsection (c)—
by striking part
and inserting subpart
; and
by striking 6,
and all that follows through the period at the end and inserting 6.
.
Targeted assistance schools
Section 1115 (20 U.S.C. 6315) is amended—
in subsection (a)—
by striking are ineligible for a schoolwide program under section 1114, or that
;
by striking operate such
and inserting operate
; and
by striking part
and inserting subpart
;
in subsection (b)—
in paragraph (1)(B), by striking challenging student academic achievement
and inserting academic
;
in paragraph (2)—
in subparagraph (A)—
by striking limited English proficient children
and inserting English learners
; and
by striking part
each place it appears and inserting subpart
;
in subparagraph (B)—
in the heading, by striking , Even Start, or Early Reading First
;
by striking , Even Start, or Early Reading First
; and
by striking part
and inserting subpart
;
in subparagraph (C)—
by amending the heading to read as follows: Subpart 3 children.—
;
by striking part C
and inserting subpart 3
; and
by striking part
and inserting subpart
; and
in subparagraphs (D) and (E), by striking part
each place it appears and inserting subpart
; and
in paragraph (3), by striking part
and inserting subpart
;
in subsection (c)—
in paragraph (1)—
in the matter preceding subparagraph (A)—
by striking part
and inserting subpart
; and
by striking challenging student academic achievement
and inserting academic
;
in subparagraph (A)—
by striking part
and inserting subpart
; and
by striking challenging student academic achievement
and inserting academic
;
in subparagraph (B), by striking part
and inserting subpart
;
in subparagraph (C)—
in the matter preceding clause (i), by striking based on scientifically based research
and inserting evidence-based
; and
in clause (iii), by striking part
and inserting subpart
;
in subparagraph (D), by striking such as Head Start, Even Start, Early Reading First or State-run preschool programs
;
in subparagraph (E), by striking highly qualified
and inserting effective
;
in subparagraph (F)—
by striking in accordance with subsection (e)(3) and section 1119,
;
by striking part
and inserting subpart
; and
by striking pupil services personnel
and inserting specialized instructional support personnel
; and
in subparagraph (H), by striking vocational
and inserting career
; and
in paragraph (2)—
in the matter preceding subparagraph (A), by striking proficient and advanced levels of achievement
and inserting academic standards
;
in subparagraph (A), by striking part
and inserting subpart
; and
in subparagraph (B), by striking challenging student academic achievement
and inserting academic
;
in subsection (d), in the matter preceding paragraph (1), by striking part
each place it appears and inserting subpart
;
in subsection (e)—
in paragraph (2)(B)—
in the matter preceding clause (i), by striking part
and inserting subpart
; and
in clause (iii), by striking pupil services
and inserting specialized instructional support services
; and
by striking paragraph (3); and
by adding at the end the following new subsection:
Delivery of services
The elements of a targeted assistance program under this section may be delivered by nonprofit or for-profit external providers with expertise in using evidence-based or other effective strategies to improve student achievement.
.
Academic assessment and local educational agency and school improvement; school support and recognition
The Act is amended by repealing sections 1116 and 1117 (20 U.S.C. 6316; 6317).
Parental involvement
Section 1118 (20 U.S.C. 6318) is amended—
by striking part
each place such term appears and inserting subpart
;
in subsection (a)—
in paragraph (2)—
in subparagraph (A), by striking , and
and all that follows through 1116
; and
in subparagraph (D), by striking , such as
and all that follows through preschool programs
; and
in paragraph (3)(A), by striking subpart 2 of this part
each place it appears and inserting chapter B of this subpart
;
by amending subsection (c)(4)(B) to read as follows:
a description and explanation of the curriculum in use at the school and the forms of academic assessment used to measure student progress; and
;
in subsection (d)(1), by striking student academic achievement
and inserting academic
;
in subsection (e)—
in paragraph (1), by striking State’s academic content standards and State student academic achievement standards
and inserting State’s academic standards
;
in paragraph (3)—
by striking pupil services personnel,
and inserting specialized instructional support personnel,
; and
by striking principals,
and inserting school leaders,
; and
in paragraph (4), by striking Head Start, Reading First, Early Reading First, Even Start, the Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, and public preschool and other
and inserting other Federal, State, and local
; and
by amending subsection (g) to read as follows:
Family engagement in education programs
In a State operating a program under subpart 3 of part A of title III, each local educational agency or school that receives assistance under this subpart shall inform such parents and organizations of the existence of such programs.
.
Qualifications for paraprofessionals
Section 1119 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6319) is amended—
by striking subsections (a), (b), (d), (i), (j), (k), and (l);
by redesignating subsection (c) as subsection (a);
by redesignating subsections (e) through (h) as subsections (b) through (e), respectively;
in subsection (a), as redesignated by paragraph (2), by striking hired after the date of enactment of the No Child Left Behind Act of 2001 and
;
in subsection (b), as redesignated by paragraph (3), by striking Subsections (c) and (d)
and inserting Subsection (a)
; and
in the section heading, by striking teachers and
.
Participation of children enrolled in private schools
Section 1120 (20 U.S.C. 6320) is amended to read as follows:
Participation of children enrolled in private schools
General requirement
In general
To the extent consistent with the number of eligible children identified under section 1115(b) in the school district served by a local educational agency who are enrolled in private elementary schools and secondary schools, a local educational agency shall—
after timely and meaningful consultation with appropriate private school officials or representatives, provide such service, on an equitable basis and individually or in combination, as requested by the officials or representatives to best meet the needs of such children, special educational services, instructional services (including evaluations to determine students’ progress in their academic needs), counseling, mentoring, one-on-one tutoring, or other benefits under this subpart (such as dual enrollment, educational radio and television, computer equipment and materials, other technology, and mobile educational services and equipment) that address their needs; and
ensure that teachers and families of the children participate, on an equitable basis, in services and activities developed pursuant to this subpart.
Secular, neutral, nonideological
Such educational services or other benefits, including materials and equipment, shall be secular, neutral, and nonideological.
Equity
In general
Educational services and other benefits for such private school children shall be equitable in comparison to services and other benefits for public school children participating under this subpart, and shall be provided in a timely manner.
Ombudsman
To help ensure such equity for such private school children, teachers, and other educational personnel, the State educational agency involved shall designate an ombudsman to monitor and enforce the requirements of this subpart.
Expenditures
In general
Expenditures for educational services and other benefits to eligible private school children shall be equal to the expenditures for participating public school children, taking into account the number, and educational needs, of the children to be served. The share of funds shall be determined based on the total allocation received by the local educational agency prior to any allowable expenditures authorized under this title.
Obligation of funds
Funds allocated to a local educational agency for educational services and other benefits to eligible private school children shall—
be obligated in the fiscal year for which the funds are received by the agency; and
with respect to any such funds that cannot be so obligated, be used to serve such children in the following fiscal year.
Notice of allocation
Each State educational agency shall—
determine, in a timely manner, the proportion of funds to be allocated to each local educational agency in the State for educational services and other benefits under this subpart to eligible private school children; and
provide notice, simultaneously, to each such local educational agency and the appropriate private school officials or their representatives in the State of such allocation of funds.
Provision of services
The local educational agency or, in a case described in subsection (b)(6)(C), the State educational agency involved, may provide services under this section directly or through contracts with public or private agencies, organizations, and institutions.
Consultation
In general
To ensure timely and meaningful consultation, a local educational agency shall consult with appropriate private school officials or representatives during the design and development of such agency’s programs under this subpart in order to reach an agreement between the agency and the officials or representatives about equitable and effective programs for eligible private school children, the results of which shall be transmitted to the designated ombudsmen under section 1120(a)(3)(B). Such process shall include consultation on issues such as—
how the children’s needs will be identified;
what services will be offered;
how, where, and by whom the services will be provided;
how the services will be academically assessed and how the results of that assessment will be used to improve those services;
the size and scope of the equitable services to be provided to the eligible private school children, and the proportion of funds that is allocated under subsection (a)(4)(A) for such services, how that proportion of funds is determined under such subsection, and an itemization of the costs of the services to be provided;
the method or sources of data that are used under subsection (c) and section 1113(c)(1) to determine the number of children from low-income families in participating school attendance areas who attend private schools;
how and when the agency will make decisions about the delivery of services to such children, including a thorough consideration and analysis of the views of the private school officials or representatives on the provision of services through a contract with potential third-party providers;
how, if the agency disagrees with the views of the private school officials or representatives on the provision of services through a contract, the local educational agency will provide in writing to such private school officials an analysis of the reasons why the local educational agency has chosen not to use a contractor;
whether the agency will provide services under this section directly or through contracts with public and private agencies, organizations, and institutions;
whether to provide equitable services to eligible private school children—
by creating a pool or pools of funds with all of the funds allocated under subsection (a)(4) based on all the children from low-income families who attend private schools in a participating school attendance area of the agency from which the local educational agency will provide such services to all such children; or
by providing such services to eligible children in each private school in the agency’s participating school attendance area with the proportion of funds allocated under subsection (a)(4) based on the number of children from low-income families who attend such school;
at what time and where services will be provided; and
whether to consolidate and use funds under this subpart to provide schoolwide programs for a private school.
Disagreement
If a local educational agency disagrees with the views of private school officials or representatives with respect to an issue described in paragraph (1), the local educational agency shall provide in writing to such private school officials an analysis of the reasons why the local educational agency has chosen not to adopt the course of action requested by such officials.
Timing
Such consultation shall include meetings of agency and private school officials or representatives and shall occur before the local educational agency makes any decision that affects the opportunities of eligible private school children to participate in programs under this subpart. Such meetings shall continue throughout implementation and assessment of services provided under this section.
Discussion
Such consultation shall include a discussion of service delivery mechanisms a local educational agency can use to provide equitable services to eligible private school children.
Documentation
Each local educational agency shall maintain in the agency’s records and provide to the State educational agency involved a written affirmation signed by officials or representatives of each participating private school that the meaningful consultation required by this section has occurred. The written affirmation shall provide the option for private school officials or representatives to indicate that timely and meaningful consultation has not occurred or that the program design is not equitable with respect to eligible private school children. If such officials or representatives do not provide such affirmation within a reasonable period of time, the local educational agency shall forward the documentation that such consultation has, or attempts at such consultation have, taken place to the State educational agency.
Compliance
In general
A private school official shall have the right to file a complaint with the State educational agency that the local educational agency did not engage in consultation that was meaningful and timely, did not give due consideration to the views of the private school official, or did not treat the private school or its students equitably as required by this section.
Procedure
If the private school official wishes to file a complaint, the official shall provide the basis of the noncompliance with this section by the local educational agency to the State educational agency, and the local educational agency shall forward the appropriate documentation to the State educational agency.
State educational agencies
A State educational agency shall provide services under this section directly or through contracts with public or private agencies, organizations, and institutions, if—
the appropriate private school officials or their representatives have—
requested that the State educational agency provide such services directly; and
demonstrated that the local educational agency involved has not met the requirements of this section; or
in a case in which—
a local educational agency has more than 10,000 children from low-income families who attend private elementary schools or secondary schools in a participating school attendance area of the agency that are not being served by the agency’s program under this section; or
90 percent of the eligible private school students in a participating school attendance area of the agency are not being served by the agency’s program under this section.
Allocation for equitable service to private school students
Calculation
A local educational agency shall have the final authority, consistent with this section, to calculate the number of children, ages 5 through 17, who are from low-income families and attend private schools by—
using the same measure of low income used to count public school children;
using the results of a survey that, to the extent possible, protects the identity of families of private school students, and allowing such survey results to be extrapolated if complete actual data are unavailable;
applying the low-income percentage of each participating public school attendance area, determined pursuant to this section, to the number of private school children who reside in that school attendance area; or
using an equated measure of low income correlated with the measure of low income used to count public school children.
Complaint process
Any dispute regarding low-income data for private school students shall be subject to the complaint process authorized in section 6503.
Public control of funds
In general
The control of funds provided under this subpart, and title to materials, equipment, and property purchased with such funds, shall be in a public agency, and a public agency shall administer such funds, materials, equipment, and property.
Provision of services
Provider
The provision of services under this section shall be provided—
by employees of a public agency; or
through a contract by such public agency with an individual, association, agency, or organization.
Requirement
In the provision of such services, such employee, individual, association, agency, or organization shall be independent of such private school and of any religious organization, and such employment or contract shall be under the control and supervision of such public agency.
Standards for a bypass
If a local educational agency is prohibited by law from providing for the participation in programs on an equitable basis of eligible children enrolled in private elementary schools and secondary schools, or if the Secretary determines that a local educational agency has substantially failed or is unwilling to provide for such participation, as required by this section, the Secretary shall—
waive the requirements of this section for such local educational agency;
arrange for the provision of services to such children through arrangements that shall be subject to the requirements of this section and sections 6503 and 6504; and
in making the determination under this subsection, consider one or more factors, including the quality, size, scope, and location of the program and the opportunity of eligible children to participate.
.
Fiscal requirements
Section 1120A (20 U.S.C. 6321) is amended—
by striking part
each place it appears and inserting subpart
; and
by striking subsection (a) and redesignating subsections (b), (c), and (d) as subsections (a), (b), and (c), respectively.
Coordination requirements
Section 1120B (20 U.S.C. 6322) is amended—
by striking part
each place it appears and inserting subpart
;
in subsection (a)—
by striking such as the Early Reading First program
; and
by adding at the end the following new sentence: Each local educational agency shall develop agreements with such Head Start agencies and other entities to carry out such activities.
; and
in subsection (b)—
in the matter preceding paragraph (1), by striking , such as the Early Reading First program,
;
in paragraphs (1) through (3), by striking such as the Early Reading First program
each place it appears;
in paragraph (4), by striking Early Reading First program staff,
; and
in paragraph (5), by striking and entities carrying out Early Reading First programs
.
Grants for the outlying areas and the Secretary of the Interior
Section 1121 (20 U.S.C. 6331) is amended—
in subsection (a), by striking appropriated for payments to States for any fiscal year under section 1002(a) and 1125A(f)
and inserting reserved for this chapter under section 1122(a)
;
in subsection (b)—
in paragraph (2), by striking the No Child Left Behind Act of 2001
and inserting the Student Success Act
; and
in paragraph (3)—
in subparagraph (B), by striking basis,
and all that follows through the period at the end and inserting basis.
;
in subparagraph (C)(ii), by striking challenging State academic content standards
and inserting State academic standards
; and
by striking subparagraph (D); and
in subsection (d)(2), by striking part
and inserting subpart
.
Allocations to States
Section 1122 (20 U.S.C. 6332) is amended—
by amending subsection (a) to read as follows:
Reservation
In general
From the amounts appropriated under section 3(a)(1), the Secretary shall reserve 91.44 percent of such amounts to carry out this chapter.
Allocation formula
Of the amount reserved under paragraph (1) for each of fiscal years 2016 to 2019 (referred to in this subsection as the current fiscal year)—
an amount equal to the amount made available to carry out section 1124 for fiscal year 2001 shall be used to carry out section 1124;
an amount equal to the amount made available to carry out section 1124A for fiscal year 2001 shall be used to carry out section 1124A; and
an amount equal to 100 percent of the amount, if any, by which the total amount made available to carry out this chapter for the fiscal year for which the determination is made exceeds the total amount available to carry out sections 1124 and 1124A for fiscal year 2001 shall be used to carry out sections 1125 and 1125A and such amount shall be divided equally between sections 1125 and 1125A.
;
in subsection (b)(1), by striking subpart
and inserting chapter
;
in subsection (c)(3), by striking part
and inserting subpart
; and
in subsection (d)(1), by striking subpart
and inserting chapter
.
Basic grants to local educational agencies
Section 1124 (20 U.S.C. 6333) is amended—
in subsection (a)—
in paragraph (3)—
in subparagraph (B), by striking subpart
and inserting chapter
; and
in subparagraph (C)(i), by striking subpart
and inserting chapter
; and
in paragraph (4)(C), by striking subpart
each place it appears and inserting chapter
; and
in subsection (c)—
in paragraph (1)(B), by striking subpart 1 of part D
and inserting chapter A of subpart 3
; and
in paragraph (2), by striking part
and inserting subpart
.
Targeted grants to local educational agencies
Section 1125 (20 U.S.C. 6335) is amended—
in subsection (c)(2)—
in subparagraph (B)—
in clause (i), by striking 15.58
and inserting 15.59
;
in clause (ii)—
by striking 15.58
and inserting 15.59
; and
by striking 22.11
and inserting 22.12
;
in clause (iii)—
by striking 22.11
and inserting 22.12
; and
by striking 30.16
and inserting 30.17
;
in clause (iv)—
by striking 30.16
and inserting 30.17
; and
by striking 38.24
and inserting 38.25
; and
in clause (v), by striking 38.24
and inserting 38.25
;
in subparagraph (C)—
in clause (i), by striking 691
and inserting 692
;
in clause (ii)—
by striking 692
and inserting 693
; and
by striking 2,262
and inserting 2,263
;
in clause (iii)—
by striking 2,263
and inserting 2,264
; and
by striking 7,851
and inserting 7,852
;
in clause (iv)—
by striking 7,852
and inserting 7,853
; and
by striking 35,514
and inserting 35,515
; and
in clause (v), by striking 35,514
and inserting 35,515
; and
by adding at the end the following:
Application
In General
The percentage and number ranges described in subparagraphs (B) and (C) of subsection (c)(2) shall be applied with respect to fiscal years 2016, 2017, 2018, 2019, 2020, and 2021 as such percentages and numbers were in effect on the day before the date of the enactment of the Student Success Act.
Secretary’s Certification
For fiscal year 2022 and each subsequent fiscal year, the percentage and number ranges described in subparagraphs (B) and (C) of subsection (c)(2) shall be applied as such percentages and numbers were in effect on the day before the date of the enactment of the Student Success Act unless the Secretary certifies that amendments made to such percentages and numbers by the Student Success Act will not result in harm to any school district.
.
Adequacy of funding to local educational agencies in fiscal years after fiscal year 2001
Section 1125AA (20 U.S.C. 6336) is amended to read as follows:
Adequacy of funding to local educational agencies in fiscal years after fiscal year 2001
Limitation of allocation
Pursuant to section 1122, the total amount allocated in any fiscal year after fiscal year 2001 for programs and activities under this subpart shall not exceed the amount allocated in fiscal year 2001 for such programs and activities unless the amount available for targeted grants to local educational agencies under section 1125 in the applicable fiscal year meets the requirements of section 1122(a).
Findings
Congress makes the following findings:
The formulas for distributing Targeted and Education Finance Incentive grants use two weighting systems, one based on the percentage of the aged 5-17 population in a local educational agency that is eligible to receive funds under this title (percentage weighting), and another based on the absolute number of such students (number weighting). Whichever of these weighting systems results in the highest total weighted formula student count for a local educational agency is the weighting system used for that agency in the final allocation of Targeted and Education Finance Incentive Grant funds.
The Congressional Research Service has said the number weighting alternative is generally more favorable to large local educational agencies with much larger counts of eligible children, but not necessarily higher concentrations, weighted at the highest point in the scale than smaller local educational agencies with smaller counts, but higher concentrations, of eligible children.
The current percentage and number weighting scales are based on the most current data available in 2001 on the distribution of eligible children across local educational agencies.
Prior to the date of the enactment of the Student Success Act, Congress expects updated data to be available, which will provide Congress an opportunity to update these scales based on such data.
When these scales are updated, Congress has a further obligation to evaluate the use of percentage and number weighting to ensure the most equitable distribution of Targeted and Education Finance Incentive Grant funds to local educational agencies.
.
Education finance incentive grant program
Section 1125A (20 U.S.C. 6337) is amended—
by striking part
each place it appears and inserting subpart
;
in subsection (b)(1)—
in subparagraph (A), by striking appropriated pursuant to subsection (f)
and inserting made available for any fiscal year to carry out this section
; and
in subparagraph (B)(i), by striking total appropriations
and inserting the total amount reserved under section 1122(a) to carry out this section
;
by striking subsections (a), (e), and (f) and redesignating subsections (b), (c), (d), and (g) as subsections (a), (b), (c), and (d), respectively;
in subsection (b), as so redesignated, by redesignating subparagraphs (A) and (B) as paragraphs (1) and (2), respectively;
in subsection (c), as so redesignated—
in paragraph (1)(B)—
in clause (ii)—
in subclause (I), by striking 15.58
and inserting 15.59
;
in subclause (II)—
by striking “15.58” and inserting “15.59”; and
by striking “22.11” and inserting “22.12”;
in subclause (III)—
by striking “22.11” and inserting “22.12”; and
by striking “30.16” and inserting “30.17”;
in subclause (IV)—
by striking “30.16” and inserting “30.17”; and
by striking “38.24” and inserting “38.25”; and
in subclause (V), by striking “38.24” and inserting “38.25”; and
in clause (iii)—
in subclause (I), by striking “691” and inserting “692”;
in subclause (II)—
by striking “692” and inserting “693”; and
by striking “2,262” and inserting “2,263”;
in subclause (III)—
by striking “2,263” and inserting “2,264”; and
by striking “7,851” and inserting “7,852”;
in subclause (IV)—
by striking “7,852” and inserting “7,853”; and
by striking “35,514” and inserting “35,515”; and
in subclause (V), by striking “35,514” and inserting “35,515”;
in paragraph (2)(B)—
in clause (ii)—
in subclause (I), by striking “15.58” and inserting “15.59”;
in subclause (II)—
by striking “15.58” and inserting “15.59”; and
by striking “22.11” and inserting “22.12”;
in subclause (III)—
by striking “22.11” and inserting “22.12”; and
by striking “30.16” and inserting “30.17”;
in subclause (IV)—
by striking “30.16” and inserting “30.17”; and
by striking “38.24” and inserting “38.25”; and
in subclause (V), by striking “38.24” and inserting “38.25”; and
in clause (iii)—
in subclause (I), by striking “691” and inserting “692”;
in subclause (II)—
by striking “692” and inserting “693”; and
by striking “2,262” and inserting “2,263”;
in subclause (III)—
by striking “2,263” and inserting “2,264”; and
by striking “7,851” and inserting “7,852”;
in subclause (IV)—
by striking “7,852” and inserting “7,853”; and
by striking “35,514” and inserting “35,515”; and
in subclause (V), by striking “35,514” and inserting “35,515”; and
in paragraph (3)(B)—
in clause (ii)—
in subclause (I), by striking “15.58” and inserting “15.59”;
in subclause (II)—
by striking “15.58” and inserting “15.59”; and
by striking “22.11” and inserting “22.12”;
in subclause (III)—
by striking “22.11” and inserting “22.12”; and
by striking “30.16” and inserting “30.17”;
in subclause (IV)—
by striking “30.16” and inserting “30.17”; and
by striking “38.24” and inserting “38.25”; and
in subclause (V), by striking “38.24” and inserting “38.25”; and
in clause (iii)—
in subclause (I), by striking “691” and inserting “692”;
in subclause (II)—
by striking “692” and inserting “693”; and
by striking “2,262” and inserting “2,263”;
in subclause (III)—
by striking “2,263” and inserting “2,264”; and
by striking “7,851” and inserting “7,852”;
in subclause (IV)—
by striking “7,852” and inserting “7,853”; and
by striking “35,514” and inserting “35,515”; and
in subclause (V), by striking “35,514” and inserting “35,515”; and
by adding at the end the following new subsection:
Application
In general
The percentage and number ranges described in clauses (ii) and (iii) of paragraph (1)(B), clauses (ii) and (iii) of paragraph (2)(B), and clauses (ii) and (iii) of paragraph (3)(B) shall be applied with respect to fiscal years 2016, 2017, 2018, 2019, 2020, and 2021 as such percentages and numbers were in effect on the day before the date of the enactment of the Student Success Act.
Secretary’s Certification
For fiscal year 2022 and each subsequent fiscal year, the percentage and number ranges described in clauses (ii) and (iii) of paragraph (1)(B), clauses (ii) and (iii) of paragraph (2)(B), and clauses (ii) and (iii) of paragraph (3)(B) shall be applied as such percentages and numbers were in effect on the day before the date of the enactment of the Student Success Act unless the Secretary certifies that amendments made to such percentages and numbers by the Student Success Act will not result in harm to any school district.
.
Carryover and waiver
Section 1127 (20 U.S.C. 6339) is amended by striking subpart
each place it appears and inserting chapter
.
Title I portability
Chapter B of subpart 1 of part A of title I (20 U.S.C. 6331 et seq.) is amended by adding at the end the following new section:
Title I funds follow the low-income child State option
In general
Notwithstanding any other provision of law and to the extent permitted under State law, a State educational agency may allocate grant funds under this chapter among the local educational agencies in the State based on the number of eligible children enrolled in the public schools served by each local educational agency.
Eligible child
Definition
In this section, the term eligible child means a child aged 5 to 17, inclusive, from a family with an income below the poverty level on the basis of the most recent satisfactory data published by the Department of Commerce.
Criteria of poverty
In determining the families with incomes below the poverty level for the purposes of this section, a State educational agency shall use the criteria of poverty used by the Census Bureau in compiling the most recent decennial census, as the criteria have been updated by increases in the Consumer Price Index for All Urban Consumers, published by the Bureau of Labor Statistics.
Student enrollment in public schools
Identification of eligible children
On an annual basis, on a date to be determined by the State educational agency, each local educational agency that receives grant funding in accordance with subsection (a) shall inform the State educational agency of the number of eligible children enrolled in public schools served by the local educational agency.
Allocation to local educational agencies
Based on the identification of eligible children in paragraph (1), the State educational agency shall provide to a local educational agency an amount equal to the sum of the amount available for each eligible child in the State multiplied by the number of eligible children identified by the local educational agency under paragraph (1).
Distribution to schools
Each local educational agency that receives funds under paragraph (2) shall distribute such funds to the public schools served by the local educational agency—
based on the number of eligible children enrolled in such schools; and
in a manner that would, in the absence of such Federal funds, supplement the funds made available from non-Federal resources for the education of pupils participating in programs under this subpart, and not to supplant such funds.
.
Additional Aid to States and School Districts
Additional aid
In general
Title I (20 U.S.C. 6301 et seq.), as amended by the preceding provisions of this Act, is further amended—
by striking parts B through D and F through H; and
by inserting after subpart 1 of part A the following:
Education of Migratory Children
Program purposes
The purposes of this subpart are as follows:
To assist States in supporting high-quality and comprehensive educational programs and services during the school year, and as applicable, during summer or intercession periods, that address the unique educational needs of migratory children.
To ensure that migratory children who move among the States, not be penalized in any manner by disparities among the States in curriculum, graduation requirements, and State academic standards.
To help such children succeed in school, meet the State academic standards that all children are expected to meet, and graduate from high school prepared for postsecondary education and the workforce without the need for remediation.
To help such children overcome educational disruption, cultural and language barriers, social isolation, various health-related problems, and other factors that inhibit the ability of such children to succeed in school.
To help such children benefit from State and local systemic reforms.
Program authorized
In General
From the amounts appropriated under section 3(a)(1), the Secretary shall reserve 2.45 percent to carry out this subpart.
Grants awarded
From the amounts reserved under subsection (a) and not reserved under section 1138(c), the Secretary shall make allotments for the fiscal year to State educational agencies, or consortia of such agencies, to establish or improve, directly or through local operating agencies, programs of education for migratory children in accordance with this subpart.
State allocations
State allocations
Except as provided in subsection (c), each State (other than the Commonwealth of Puerto Rico) is entitled to receive under this subpart an amount equal to the product of—
the sum of—
the average number of identified eligible full-time equivalent migratory children aged 3 through 21 residing in the State, based on data for the preceding 3 years; and
the number of identified eligible migratory children, aged 3 through 21, who received services under this subpart in summer or intersession programs provided by the State during the previous year; multiplied by
40 percent of the average per-pupil expenditure in the State, except that the amount determined under this paragraph shall not be less than 32 percent, nor more than 48 percent, of the average per-pupil expenditure in the United States.
Hold harmless
Notwithstanding subsection (a), for each of fiscal years 2016 through 2018, no State shall receive less than 90 percent of the State’s allocation under this section for the previous year.
Allocation to Puerto Rico
For each fiscal year, the grant which the Commonwealth of Puerto Rico shall be eligible to receive under this subpart shall be the amount determined by multiplying the number of children who would be counted under subsection (a)(1) if such subsection applied to the Commonwealth of Puerto Rico by the product of—
the percentage that the average per-pupil expenditure in the Commonwealth of Puerto Rico is of the lowest average per-pupil expenditure of any of the 50 States, except that the percentage calculated under this subparagraph shall not be less than 85 percent; and
32 percent of the average per-pupil expenditure in the United States.
Ratable reductions; reallocations
In general
Ratable Reductions
If, after the Secretary reserves funds under section 1138(c), the amount appropriated to carry out this subpart for any fiscal year is insufficient to pay in full the amounts for which all States are eligible, the Secretary shall ratably reduce each such amount.
Reallocation
If additional funds become available for making such payments for any fiscal year, the Secretary shall allocate such funds to States in amounts that the Secretary determines will best carry out the purpose of this subpart.
Special rule
Further reductions
The Secretary shall further reduce the amount of any grant to a State under this subpart for any fiscal year if the Secretary determines, based on available information on the numbers and needs of migratory children in the State and the program proposed by the State to address such needs, that such amount exceeds the amount required under section 1134.
Reallocation
The Secretary shall reallocate such excess funds to other States whose grants under this subpart would otherwise be insufficient to provide an appropriate level of services to migratory children, in such amounts as the Secretary determines are appropriate.
Consortium arrangements
In general
In the case of a State that receives a grant of $1,000,000 or less under this section, the Secretary shall consult with the State educational agency to determine whether consortium arrangements with another State or other appropriate entity would result in delivery of services in a more effective and efficient manner.
Proposals
Any State, regardless of the amount of such State’s allocation, may submit a consortium arrangement to the Secretary for approval.
Approval
The Secretary shall approve a consortium arrangement under paragraph (1) or (2) if the proposal demonstrates that the arrangement will—
reduce administrative costs or program function costs for State programs; and
make more funds available for direct services to add substantially to the educational achievement of children to be served under this subpart.
Determining numbers of eligible children
In order to determine the identified number of migratory children residing in each State for purposes of this section, the Secretary shall—
use the most recent information that most accurately reflects the actual number of migratory children;
develop and implement a procedure for monitoring the accuracy of such information;
develop and implement a procedure for more accurately reflecting cost factors for different types of summer and intersession program designs;
adjust the full-time equivalent number of migratory children who reside in each State to take into account—
the unique needs of those children participating in evidence-based or other effective special programs provided under this subpart that operate during the summer and intersession periods; and
the additional costs of operating such programs; and
conduct an analysis of the options for adjusting the formula so as to better direct services to migratory children, including the most at-risk migratory children.
Nonparticipating states
In the case of a State desiring to receive an allocation under this subpart for a fiscal year that did not receive an allocation for the previous fiscal year or that has been participating for less than 3 consecutive years, the Secretary shall calculate the State’s number of identified migratory children aged 3 through 21 for purposes of subsection (a)(1)(A) by using the most recent data available that identifies the migratory children residing in the State until data is available to calculate the 3-year average number of such children in accordance with such subsection.
State applications; services
Application required
Any State desiring to receive a grant under this subpart for any fiscal year shall submit an application to the Secretary at such time and in such manner as the Secretary may require.
Program information
Each such application shall include—
a description of how, in planning, implementing, and evaluating programs and projects assisted under this subpart, the State and its local operating agencies will ensure that the unique educational needs of migratory children, including preschool migratory children, are identified and addressed through—
the full range of services that are available for migratory children from appropriate local, State, and Federal educational programs;
joint planning among local, State, and Federal educational programs serving migratory children, including language instruction educational programs under chapter A of subpart 4; and
the integration of services available under this subpart with services provided by those other programs;
a description of the steps the State is taking to provide all migratory students with the opportunity to meet the same State academic standards that all children are expected to meet;
a description of how the State will use funds received under this subpart to promote interstate and intrastate coordination of services for migratory children, including how the State will provide for educational continuity through the timely transfer of pertinent school records, including information on health, when children move from one school to another, whether or not such a move occurs during the regular school year;
a description of the State’s priorities for the use of funds received under this subpart, and how such priorities relate to the State’s assessment of needs for services in the State;
a description of how the State will determine the amount of any subgrants the State will award to local operating agencies, taking into account the numbers and needs of migratory children, the requirements of subsection (d), and the availability of funds from other Federal, State, and local programs; and
a description of how the State will encourage programs and projects assisted under this subpart to offer family literacy services if the programs and projects serve a substantial number of migratory children whose parents do not have a regular high school diploma or its recognized equivalent or who have low levels of literacy.
Assurances
Each such application shall also include assurances that—
funds received under this subpart will be used only—
for programs and projects, including the acquisition of equipment, in accordance with section 1136; and
to coordinate such programs and projects with similar programs and projects within the State and in other States, as well as with other Federal programs that can benefit migratory children and their families;
such programs and projects will be carried out in a manner consistent with the objectives of section 1114, subsections (b) and (d) of section 1115, subsections (b) and (c) of section 1120A, and part C;
in the planning and operation of programs and projects at both the State and local agency operating level, there is consultation with parents of migratory children for programs of not less than one school year in duration, and that all such programs and projects are carried out—
in a manner that provides for the same parental involvement as is required for programs and projects under section 1118, unless extraordinary circumstances make such provision impractical; and
in a format and language understandable to the parents;
in planning and carrying out such programs and projects, there has been, and will be, adequate provision for addressing the unmet education needs of preschool migratory children;
the effectiveness of such programs and projects will be determined, where feasible, using the same approaches and standards that will be used to assess the performance of students, schools, and local educational agencies under subpart 1;
to the extent feasible, such programs and projects will provide for—
advocacy and outreach activities for migratory children and their families, including informing such children and families of, or helping such children and families gain access to, other education, health, nutrition, and social services;
professional development programs, including mentoring, for teachers and other program personnel;
high-quality, evidence-based family literacy programs;
the integration of information technology into educational and related programs; and
programs to facilitate the transition of secondary school students to postsecondary education or employment without the need for remediation; and
the State will assist the Secretary in determining the number of migratory children under paragraph (1) of section 1133(a).
Priority for services
In providing services with funds received under this subpart, each recipient of such funds shall give priority to migratory children who are failing, or most at risk of failing, to meet the State’s academic standards under section 1111(b)(1).
Continuation of services
Notwithstanding any other provision of this subpart—
a child who ceases to be a migratory child during a school term shall be eligible for services until the end of such term;
a child who is no longer a migratory child may continue to receive services for one additional school year, but only if comparable services are not available through other programs; and
secondary school students who were eligible for services in secondary school may continue to be served through credit accrual programs until graduation.
Secretarial approval; peer review
The Secretary shall approve each State application that meets the requirements of this subpart, and may review any such application using a peer review process.
Comprehensive needs assessment and service-delivery plan; authorized activities
Comprehensive plan
In general
Each State that receives assistance under this subpart shall ensure that the State and its local operating agencies identify and address the unique educational needs of migratory children in accordance with a comprehensive State plan that—
is integrated with other programs under this Act or other Acts, as appropriate;
may be submitted as a part of a consolidated application under section 6302, if—
the unique needs of migratory children are specifically addressed in the comprehensive State plan;
the comprehensive State plan is developed in collaboration with parents of migratory children; and
the comprehensive State plan is not used to supplant State efforts regarding, or administrative funding for, this subpart;
provides that migratory children will have an opportunity to meet the same State academic standards under section 1111(b)(1) that all children are expected to meet;
specifies measurable program goals and outcomes;
encompasses the full range of services that are available for migratory children from appropriate local, State, and Federal educational programs;
is the product of joint planning among such local, State, and Federal programs, including programs under subpart 1, early childhood programs, and language instruction educational programs under chapter A of subpart 4; and
provides for the integration of services available under this subpart with services provided by such other programs.
Duration of the plan
Each such comprehensive State plan shall—
remain in effect for the duration of the State’s participation under this subpart; and
be periodically reviewed and revised by the State, as necessary, to reflect changes in the State’s strategies and programs under this subpart.
Authorized activities
Flexibility
In implementing the comprehensive plan described in subsection (a), each State educational agency, where applicable through its local educational agencies, retains the flexibility to determine the activities to be provided with funds made available under this subpart, except that such funds first shall be used to meet the identified needs of migratory children that result from their migratory lifestyle, and to permit these children to participate effectively in school.
Unaddressed needs
Funds provided under this subpart shall be used to address the needs of migratory children that are not addressed by services available from other Federal or non-Federal programs, except that migratory children who are eligible to receive services under subpart 1 may receive those services through funds provided under that subpart, or through funds under this subpart that remain after the agency addresses the needs described in paragraph (1).
Construction
Nothing in this subpart shall be construed to prohibit a local educational agency from serving migratory children simultaneously with students with similar educational needs in the same educational settings, where appropriate.
Bypass
The Secretary may use all or part of any State’s allocation under this subpart to make arrangements with any public or private agency to carry out the purpose of this subpart in such State if the Secretary determines that—
the State is unable or unwilling to conduct educational programs for migratory children;
such arrangements would result in more efficient and economic administration of such programs; or
such arrangements would add substantially to the educational achievement of such children.
Coordination of migratory education activities
Improvement of coordination
In general
The Secretary, in consultation with the States, may make grants to, or enter into contracts with, State educational agencies, local educational agencies, institutions of higher education, and other public and private entities to improve the interstate and intrastate coordination among such agencies’ educational programs, including through the establishment or improvement of programs for credit accrual and exchange, available to migratory students.
Duration
Grants or contracts under this subsection may be awarded for not more than 5 years.
Student records
Assistance
The Secretary shall assist States in developing and maintaining an effective system for the electronic transfer of student records and in determining the number of migratory children in each State.
Information system
In general
The Secretary, in consultation with the States, shall ensure the linkage of migratory student record systems for the purpose of electronically exchanging, among the States, health and educational information regarding all migratory students. The Secretary shall ensure such linkage occurs in a cost-effective manner, utilizing systems used by the States prior to, or developed after, the date of the enactment of this Act. The Secretary shall determine the minimum data elements that each State receiving funds under this subpart shall collect and maintain. Such minimum data elements may include—
immunization records and other health information;
elementary and secondary academic history (including partial credit), credit accrual, and results from State assessments required under section 1111(b)(2);
other academic information essential to ensuring that migratory children achieve to the States’s academic standards; and
eligibility for services under the Individuals with Disabilities Education Act.
The Secretary shall consult with States before updating the data elements that each State receiving funds under this subpart shall be required to collect for purposes of electronic transfer of migratory student information and the requirements that States shall meet for immediate electronic access to such information.
No cost for certain transfers
A State educational agency or local educational agency receiving assistance under this subpart shall make student records available to another State educational agency or local educational agency that requests the records at no cost to the requesting agency, if the request is made in order to meet the needs of a migratory child.
Report to congress
In general
Not later than April 30, 2016, the Secretary shall report to the Committee on Health, Education, Labor, and Pensions of the Senate and the Committee on Education and the Workforce of the House of Representatives the Secretary’s findings and recommendations regarding the maintenance and transfer of health and educational information for migratory students by the States.
Required contents
The Secretary shall include in such report—
a review of the progress of States in developing and linking electronic records transfer systems;
recommendations for maintaining such systems; and
recommendations for improving the continuity of services provided for migratory students.
Availability of funds
The Secretary shall reserve not more than $10,000,000 of the amount reserved under section 1132 to carry out this section for each fiscal year.
Data collection
The Secretary shall direct the National Center for Education Statistics to collect data on migratory children.
Definitions
As used in this subpart:
Local operating agency
The term local operating agency means—
a local educational agency to which a State educational agency makes a subgrant under this subpart;
a public or private agency with which a State educational agency or the Secretary makes an arrangement to carry out a project under this subpart; or
a State educational agency, if the State educational agency operates the State’s migratory education program or projects directly.
Migratory child
The term migratory child means a child who is, or whose parent or spouse is, a migratory agricultural worker, including a migratory dairy worker, or a migratory fisher, and who, in the preceding 36 months, in order to obtain, or accompany such parent or spouse, in order to obtain, temporary or seasonal employment in agricultural or fishing work—
has moved from one school district to another;
in a State that is comprised of a single school district, has moved from one administrative area to another within such district; or
resides in a school district of more than 15,000 square miles, and migrates a distance of 20 miles or more to a temporary residence to engage in a fishing activity.
Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk
Purpose and program authorization
Purpose
It is the purpose of this subpart—
to improve educational services for children and youth in local and State institutions for neglected or delinquent children and youth so that such children and youth have the opportunity to meet the same State academic standards that all children in the State are expected to meet;
to provide such children and youth with the services needed to make a successful transition from institutionalization to further schooling or employment; and
to prevent at-risk youth from dropping out of school, and to provide dropouts, and children and youth returning from correctional facilities or institutions for neglected or delinquent children and youth, with a support system to ensure their continued education.
Program authorized
From amounts appropriated under section 3(a)(1), the Secretary shall reserve 0.31 of one percent to carry out this subpart.
Grants awarded
From the amounts reserved under subsection (b) and not reserved under section 1004 and section 1159, the Secretary shall make grants to State educational agencies that have plans submitted under section 1154 approved to enable such agencies to award subgrants to State agencies and local educational agencies to establish or improve programs of education for neglected, delinquent, or at-risk children and youth.
Payments for programs under this subpart
Agency subgrants
Based on the allocation amount computed under section 1152, the Secretary shall allocate to each State educational agency an amount necessary to make subgrants to State agencies under chapter A.
Local subgrants
Each State shall retain, for the purpose of carrying out chapter B, funds generated throughout the State under subpart 1 of this part based on children and youth residing in local correctional facilities, or attending community day programs for delinquent children and youth.
State Agency Programs
Eligibility
A State agency is eligible for assistance under this chapter if such State agency is responsible for providing free public education for children and youth—
in institutions for neglected or delinquent children and youth;
attending community day programs for neglected or delinquent children and youth; or
in adult correctional institutions.
Allocation of funds
Subgrants to state agencies
In general
Each State agency described in section 1151 (other than an agency in the Commonwealth of Puerto Rico) is eligible to receive a subgrant under this chapter, for each fiscal year, in an amount equal to the product of—
the number of neglected or delinquent children and youth described in section 1151 who—
are enrolled for at least 15 hours per week in education programs in adult correctional institutions; and
are enrolled for at least 20 hours per week—
in education programs in institutions for neglected or delinquent children and youth; or
in community day programs for neglected or delinquent children and youth; and
40 percent of the average per-pupil expenditure in the State, except that the amount determined under this subparagraph shall not be less than 32 percent, nor more than 48 percent, of the average per-pupil expenditure in the United States.
Special rule
The number of neglected or delinquent children and youth determined under paragraph (1) shall—
be determined by the State agency by a deadline set by the Secretary, except that no State agency shall be required to determine the number of such children and youth on a specific date set by the Secretary; and
be adjusted, as the Secretary determines is appropriate, to reflect the relative length of such agency’s annual programs.
Subgrants to state agencies in Puerto Rico
In general
For each fiscal year, the amount of the subgrant which a State agency in the Commonwealth of Puerto Rico shall be eligible to receive under this chapter shall be the amount determined by multiplying the number of children counted under subsection (a)(1)(A) for the Commonwealth of Puerto Rico by the product of—
the percentage which the average per-pupil expenditure in the Commonwealth of Puerto Rico is of the lowest average per-pupil expenditure of any of the 50 States; and
32 percent of the average per-pupil expenditure in the United States.
Minimum percentage
The percentage in paragraph (1)(A) shall not be less than 85 percent.
Ratable reductions in case of insufficient Appropriations
If the amount reserved for any fiscal year for subgrants under subsections (a) and (b) is insufficient to pay the full amount for which all State agencies are eligible under such subsections, the Secretary shall ratably reduce each such amount.
State reallocation of funds
If a State educational agency determines that a State agency does not need the full amount of the subgrant for which such State agency is eligible under this chapter for any fiscal year, the State educational agency may reallocate the amount that will not be needed to other eligible State agencies that need additional funds to carry out the purpose of this chapter, in such amounts as the State educational agency shall determine.
State plan and State agency applications
State plan
In general
Each State educational agency that desires to receive a grant under this chapter shall submit, for approval by the Secretary, a plan—
for meeting the educational needs of neglected, delinquent, and at-risk children and youth;
for assisting in the transition of children and youth from correctional facilities to locally operated programs; and
that is integrated with other programs under this Act or other Acts, as appropriate.
Contents
Each such State plan shall—
describe how the State will assess the effectiveness of the program in improving the academic, career, and technical skills of children in the program;
provide that, to the extent feasible, such children will have the same opportunities to achieve as such children would have if such children were in the schools of local educational agencies in the State;
describe how the State will place a priority for such children to obtain a regular high school diploma, to the extent feasible; and
contain an assurance that the State educational agency will—
ensure that programs assisted under this chapter will be carried out in accordance with the State plan described in this subsection;
carry out the evaluation requirements of section 1171; and
ensure that the State agencies receiving subgrants under this chapter comply with all applicable statutory and regulatory requirements.
Duration of the plan
Each such State plan shall—
remain in effect for the duration of the State’s participation under this chapter; and
be periodically reviewed and revised by the State, as necessary, to reflect changes in the State’s strategies and programs under this chapter.
Secretarial approval and peer review
Secretarial approval
The Secretary shall approve each State plan that meets the requirements of this chapter.
Peer review
The Secretary may review any State plan with the assistance and advice of individuals with relevant expertise.
State agency applications
Any State agency that desires to receive funds to carry out a program under this chapter shall submit an application to the State educational agency that—
describes the procedures to be used, consistent with the State plan under section 1111, to assess the educational needs of the children to be served under this chapter;
provide an assurance that in making services available to children and youth in adult correctional institutions, priority will be given to such children and youth who are likely to complete incarceration within a 2-year period;
describes the program, including a budget for the first year of the program, with annual updates to be provided to the State educational agency;
describes how the program will meet the goals and objectives of the State plan;
describes how the State agency will consult with experts and provide the necessary training for appropriate staff, to ensure that the planning and operation of institution-wide projects under section 1156 are of high quality;
describes how the programs will be coordinated with other appropriate State and Federal programs, such as programs under title I of Public Law 105–220, career and technical education programs, State and local dropout prevention programs, and special education programs;
describes how the State agency will encourage correctional facilities receiving funds under this chapter to coordinate with local educational agencies or alternative education programs attended by incarcerated children and youth prior to and after their incarceration to ensure that student assessments and appropriate academic records are shared jointly between the correctional facility and the local educational agency or alternative education program;
describes how appropriate professional development will be provided to teachers and other staff;
designates an individual in each affected correctional facility or institution for neglected or delinquent children and youth to be responsible for issues relating to the transition of such children and youth from such facility or institution to locally operated programs;
describes how the State agency will endeavor to coordinate with businesses for training and mentoring for participating children and youth;
provides an assurance that the State agency will assist in locating alternative programs through which students can continue their education if the students are not returning to school after leaving the correctional facility or institution for neglected or delinquent children and youth;
provides assurances that the State agency will work with parents to secure parents’ assistance in improving the educational achievement of their children and youth, and preventing their children’s and youth’s further involvement in delinquent activities;
provides an assurance that the State agency will work with children and youth with disabilities in order to meet an existing individualized education program and an assurance that the agency will notify the child’s or youth’s local school if the child or youth—
is identified as in need of special education services while the child or youth is in the correctional facility or institution for neglected or delinquent children and youth; and
intends to return to the local school;
provides an assurance that the State agency will work with children and youth who dropped out of school before entering the correctional facility or institution for neglected or delinquent children and youth to encourage the children and youth to reenter school and obtain a regular high school diploma once the term of the incarceration is completed, or provide the child or youth with the skills necessary to gain employment, continue the education of the child or youth, or obtain a regular high school diploma or its recognized equivalent if the child or youth does not intend to return to school;
provides an assurance that effective teachers and other qualified staff are trained to work with children and youth with disabilities and other students with special needs taking into consideration the unique needs of such students;
describes any additional services to be provided to children and youth, such as career counseling, distance education, and assistance in securing student loans and grants; and
provides an assurance that the program under this chapter will be coordinated with any programs operated under the Juvenile Justice and Delinquency Prevention Act of 1974 (42 U.S.C. 5601 et seq.) or other comparable programs, if applicable.
Use of funds
Uses
In general
A State agency shall use funds received under this chapter only for programs and projects that—
are consistent with the State plan under section 1154(a); and
concentrate on providing participants with the knowledge and skills needed to make a successful transition to secondary school completion, career and technical education, further education, or employment without the need for remediation.
Programs and projects
Such programs and projects—
may include the acquisition of equipment;
shall be designed to support educational services that—
except for institution-wide projects under section 1156, are provided to children and youth identified by the State agency as failing, or most at-risk of failing, to meet the State’s academic standards;
supplement and improve the quality of the educational services provided to such children and youth by the State agency; and
afford such children and youth an opportunity to meet State academic standards; and
shall be carried out in a manner consistent with section 1120A and part C (as applied to programs and projects under this chapter).
Supplement, not supplant
A program under this chapter that supplements the number of hours of instruction students receive from State and local sources shall be considered to comply with the supplement, not supplant requirement of section 1120A (as applied to this chapter) without regard to the subject areas in which instruction is given during those hours.
Institution-wide projects
A State agency that provides free public education for children and youth in an institution for neglected or delinquent children and youth (other than an adult correctional institution) or attending a community day program for such children and youth may use funds received under this chapter to serve all children in, and upgrade the entire educational effort of, that institution or program if the State agency has developed, and the State educational agency has approved, a comprehensive plan for that institution or program that—
provides for a comprehensive assessment of the educational needs of all children and youth in the institution or program serving juveniles;
provides for a comprehensive assessment of the educational needs of youth aged 20 and younger in adult facilities who are expected to complete incarceration within a 2-year period;
describes the steps the State agency has taken, or will take, to provide all children and youth under age 21 with the opportunity to meet State academic standards in order to improve the likelihood that the children and youth will complete secondary school, obtain a regular high school diploma or its recognized equivalent, or find employment after leaving the institution;
describes the instructional program, specialized instructional support services, and procedures that will be used to meet the needs described in paragraph (1), including, to the extent feasible, the provision of mentors for the children and youth described in paragraph (1);
specifically describes how such funds will be used;
describes the measures and procedures that will be used to assess and improve student achievement;
describes how the agency has planned, and will implement and evaluate, the institution-wide or program-wide project in consultation with personnel providing direct instructional services and support services in institutions or community day programs for neglected or delinquent children and youth, and with personnel from the State educational agency; and
includes an assurance that the State agency has provided for appropriate training for teachers and other instructional and administrative personnel to enable such teachers and personnel to carry out the project effectively.
Three-year programs or projects
If a State agency operates a program or project under this chapter in which individual children or youth are likely to participate for more than one year, the State educational agency may approve the State agency’s application for a subgrant under this chapter for a period of not more than 3 years.
Transition services
Transition services
Each State agency shall reserve not less than 15 percent and not more than 30 percent of the amount such agency receives under this chapter for any fiscal year to support—
projects that facilitate the transition of children and youth from State-operated institutions to schools served by local educational agencies; or
the successful re-entry of youth offenders, who are age 20 or younger and have received a regular high school diploma or its recognized equivalent, into postsecondary education, or career and technical training programs, through strategies designed to expose the youth to, and prepare the youth for, postsecondary education, or career and technical training programs, such as—
preplacement programs that allow adjudicated or incarcerated youth to audit or attend courses on college, university, or community college campuses, or through programs provided in institutional settings;
worksite schools, in which institutions of higher education and private or public employers partner to create programs to help students make a successful transition to postsecondary education and employment; and
essential support services to ensure the success of the youth, such as—
personal, career and technical, and academic counseling;
placement services designed to place the youth in a university, college, or junior college program;
information concerning, and assistance in obtaining, available student financial aid;
counseling services; and
job placement services.
Conduct of projects
A project supported under this section may be conducted directly by the State agency, or through a contract or other arrangement with one or more local educational agencies, other public agencies, or private organizations.
Rule of construction
Nothing in this section shall be construed to prohibit a school that receives funds under subsection (a) from serving neglected and delinquent children and youth simultaneously with students with similar educational needs, in the same educational settings where appropriate.
Technical assistance
The Secretary shall reserve not more than 1 percent of the amount reserved under section 1141 to provide technical assistance to and support State agency programs assisted under this chapter.
Local Agency Programs
Purpose
The purpose of this chapter is to support the operation of local educational agency programs that involve collaboration with locally operated correctional facilities—
to carry out high quality education programs to prepare children and youth for secondary school completion, training, employment, or further education;
to provide activities to facilitate the transition of such children and youth from the correctional program to further education or employment; and
to operate programs in local schools for children and youth returning from correctional facilities, and programs which may serve at-risk children and youth.
Programs operated by local educational agencies
Local subgrants
With funds made available under section 1142(b), the State educational agency shall award subgrants to local educational agencies with high numbers or percentages of children and youth residing in locally operated (including county operated) correctional facilities for children and youth (including facilities involved in community day programs).
Special rule
A local educational agency that serves a school operated by a correctional facility is not required to operate a program of support for children and youth returning from such school to a school that is not operated by a correctional agency but served by such local educational agency, if more than 30 percent of the children and youth attending the school operated by the correctional facility will reside outside the boundaries served by the local educational agency after leaving such facility.
Notification
A State educational agency shall notify local educational agencies within the State of the eligibility of such agencies to receive a subgrant under this chapter.
Transitional and academic services
Transitional and supportive programs operated in local educational agencies under this chapter shall be designed primarily to meet the transitional and academic needs of students returning to local educational agencies or alternative education programs from correctional facilities. Services to students at-risk of dropping out of school shall not have a negative impact on meeting the transitional and academic needs of the students returning from correctional facilities.
Local educational agency applications
Each local educational agency desiring assistance under this chapter shall submit an application to the State educational agency that contains such information as the State educational agency may require. Each such application shall include—
a description of the program to be assisted;
a description of formal agreements, regarding the program to be assisted, between—
the local educational agency; and
correctional facilities and alternative school programs serving children and youth involved with the juvenile justice system;
as appropriate, a description of how participating schools will coordinate with facilities working with delinquent children and youth to ensure that such children and youth are participating in an education program comparable to one operating in the local school such youth would attend;
a description of the program operated by participating schools for children and youth returning from correctional facilities and, as appropriate, the types of services that such schools will provide such children and youth and other at-risk children and youth;
a description of the characteristics (including learning difficulties, substance abuse problems, and other needs) of the children and youth who will be returning from correctional facilities and, as appropriate, other at-risk children and youth expected to be served by the program, and a description of how the school will coordinate existing educational programs to meet the unique educational needs of such children and youth;
as appropriate, a description of how schools will coordinate with existing social, health, and other services to meet the needs of students returning from correctional facilities and at-risk children or youth, including prenatal health care and nutrition services related to the health of the parent and the child or youth, parenting and child development classes, child care, targeted reentry and outreach programs, referrals to community resources, and scheduling flexibility;
as appropriate, a description of any partnerships with local businesses to develop training, curriculum-based youth entrepreneurship education, and mentoring services for participating students;
as appropriate, a description of how the program will involve parents in efforts to improve the educational achievement of their children, assist in dropout prevention activities, and prevent the involvement of their children in delinquent activities;
a description of how the program under this chapter will be coordinated with other Federal, State, and local programs, such as programs under title I of Public Law 105–220 and career and technical education programs serving at-risk children and youth;
a description of how the program will be coordinated with programs operated under the Juvenile Justice and Delinquency Prevention Act of 1974 and other comparable programs, if applicable;
as appropriate, a description of how schools will work with probation officers to assist in meeting the needs of children and youth returning from correctional facilities;
a description of the efforts participating schools will make to ensure correctional facilities working with children and youth are aware of a child’s or youth’s existing individualized education program; and
as appropriate, a description of the steps participating schools will take to find alternative placements for children and youth interested in continuing their education but unable to participate in a traditional public school program.
Uses of funds
In General
Funds provided to local educational agencies under this chapter may be used, as appropriate, for—
programs that serve children and youth returning to local schools from correctional facilities, to assist in the transition of such children and youth to the school environment and help them remain in school in order to complete their education;
dropout prevention programs which serve at-risk children and youth;
the coordination of health and social services for such individuals if there is a likelihood that the provision of such services, including day care, drug and alcohol counseling, and mental health services, will improve the likelihood such individuals will complete their education;
special programs to meet the unique academic needs of participating children and youth, including career and technical education, special education, career counseling, curriculum-based youth entrepreneurship education, and assistance in securing student loans or grants for postsecondary education; and
programs providing mentoring and peer mediation.
Contracts and grants
A local educational agency may use a grant received under this chapter to carry out the activities described under paragraphs (1) through (5) of subsection (a) directly or through grants, contracts, or cooperative agreements.
Program requirements for correctional facilities receiving funds under this section
Each correctional facility entering into an agreement with a local educational agency under section 1163(2) to provide services to children and youth under this chapter shall—
where feasible, ensure that educational programs in the correctional facility are coordinated with the student’s home school, particularly with respect to a student with an individualized education program under part B of the Individuals with Disabilities Education Act;
if the child or youth is identified as in need of special education services while in the correctional facility, notify the local school of the child or youth of such need;
where feasible, provide transition assistance to help the child or youth stay in school, including coordination of services for the family, counseling, assistance in accessing drug and alcohol abuse prevention programs, tutoring, and family counseling;
provide support programs that encourage children and youth who have dropped out of school to re-enter school and obtain a regular high school diploma once their term at the correctional facility has been completed, or provide such children and youth with the skills necessary to gain employment or seek a regular high school diploma or its recognized equivalent;
work to ensure that the correctional facility is staffed with effective teachers and other qualified staff who are trained to work with children and youth with disabilities taking into consideration the unique needs of such children and youth;
ensure that educational programs in the correctional facility are related to assisting students to meet the States’s academic standards;
to the extent possible, use technology to assist in coordinating educational programs between the correctional facility and the community school;
where feasible, involve parents in efforts to improve the educational achievement of their children and prevent the further involvement of such children in delinquent activities;
coordinate funds received under this chapter with other local, State, and Federal funds available to provide services to participating children and youth, such as funds made available under title I of Public Law 105–220, and career and technical education funds;
coordinate programs operated under this chapter with activities funded under the Juvenile Justice and Delinquency Prevention Act of 1974 and other comparable programs, if applicable;
if appropriate, work with local businesses to develop training, curriculum-based youth entrepreneurship education, and mentoring programs for children and youth; and
consult with the local educational agency for a period jointly determined necessary by the correctional facility and local educational agency upon discharge from that facility to coordinate educational services so as to minimize disruption to the child’s or youth’s achievement.
Accountability
The State educational agency—
may require correctional facilities or institutions for neglected or delinquent children and youth to demonstrate, after receiving assistance under this chapter for 3 years, that there has been an increase in the number of children and youth returning to school, obtaining a regular high school diploma or its recognized equivalent, or obtaining employment after such children and youth are released; and
may reduce or terminate funding for projects under this chapter if a local educational agency does not show progress in the number of children and youth obtaining a regular high school diploma or its recognized equivalent.
General Provisions
Program evaluations
Scope of evaluation
Each State agency or local educational agency that conducts a program under chapter A or B shall evaluate the program, disaggregating data on participation by gender, race, ethnicity, and age, while protecting individual student privacy, not less than once every 3 years, to determine the program’s impact on the ability of participants—
to maintain and improve educational achievement;
to accrue school credits that meet State requirements for grade promotion and high school graduation;
to make the transition to a regular program or other education program operated by a local educational agency;
to complete high school (or high school equivalency requirements) and obtain employment after leaving the correctional facility or institution for neglected or delinquent children and youth; and
as appropriate, to participate in postsecondary education and job training programs.
Exception
The disaggregation required under subsection (a) shall not be required in a case in which the number of students in a category is insufficient to yield statistically reliable information or the results would reveal personally identifiable information about an individual student.
Evaluation measures
In conducting each evaluation under subsection (a), a State agency or local educational agency shall use multiple and appropriate measures of student progress.
Evaluation results
Each State agency and local educational agency shall—
submit evaluation results to the State educational agency and the Secretary; and
use the results of evaluations under this section to plan and improve subsequent programs for participating children and youth.
Definitions
In this subpart:
Adult correctional institution
The term adult correctional institution means a facility in which persons (including persons under 21 years of age) are confined as a result of a conviction for a criminal offense.
At-risk
The term at-risk, when used with respect to a child, youth, or student, means a school-aged individual who—
is at-risk of academic failure; and
has a drug or alcohol problem, is pregnant or is a parent, has come into contact with the juvenile justice system in the past, is at least 1 year behind the expected grade level for the age of the individual, is an English learner, is a gang member, has dropped out of school in the past, or has a high absenteeism rate at school.
Community day program
The term community day program means a regular program of instruction provided by a State agency at a community day school operated specifically for neglected or delinquent children and youth.
Institution for neglected or delinquent children and youth
The term institution for neglected or delinquent children and youth means—
a public or private residential facility, other than a foster home, that is operated for the care of children who have been committed to the institution or voluntarily placed in the institution under applicable State law, due to abandonment, neglect, or death of their parents or guardians; or
a public or private residential facility for the care of children who have been adjudicated to be delinquent or in need of supervision.
English Language Acquisition, Language Enhancement, and Academic Achievement
Purposes
The purposes of this subpart are—
to help ensure that English learners, including immigrant children and youth, attain English proficiency and develop high levels of academic achievement in English;
to assist all English learners, including immigrant children and youth, to achieve at high levels so that those children can meet the same State academic standards that all children are expected to meet, consistent with section 1111(b)(1);
to assist State educational agencies, local educational agencies, and schools in establishing, implementing, and sustaining high-quality, flexible, evidence-based language instruction educational programs designed to assist in teaching English learners, including immigrant children and youth;
to assist State educational agencies and local educational agencies to develop and enhance their capacity to provide high-quality, evidence-based instructional programs designed to prepare English learners, including immigrant children and youth, to enter all-English instruction settings; and
to promote parental and community participation in language instruction educational programs for the parents and communities of English learners.
Grants and Subgrants for English Language Acquisition and Language Enhancement
Formula grants to States
In general
In the case of each State educational agency having a plan approved by the Secretary for a fiscal year under section 1192, the Secretary shall reserve 4.6 percent of funds appropriated under section 3(a)(1) to make a grant for the year to the agency for the purposes specified in subsection (b). The grant shall consist of the allotment determined for the State educational agency under subsection (c).
Use of funds
Subgrants to eligible entities
The Secretary may make a grant under subsection (a) only if the State educational agency involved agrees to expend at least 95 percent of the State educational agency’s allotment under subsection (c) for a fiscal year—
to award subgrants, from allocations under section 1193, to eligible entities to carry out the activities described in section 1194 (other than subsection (e)); and
to award subgrants under section 1193(d)(1) to eligible entities that are described in that section to carry out the activities described in section 1194(e).
State activities
Subject to paragraph (3), each State educational agency receiving a grant under subsection (a) may reserve not more than 5 percent of the agency’s allotment under subsection (c) to carry out the following activities:
Professional development activities, and other activities, which may include assisting personnel in—
meeting State and local certification and licensing requirements for teaching English learners; and
improving teacher skills in meeting the diverse needs of English learners, including in how to implement evidence-based programs and curricula on teaching English learners.
Planning, evaluation, administration, and interagency coordination related to the subgrants referred to in paragraph (1).
Providing technical assistance and other forms of assistance to eligible entities that are receiving subgrants from a State educational agency under this chapter, including assistance in—
identifying and implementing evidence-based language instruction educational programs and curricula for teaching English learners;
helping English learners meet the same State academic standards that all children are expected to meet;
identifying or developing, and implementing, measures of English proficiency; and
strengthening and increasing parent, family, and community engagement.
Providing recognition, which may include providing financial awards, to subgrantees that have significantly improved the achievement and progress of English learners in—
reaching English language proficiency, based on the State’s English language proficiency assessment under section 1111(b)(2)(D); and
meeting the State academic standards under section 1111(b)(1).
Administrative expenses
From the amount reserved under paragraph (2), a State educational agency may use not more than 40 percent of such amount or $175,000, whichever is greater, for the planning and administrative costs of carrying out paragraphs (1) and (2).
Reservations and allotments
Reservations
From the amount reserved under section 1191(a) for each fiscal year, the Secretary shall reserve—
0.5 percent of such amount for payments to outlying areas, to be allotted in accordance with their respective needs for assistance under this chapter, as determined by the Secretary, for activities, approved by the Secretary, consistent with this chapter; and
6.5 percent of such amount for national activities under sections 1211 and 1222, except that not more than $2,000,000 of such amount may be reserved for the National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs described in section 1222.
State allotments
In general
Except as provided in subparagraph (B), from the amount reserved under section 1191(a) for each fiscal year that remains after making the reservations under paragraph (1), the Secretary shall allot to each State educational agency having a plan approved under section 1192(c)—
an amount that bears the same relationship to 80 percent of the remainder as the number of English learners in the State bears to the number of such children in all States, as determined by data available from the American Community Survey conducted by the Department of Commerce or State-reported data; and
an amount that bears the same relationship to 20 percent of the remainder as the number of immigrant children and youth in the State bears to the number of such children and youth in all States, as determined based only on data available from the American Community Survey conducted by the Department of Commerce.
Minimum allotments
No State educational agency shall receive an allotment under this paragraph that is less than $500,000.
Reallotment
If any State educational agency described in subparagraph (A) does not submit a plan to the Secretary for a fiscal year, or submits a plan (or any amendment to a plan) that the Secretary, after reasonable notice and opportunity for a hearing, determines does not satisfy the requirements of this chapter, the Secretary shall reallot any portion of such allotment to the remaining State educational agencies in accordance with subparagraph (A).
Special rule for Puerto Rico
The total amount allotted to Puerto Rico for any fiscal year under subparagraph (A) shall not exceed 0.5 percent of the total amount allotted to all States for that fiscal year.
Use of data for determinations
In making State allotments under paragraph (2) for each fiscal year, the Secretary shall determine the number of English learners in a State and in all States, using the most accurate, up-to-date data, which shall be—
data from the American Community Survey conducted by the Department of Commerce, which may be multiyear estimates;
the number of students being assessed for English language proficiency, based on the State’s English language proficiency assessment under section 1111(b)(2)(D), which may be multiyear estimates; or
a combination of data available under subparagraphs (A) and (B).
State educational agency plans
Filing for subgrants
Each State educational agency desiring a grant under this chapter shall submit a plan to the Secretary at such time and in such manner as the Secretary may require.
Contents
Each plan submitted under subsection (a) shall—
describe the process that the agency will use in awarding subgrants to eligible entities under section 1193(d)(1);
provide an assurance that—
the agency will ensure that eligible entities receiving a subgrant under this chapter comply with the requirement in section 1111(b)(2)(B)(x) to annually assess in English learners who have been in the United States for 3 or more consecutive years;
the agency will ensure that eligible entities receiving a subgrant under this chapter annually assess the English proficiency of all English learners participating in a program funded under this chapter, consistent with section 1111(b)(2)(D);
in awarding subgrants under section 1193, the agency will address the needs of school systems of all sizes and in all geographic areas, including school systems with rural and urban schools;
subgrants to eligible entities under section 1193(d)(1) will be of sufficient size and scope to allow such entities to carry out high-quality, evidence-based language instruction educational programs for English learners;
the agency will require an eligible entity receiving a subgrant under this chapter to use the subgrant in ways that will build such recipient’s capacity to continue to offer high-quality evidence-based language instruction educational programs that assist English learners in meeting State academic standards;
the agency will monitor the eligible entity receiving a subgrant under this chapter for compliance with applicable Federal fiscal requirements; and
the plan has been developed in consultation with local educational agencies, teachers, administrators of programs implemented under this chapter, parents, and other relevant stakeholders;
describe how the agency will coordinate its programs and activities under this chapter with other programs and activities under this Act and other Acts, as appropriate;
describe how eligible entities in the State will be given the flexibility to teach English learners—
using a high-quality, evidence-based language instruction curriculum for teaching English learners; and
in the manner the eligible entities determine to be the most effective; and
describe how the agency will assist eligible entities in increasing the number of English learners who acquire English proficiency.
Approval
The Secretary, after using a peer review process, shall approve a plan submitted under subsection (a) if the plan meets the requirements of this section.
Duration of plan
In general
Each plan submitted by a State educational agency and approved under subsection (c) shall—
remain in effect for the duration of the agency’s participation under this chapter; and
be periodically reviewed and revised by the agency, as necessary, to reflect changes to the agency’s strategies and programs carried out under this subpart.
Additional information
Amendments
If the State educational agency amends the plan, the agency shall submit such amendment to the Secretary.
Approval
The Secretary shall approve such amendment to an approved plan, unless the Secretary determines that the amendment will result in the agency not meeting the requirements, or fulfilling the purposes, of this subpart.
Consolidated plan
A plan submitted under subsection (a) may be submitted as part of a consolidated plan under section 6302.
Secretary assistance
The Secretary shall provide technical assistance, if requested by the State, in the development of English proficiency standards and assessments.
Within-State allocations
In general
After making the reservation required under subsection (d)(1), each State educational agency receiving a grant under section 1191(c)(2) shall award subgrants for a fiscal year by allocating in a timely manner to each eligible entity in the State having a plan approved under section 1195 an amount that bears the same relationship to the amount received under the grant and remaining after making such reservation as the population of English learners in schools served by the eligible entity bears to the population of English learners in schools served by all eligible entities in the State.
Limitation
A State educational agency shall not award a subgrant from an allocation made under subsection (a) if the amount of such subgrant would be less than $10,000.
Reallocation
Whenever a State educational agency determines that an amount from an allocation made to an eligible entity under subsection (a) for a fiscal year will not be used by the entity for the purpose for which the allocation was made, the agency shall, in accordance with such rules as it determines to be appropriate, reallocate such amount, consistent with such subsection, to other eligible entities in the State that the agency determines will use the amount to carry out that purpose.
Required reservation
A State educational agency receiving a grant under this chapter for a fiscal year—
shall reserve not more than 15 percent of the agency’s allotment under section 1191(c)(2) to award subgrants to eligible entities in the State that have experienced a significant increase, as compared to the average of the 2 preceding fiscal years, in the percentage or number of immigrant children and youth, who have enrolled, during the fiscal year preceding the fiscal year for which the subgrant is made, in public and nonpublic elementary schools and secondary schools in the geographic areas under the jurisdiction of, or served by, such entities; and
in awarding subgrants under paragraph (1)—
shall equally consider eligible entities that satisfy the requirement of such paragraph but have limited or no experience in serving immigrant children and youth; and
shall consider the quality of each local plan under section 1195 and ensure that each subgrant is of sufficient size and scope to meet the purposes of this subpart.
Subgrants to eligible entities
Purposes of subgrants
A State educational agency may make a subgrant to an eligible entity from funds received by the agency under this chapter only if the entity agrees to expend the funds to improve the education of English learners, by assisting the children to learn English and meet State academic standards. In carrying out activities with such funds, the eligible entity shall use evidence-based approaches and methodologies for teaching English learners and immigrant children and youth for the following purposes:
Developing and implementing new language instruction educational programs and academic content instruction programs for English learners and immigrant children and youth, including programs of early childhood education, elementary school programs, and secondary school programs.
Carrying out highly focused, innovative, locally designed, evidence-based activities to expand or enhance existing language instruction educational programs and academic content instruction programs for English learners and immigrant children and youth.
Implementing, within an individual school, schoolwide programs for restructuring, reforming, and upgrading all relevant programs, activities, and operations relating to language instruction educational programs and academic content instruction for English learners and immigrant children and youth.
Implementing, within the entire jurisdiction of a local educational agency, agencywide programs for restructuring, reforming, and upgrading all relevant programs, activities, and operations relating to language instruction educational programs and academic content instruction for English learners and immigrant children and youth.
Administrative expenses
Each eligible entity receiving funds under section 1193(a) for a fiscal year shall use not more than 2 percent of such funds for the cost of administering this chapter.
Required subgrantee activities
An eligible entity receiving funds under section 1193(a) shall use the funds—
to increase the English language proficiency of English learners by providing high-quality, evidence-based language instruction educational programs that meet the needs of English learners and have demonstrated success in increasing—
English language proficiency; and
student academic achievement;
to provide high-quality, evidence-based professional development to classroom teachers (including teachers in classroom settings that are not the settings of language instruction educational programs), school leaders, administrators, and other school or community-based organization personnel, that is—
designed to improve the instruction and assessment of English learners;
designed to enhance the ability of teachers and school leaders to understand and implement curricula, assessment practices and measures, and instruction strategies for English learners;
evidence-based in increasing children’s English language proficiency or substantially increasing the subject matter knowledge, teaching knowledge, and teaching skills of teachers; and
of sufficient intensity and duration (which shall not include activities such as one-day or short-term workshops and conferences) to have a positive and lasting impact on the teachers’ performance in the classroom, except that this subparagraph shall not apply to an activity that is one component of a long-term, comprehensive professional development plan established by a teacher and the teacher’s supervisor based on an assessment of the needs of the teacher, the supervisor, the students of the teacher, and any local educational agency employing the teacher, as appropriate; and
to provide and implement other evidence-based activities and strategies that enhance or supplement language instruction educational programs for English learners, including parental and community engagement activities and strategies that serve to coordinate and align related programs.
Authorized subgrantee activities
Subject to subsection (c), an eligible entity receiving funds under section 1193(a) may use the funds to achieve one of the purposes described in subsection (a) by undertaking one or more of the following activities:
Upgrading program objectives and effective instruction strategies.
Improving the instruction program for English learners by identifying, acquiring, and upgrading curricula, instruction materials, educational software, and assessment procedures.
Providing to English learners—
tutorials and academic or career education for English learners; and
intensified instruction.
Developing and implementing elementary school or secondary school language instruction educational programs that are coordinated with other relevant programs and services.
Improving the English language proficiency and academic achievement of English learners.
Providing community participation programs, family literacy services, and parent outreach and training activities to English learners and their families—
to improve the English language skills of English learners; and
to assist parents in helping their children to improve their academic achievement and becoming active participants in the education of their children.
Improving the instruction of English learners by providing for—
the acquisition or development of educational technology or instructional materials;
access to, and participation in, electronic networks for materials, training, and communication; and
incorporation of the resources described in subparagraphs (A) and (B) into curricula and programs, such as those funded under this chapter.
Carrying out other activities that are consistent with the purposes of this section.
Activities by agencies experiencing substantial increases in immigrant children and youth
In general
An eligible entity receiving funds under section 1193(d)(1) shall use the funds to pay for activities that provide enhanced instructional opportunities for immigrant children and youth, which may include—
family literacy, parent outreach, and training activities designed to assist parents to become active participants in the education of their children;
support for personnel, including paraprofessionals who have been specifically trained, or are being trained, to provide services to immigrant children and youth;
provision of tutorials, mentoring, and academic or career counseling for immigrant children and youth;
identification, development, and acquisition of curricular materials, educational software, and technologies to be used in the program carried out with awarded funds;
basic instruction services that are directly attributable to the presence in the local educational agency involved of immigrant children and youth, including the payment of costs of providing additional classroom supplies, costs of transportation, or such other costs as are directly attributable to such additional basic instruction services;
other instruction services that are designed to assist immigrant children and youth to achieve in elementary schools and secondary schools in the United States, such as programs of introduction to the educational system and civics education; and
activities, coordinated with community-based organizations, institutions of higher education, private sector entities, or other entities with expertise in working with immigrants, to assist parents of immigrant children and youth by offering comprehensive community services.
Duration of subgrants
The duration of a subgrant made by a State educational agency under section 1193(d)(1) shall be determined by the agency in its discretion.
Selection of method of instruction
In general
To receive a subgrant from a State educational agency under this chapter, an eligible entity shall select one or more methods or forms of instruction to be used in the programs and activities undertaken by the entity to assist English learners to attain English language proficiency and meet State academic standards.
Consistency
Such selection shall be consistent with sections 1204 through 1206.
Supplement, not supplant
Federal funds made available under this chapter shall be used so as to supplement the level of Federal, State, and local public funds that, in the absence of such availability, would have been expended for programs for English learners and immigrant children and youth and in no case to supplant such Federal, State, and local public funds.
Local plans
Filing for subgrants
Each eligible entity desiring a subgrant from the State educational agency under section 1193 shall submit a plan to the State educational agency at such time, in such manner, and containing such information as the State educational agency may require.
Contents
Each plan submitted under subsection (a) shall—
describe the evidence-based programs and activities proposed to be developed, implemented, and administered under the subgrant that will help English learners increase their English language proficiency and meet the State academic standards;
describe how the eligible entity will hold elementary schools and secondary schools receiving funds under this chapter accountable for annually assessing the English language proficiency of all children participating under this subpart, consistent with section 1111(b);
describe how the eligible entity will promote parent and community engagement in the education of English learners;
contain an assurance that the eligible entity consulted with teachers, researchers, school administrators, parents and community members, public or private organizations, and institutions of higher education, in developing and implementing such plan;
describe how language instruction educational programs carried out under the subgrant will ensure that English learners being served by the programs develop English language proficiency; and
contain assurances that—
each local educational agency that is included in the eligible entity is complying with section 1112(g) prior to, and throughout, each school year; and
the eligible entity is not in violation of any State law, including State constitutional law, regarding the education of English learners, consistent with sections 1205 and 1206.
Teacher English fluency
Each eligible entity receiving a subgrant under section 1193 shall include in its plan a certification that all teachers in any language instruction educational program for English learners that is, or will be, funded under this subpart are fluent in English and any other language used for instruction, including having written and oral communications skills.
Administration
Reporting
In general
Each eligible entity that receives a subgrant from a State educational agency under chapter A shall provide such agency, at the conclusion of every second fiscal year during which the subgrant is received, with a report, in a form prescribed by the agency, on the activities conducted and students served under this subpart that includes—
a description of the programs and activities conducted by the entity with funds received under chapter A during the two immediately preceding fiscal years, including how such programs and activities supplemented programs funded primarily with State or local funds;
a description of the progress made by English learners in learning the English language and in meeting State academic standards;
the number and percentage of English learners in the programs and activities attaining English language proficiency based on the State English language proficiency standards established under section 1111(b)(1)(E) by the end of each school year, as determined by the State’s English language proficiency assessment under section 1111(b)(2)(D);
the number of English learners who exit the language instruction educational programs based on their attainment of English language proficiency and transitioned to classrooms not tailored for English learners;
a description of the progress made by English learners in meeting the State academic standards for each of the 2 years after such children are no longer receiving services under this subpart;
the number and percentage of English learners who have not attained English language proficiency within five years of initial classification as an English learner and first enrollment in the local educational agency; and
any such other information as the State educational agency may require.
Use of report
A report provided by an eligible entity under subsection (a) shall be used by the entity and the State educational agency—
to determine the effectiveness of programs and activities in assisting children who are English learners—
to attain English language proficiency; and
to make progress in meeting State academic standards under section 1111(b)(1); and
upon determining the effectiveness of programs and activities based on the criteria in paragraph (1), to decide how to improve programs.
Annual report
States
Based upon the reports provided to a State educational agency under section 1201, each such agency that receives a grant under this subpart shall prepare and submit annually to the Secretary a report on programs and activities carried out by the State educational agency under this subpart and the effectiveness of such programs and activities in improving the education provided to English learners.
Secretary
Annually, the Secretary shall prepare and submit to the Committee on Education and the Workforce of the House of Representatives and the Committee on Health, Education, Labor, and Pensions of the Senate a report—
on programs and activities carried out to serve English learners under this subpart, and the effectiveness of such programs and activities in improving the academic achievement and English language proficiency of English learners;
on the types of language instruction educational programs used by local educational agencies or eligible entities receiving funding under this subpart to teach English learners;
containing a critical synthesis of data reported by eligible entities to States under section 1201(a);
containing a description of technical assistance and other assistance provided by State educational agencies under section 1191(b)(2)(C);
containing an estimate of the number of effective teachers working in language instruction educational programs and educating English learners, and an estimate of the number of such teachers that will be needed for the succeeding 5 fiscal years;
containing the number of programs or activities, if any, that were terminated because the entities carrying out the programs or activities were not able to reach program goals;
containing the number of English learners served by eligible entities receiving funding under this subpart who were transitioned out of language instruction educational programs funded under this subpart into classrooms where instruction is not tailored for English learners; and
containing other information gathered from other reports submitted to the Secretary under this subpart when applicable.
Coordination with related programs
In order to maximize Federal efforts aimed at serving the educational needs of English learners, the Secretary shall coordinate and ensure close cooperation with other entities carrying out programs serving language-minority and English learners that are administered by the Department and other agencies. The Secretary shall report to the Congress on parallel Federal programs in other agencies and departments.
Rules of construction
Nothing in this subpart shall be construed—
to prohibit a local educational agency from serving English learners simultaneously with children with similar educational needs, in the same educational settings where appropriate;
to require a State or a local educational agency to establish, continue, or eliminate any particular type of instructional program for English learners; or
to limit the preservation or use of Native American languages.
Legal authority under State law
Nothing in this subpart shall be construed to negate or supersede State law, or the legal authority under State law of any State agency, State entity, or State public official, over programs that are under the jurisdiction of the State agency, entity, or official.
Civil rights
Nothing in this subpart shall be construed in a manner inconsistent with any Federal law guaranteeing a civil right.
Prohibition
In carrying out this subpart, the Secretary shall neither mandate nor preclude the use of a particular curricular or pedagogical approach to educating English learners.
Programs for Native Americans and Puerto Rico
Notwithstanding any other provision of this subpart, programs authorized under this subpart that serve Native American (including Native American Pacific Islander) children and children in the Commonwealth of Puerto Rico may include programs of instruction, teacher training, curriculum development, evaluation, and assessment designed for Native American children learning and studying Native American languages and children of limited Spanish proficiency, except that an outcome of programs serving such children shall be increased English proficiency among such children.
National Activities
National professional development project
The Secretary shall use funds made available under section 1191(c)(1)(B) to award grants on a competitive basis, for a period of not more than 5 years, to institutions of higher education or public or private organizations with relevant experience and capacity (in consortia with State educational agencies or local educational agencies) to provide for professional development activities that will improve classroom instruction for English learners and assist educational personnel working with such children to meet high professional standards, including standards for certification and licensure as teachers who work in language instruction educational programs or serve English learners. Grants awarded under this subsection may be used—
for preservice, evidence-based professional development programs that will assist local schools and institutions of higher education to upgrade the qualifications and skills of educational personnel who are not certified or licensed, especially educational paraprofessionals;
for the development of curricula or other instructional strategies appropriate to the needs of the consortia participants involved;
to support strategies that strengthen and increase parent and community member engagement in the education of English learners; and
to share and disseminate evidence-based practices in the instruction of English learners and in increasing their student achievement.
General Provisions
Definitions
Except as otherwise provided, in this subpart:
Child
The term child means any individual aged 3 through 21.
Community-based organization
The term community-based organization means a private nonprofit organization of demonstrated effectiveness, Indian tribe, or tribally sanctioned educational authority, that is representative of a community or significant segments of a community and that provides educational or related services to individuals in the community. Such term includes a Native Hawaiian or Native American Pacific Islander native language educational organization.
Eligible entity
The term eligible entity means—
one or more local educational agencies; or
one or more local educational agencies, in consortia (or collaboration) with an institution of higher education, community-based organization, or State educational agency.
Immigrant children and youth
The term immigrant children and youth means individuals who—
are age 3 through 21;
were not born in any State; and
have not been attending one or more schools in any one or more States for more than 3 full academic years.
Indian tribe
The term Indian tribe means any Indian tribe, band, nation, or other organized group or community, including any Native village or Regional Corporation or Village Corporation as defined in or established pursuant to the Alaska Native Claims Settlement Act, that is recognized as eligible for the special programs and services provided by the United States to Indians because of their status as Indians.
Language instruction educational program
The term language instruction educational program means an instruction course—
in which an English learner is placed for the purpose of developing and attaining English language proficiency, while meeting State academic standards, as required by section 1111(b)(1); and
that may make instructional use of both English and a child’s native language to enable the child to develop and attain English language proficiency, and may include the participation of English language proficient children if such course is designed to enable all participating children to become proficient in English and a second language.
Native language
The term native language, when used with reference to English learner, means—
the language normally used by such individual; or
in the case of a child or youth, the language normally used by the parents of the child or youth.
Paraprofessional
The term paraprofessional means an individual who is employed in a preschool, elementary school, or secondary school under the supervision of a certified or licensed teacher, including individuals employed in language instruction educational programs, special education, and migratory education.
State
The term State means each of the 50 States, the District of Columbia, and the Commonwealth of Puerto Rico.
National clearinghouse
In general
The Secretary shall establish and support the operation of a National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs, which shall collect, analyze, synthesize, and disseminate information about language instruction educational programs for English learners, and related programs. The National Clearinghouse shall—
be administered as an adjunct clearinghouse of the Educational Resources Information Center Clearinghouses system supported by the Institute of Education Sciences;
coordinate activities with Federal data and information clearinghouses and entities operating Federal dissemination networks and systems;
develop a system for improving the operation and effectiveness of federally funded language instruction educational programs;
collect and disseminate information on—
educational research and processes related to the education of English learners; and
accountability systems that monitor the academic progress of English learners in language instruction educational programs, including information on academic content and English language proficiency assessments for language instruction educational programs; and
publish, on an annual basis, a list of grant recipients under this subpart.
Construction
Nothing in this section shall authorize the Secretary to hire new personnel to execute subsection (a).
Regulations
In developing regulations under this subpart, the Secretary shall consult with State educational agencies and local educational agencies, organizations representing English learners, and organizations representing teachers and other personnel involved in the education of English learners.
Rural Education Achievement Program
Purpose
It is the purpose of this subpart to address the unique needs of rural school districts that frequently—
lack the personnel and resources needed to compete effectively for Federal competitive grants; and
receive formula grant allocations in amounts too small to be effective in meeting their intended purposes.
Small, Rural School Achievement Program
Grant program authorized
In general
From amounts appropriated under section 3(a)(1) for a fiscal year, the Secretary shall reserve 0.6 of one percent to award grants to eligible local educational agencies to enable the local educational agencies to carry out activities authorized under any of the following provisions:
Part A of title I.
Title II.
Title III.
Allocation
In general
Except as provided in paragraph (3), the Secretary shall award a grant under subsection (a) to a local educational agency eligible under subsection (d) for a fiscal year in an amount equal to the initial amount determined under paragraph (2) for the fiscal year minus the total amount received by the agency in subpart 2 of part A of title II for the preceding fiscal year.
Determination of initial amount
The initial amount referred to in paragraph (1) is equal to $100 multiplied by the total number of students in excess of 50 students, in average daily attendance at the schools served by the local educational agency, plus $20,000, except that the initial amount may not exceed $60,000.
Ratable adjustment
In general
If the amount made available to carry out this section for any fiscal year is not sufficient to pay in full the amounts that local educational agencies are eligible to receive under paragraph (1) for such year, the Secretary shall ratably reduce such amounts for such year.
Additional amounts
If additional funds become available for making payments under paragraph (1) for such fiscal year, payments that were reduced under subparagraph (A) shall be increased on the same basis as such payments were reduced.
Disbursement
The Secretary shall disburse the funds awarded to a local educational agency under this section for a fiscal year not later than July 1 of that fiscal year.
Eligibility
In general
A local educational agency shall be eligible to use the applicable funding in accordance with subsection (a) if—
the total number of students in average daily attendance at all of the schools served by the local educational agency is fewer than 600; or
each county in which a school served by the local educational agency is located has a total population density of fewer than 10 persons per square mile; and
all of the schools served by the local educational agency are designated with a school locale code of 41, 42, or 43, as determined by the Secretary; or
the agency meets the criteria established in subparagraph (A)(i) and the Secretary, in accordance with paragraph (2), grants the local educational agency’s request to waive the criteria described in subparagraph (A)(ii).
Certification
The Secretary shall determine whether to waive the criteria described in paragraph (1)(A)(ii) based on a demonstration by the local educational agency, and concurrence by the State educational agency, that the local educational agency is located in an area defined as rural by a governmental agency of the State.
Hold harmless
For a local educational agency that is not eligible under this chapter but met the eligibility requirements under this subsection as it was in effect prior to the date of the enactment of the Student Success Act, the agency shall receive—
for fiscal year 2016, 75 percent of the amount such agency received for fiscal year 2013;
for fiscal year 2017, 50 percent of the amount such agency received for fiscal year 2013; and
for fiscal year 2018, 25 percent of the amount such agency received for fiscal year 2013.
Special eligibility rule
A local educational agency that receives a grant under this chapter for a fiscal year is not eligible to receive funds for such fiscal year under chapter B.
Rural and Low-Income School Program
Program authorized
Grants to states
In general
From amounts appropriated under section 3(a)(1) for a fiscal year, the Secretary shall reserve 0.6 of one percent for this chapter for a fiscal year that are not reserved under subsection (c) to award grants (from allotments made under paragraph (2)) for the fiscal year to State educational agencies that have applications submitted under section 1237 approved to enable the State educational agencies to award grants to eligible local educational agencies for local authorized activities described in section 1236(a).
Allotment
From amounts described in paragraph (1) for a fiscal year, the Secretary shall allot to each State educational agency for that fiscal year an amount that bears the same ratio to those amounts as the number of students in average daily attendance served by eligible local educational agencies in the State for that fiscal year bears to the number of all such students served by eligible local educational agencies in all States for that fiscal year.
Specially qualified agencies
Eligibility and Application
If a State educational agency elects not to participate in the program under this subpart or does not have an application submitted under section 1237 approved, a specially qualified agency in such State desiring a grant under this subpart may submit an application under such section directly to the Secretary to receive an award under this subpart.
Direct awards
The Secretary may award, on a competitive basis or by formula, the amount the State educational agency is eligible to receive under paragraph (2) directly to a specially qualified agency in the State that has submitted an application in accordance with subparagraph (A) and obtained approval of the application.
Specially qualified agency defined
In this subpart, the term specially qualified agency means an eligible local educational agency served by a State educational agency that does not participate in a program under this subpart in a fiscal year, that may apply directly to the Secretary for a grant in such year under this subsection.
Local awards
Eligibility
A local educational agency shall be eligible to receive a grant under this subpart if—
20 percent or more of the children ages 5 through 17 years served by the local educational agency are from families with incomes below the poverty line; and
all of the schools served by the agency are designated with a school locale code of 32, 33, 41, 42, 43, as determined by the Secretary.
Award basis
A State educational agency shall award grants to eligible local educational agencies—
on a competitive basis;
according to a formula based on the number of students in average daily attendance served by the eligible local educational agencies or schools in the State; or
according to an alternative formula, if, prior to awarding the grants, the State educational agency demonstrates, to the satisfaction of the Secretary, that the alternative formula enables the State educational agency to allot the grant funds in a manner that serves equal or greater concentrations of children from families with incomes below the poverty line, relative to the concentrations that would be served if the State educational agency used the formula described in subparagraph (B).
Reservations
From amounts reserved under section 1235(a)(1) for this chapter for a fiscal year, the Secretary shall reserve—
one-half of 1 percent to make awards to elementary schools or secondary schools operated or supported by the Bureau of Indian Education, to carry out the activities authorized under this chapter; and
one-half of 1 percent to make awards to the outlying areas in accordance with their respective needs, to carry out the activities authorized under this chapter.
Uses of funds
Local awards
Grant funds awarded to local educational agencies under this chapter shall be used for activities authorized under any of the following:
Part A of title I.
Title II.
Title III.
Administrative costs
A State educational agency receiving a grant under this chapter may not use more than 5 percent of the amount of the grant for State administrative costs and to provide technical assistance to eligible local educational agencies.
Applications
In general
Each State educational agency or specially qualified agency desiring to receive a grant under this chapter shall submit an application to the Secretary at such time and in such manner as the Secretary may require.
Contents
Each application submitted under subsection (a) shall include—
a description of how the State educational agency or specially qualified agency will ensure eligible local educational agencies receiving a grant under this chapter will use such funds to help students meet the State academic standards under section 1111(b)(1);
if the State educational agency or specially qualified agency will competitively award grants to eligible local educational agencies, as described in section 1235(b)(2)(A), the application under the section shall include—
the methods and criteria the State educational agency or specially qualified agency will use for reviewing applications and awarding funds to local educational agencies on a competitive basis; and
how the State educational agency or specially qualified agency will notify eligible local educational agencies of the grant competition; and
a description of how the State educational agency or specially qualified agency will provide technical assistance to eligible local educational agencies to help such agencies implement the activities described in section 1236(a).
Accountability
Each State educational agency or specially qualified agency that receives a grant under this chapter shall prepare and submit an annual report to the Secretary. The report shall describe—
the methods and criteria the State educational agency or specially qualified agency used to award grants to eligible local educational agencies, and to provide assistance to schools, under this chapter;
how local educational agencies and schools used funds provided under this chapter; and
the degree to which progress has been made toward having all students meet the State academic standards under section 1111(b)(1).
Choice of participation
In general
If a local educational agency is eligible for funding under chapters A and B of this subpart, such local educational agency may receive funds under either chapter A or chapter B for a fiscal year, but may not receive funds under both chapters.
Notification
A local educational agency eligible for both chapters A and B of this subpart shall notify the Secretary and the State educational agency under which of such chapters such local educational agency intends to receive funds for a fiscal year by a date that is established by the Secretary for the notification.
General Provisions
Annual average daily attendance determination
Census determination
Each local educational agency desiring a grant under section 1231 and each local educational agency or specially qualified agency desiring a grant under chapter B shall—
not later than December 1 of each year, conduct a census to determine the number of students in average daily attendance in kindergarten through grade 12 at the schools served by the agency; and
not later than March 1 of each year, submit the number described in paragraph (1) to the Secretary (and to the State educational agency, in the case of a local educational agency seeking a grant under subpart 2).
Penalty
If the Secretary determines that a local educational agency or specially qualified agency has knowingly submitted false information under subsection (a) for the purpose of gaining additional funds under section 1231 or chapter B, then the agency shall be fined an amount equal to twice the difference between the amount the agency received under this section and the correct amount the agency would have received under section 1231 or chapter B if the agency had submitted accurate information under subsection (a).
Supplement, not supplant
Funds made available under chapter A or chapter B shall be used to supplement, and not supplant, any other Federal, State, or local education funds.
Rule of construction
Nothing in this subpart shall be construed to prohibit a local educational agency that enters into cooperative arrangements with other local educational agencies for the provision of special, compensatory, or other education services, pursuant to State law or a written agreement, from entering into similar arrangements for the use, or the coordination of the use, of the funds made available under this subpart.
.
Strike
The Act is amended by striking title VII (20 U.S.C. 7401 et seq.).
National assessment
National assessment of title I
In general
Part E of title I (20 U.S.C. 6491 et seq.) is redesignated as part B of title I.
Repeals
Sections 1502 and 1504 (20 U.S.C. 6492; 6494) are repealed.
Redesignations
Sections 1501 and 1503 (20 U.S.C. 6491; 6493) are redesignated as sections 1301 and 1302, respectively.
Amendments to section 1301
Section 1301 (20 U.S.C. 6491), as so redesignated, is amended—
in subsection (a)—
in paragraph (1), by inserting , acting through the Director of the Institute of Education Sciences (in this section and section 1302 referred to as the
after Director
), The Secretary
;
in paragraph (2)—
by striking Secretary
and inserting Director
;
in subparagraph (A), by striking reaching the proficient level
and all that follows and inserting graduating high school prepared for postsecondary education or the workforce.
;
in subparagraph (B), by striking reach the proficient
and all that follows and inserting meet State academic standards.
;
by striking subparagraphs (D) and (G) and redesignating subparagraphs (E), (F), and (H) through (O) as subparagraphs (D) through (M), respectively;
in subparagraph (D)(v) (as so redesignated), by striking help schools in which
and all that follows and inserting address disparities in the percentages of effective teachers teaching in low-income schools.
;
in subparagraph (G) (as so redesignated)—
by striking section 1116
and inserting section 1111(b)(3)(B)(iii)
; and
by striking , including the following
and all that follows and inserting a period;
in subparagraph (I) (as so redesignated), by striking qualifications
and inserting effectiveness
;
in subparagraph (J) (as so redesignated), by striking , including funds under section 1002,
;
in subparagraph (L) (as so redesignated), by striking section 1111(b)(2)(C)(v)(II)
and inserting section 1111(b)(3)(B)(ii)(II)
; and
in subparagraph (M) (as so redesignated), by striking Secretary
and inserting Director
;
in paragraph (3), by striking Secretary
and inserting Director
;
in paragraph (4), by striking Secretary
and inserting Director
;
in paragraph (5), by striking Secretary
and inserting Director
; and
in paragraph (6)—
by striking No Child Left Behind Act of 2001
each place it appears and inserting Student Success Act
; and
by striking Secretary
each place it appears and inserting Director
;
in subsection (b), by striking Secretary
each place it appears and inserting Director
;
in subsection (c)—
in paragraph (1)—
by striking Secretary
and inserting Director
; and
by striking part A
and inserting subpart 1 of part A
;
in paragraph (2)—
by striking Secretary
and inserting Director
;
in subparagraph (B), by striking challenging academic achievement standards
and inserting State academic standards
;
in subparagraph (E), by striking effects of the availability
and all that follows and inserting extent to which actions authorized under section 1111(b)(3)(B)(iii) improve the academic achievement of disadvantaged students and low-performing schools.
; and
in subparagraph (F), by striking Secretary
and inserting Director
; and
in paragraph (3)—
by striking Secretary
and inserting Director
; and
by striking subparagraph (C) and inserting the following:
analyzes varying models or strategies for delivering school services, including schoolwide and targeted services.
; and
in subsection (d), by striking Secretary
each place it appears and inserting Director
.
Amendments to section 1302
Section 1302 (20 U.S.C. 6493), as so redesignated, is amended—
in subsection (a)—
by striking Secretary
and inserting Director
; and
by striking and for making decisions about the promotion and graduation of students
;
in subsection (b)—
by striking Secretary
the first place it appears and inserting Director
;
by striking process,
and inserting process consistent with section 1111(e)(1),
; and
by striking Assistant Secretary of Educational Research and Improvement
and inserting Director
;
in subsection (d)—
in paragraph (1)—
in subparagraph (A), by striking to the State-defined level of proficiency
and inserting toward meeting the State academic standards
; and
in subparagraph (C), by striking pupil-services
and inserting specialized instructional support services
;
in paragraph (3), by striking limited and nonlimited English proficient students
and inserting English learners and non-English learners
; and
in paragraph (6), by striking Secretary
and inserting Director
; and
in subsection (f)—
by striking Secretary
and inserting Director
; and
by striking authorized to be appropriated for this part
and inserting appropriated under section 3(a)(2)
.
Title I general provisions
General provisions for title I
Part I of title I (20 U.S.C. 6571 et seq.)—
is transferred to appear after part B (as redesignated); and
is amended to read as follows:
General Provisions
Federal regulations
In General
The Secretary may, in accordance with subsections (b) through (d), issue such regulations as are necessary to reasonably ensure there is compliance with this title.
Negotiated Rulemaking Process
In general
Before publishing in the Federal Register proposed regulations to carry out this title, the Secretary shall obtain the advice and recommendations of representatives of Federal, State, and local administrators, parents, teachers, and members of local school boards and other organizations involved with the implementation and operation of programs under this title, including those representatives and members nominated by local and national stakeholder representatives.
Meetings and electronic exchange
Such advice and recommendations may be obtained through such mechanisms as regional meetings and electronic exchanges of information. Such regional meetings and electronic exchanges of information shall be public and notice of such meetings and exchanges shall be provided to interested stakeholders.
Proposed regulations
After obtaining such advice and recommendations, and before publishing proposed regulations, the Secretary shall—
establish a negotiated rulemaking process;
select individuals to participate in such process from among individuals or groups that provided advice and recommendations, including representation from all geographic regions of the United States, in such numbers as will provide an equitable balance between representatives of parents and students and representatives of educators and education officials; and
prepare a draft of proposed policy options that shall be provided to the individuals selected by the Secretary under subparagraph (B) not less than 15 days before the first meeting under such process.
Proposed Rulemaking
If the Secretary determines that a negotiated rulemaking process is unnecessary or the individuals selected to participate in the process under paragraph (3)(B) fail to reach unanimous agreement, the Secretary may propose regulations under the following procedure:
Not less than 30 days prior to beginning a rulemaking process, the Secretary shall provide to Congress, including the Committee on Education and the Workforce of the House of Representatives and the Committee on Health, Education, Labor, and Pensions of the Senate, notice that shall include—
a copy of the proposed regulations;
the need to issue regulations;
the anticipated burden, including the time, cost, and paperwork burden, the regulations will have on State educational agencies, local educational agencies, schools, and other entities that may be impacted by the regulations; and
any regulations that will be repealed when the new regulations are issued.
30 days after giving notice of the proposed rule to Congress, the Secretary may proceed with the rulemaking process after all comments received from the Congress have been addressed and publishing how such comments are addressed with the proposed rule.
The comment and review period for any proposed regulation shall be 90 days unless an emergency requires a shorter period, in which case such period shall be not less than 45 days and the Secretary shall—
designate the proposed regulation as an emergency with an explanation of the emergency in the notice and report to Congress under paragraph (1); and
publish the length of the comment and review period in such notice and in the Federal Register.
No regulation shall be made final after the comment and review period until the Secretary has published in the Federal Register an independent assessment (which shall include a representative sampling of local educational agencies based on local educational agency enrollment, urban, suburban, or rural character, and other factors impacted by the proposed regulation) of—
the burden, including the time, cost, and paperwork burden, the regulation will impose on State educational agencies, local educational agencies, schools and other entities that may be impacted by the regulation;
an explanation of how the entities described in subparagraph (A) may cover the cost of the burden assessed under subparagraph (A); and
the proposed regulation, which thoroughly addresses, based on the comments received during the comment and review period under paragraph (3), whether the rule is financially, operationally, and educationally viable at the local level.
Limitation
Regulations to carry out this title may not require local programs to follow a particular instructional model, such as the provision of services outside the regular classroom or school program.
Agreements and records
Agreements
In the case in which a negotiated rule making process is established under subsection (b) of section 1401, all published proposed regulations shall conform to agreements that result from the rulemaking described in section 1401 unless the Secretary reopens the negotiated rulemaking process.
Records
The Secretary shall ensure that an accurate and reliable record of agreements reached during the negotiations process is maintained.
State administration
Rulemaking
In general
Each State that receives funds under this title shall—
ensure that any State rules, regulations, and policies relating to this title conform to the purposes of this title and provide any such proposed rules, regulations, and policies to the committee of practitioners created under subsection (b) for review and comment;
minimize such rules, regulations, and policies to which the State’s local educational agencies and schools are subject;
eliminate or modify State and local fiscal accounting requirements in order to facilitate the ability of schools to consolidate funds under schoolwide programs;
identify any such rule, regulation, or policy as a State-imposed requirement; and
identify any duplicative or contrasting requirements between the State and Federal rules or regulations;
eliminate the rules and regulations that are duplicative of Federal requirements; and
report any conflicting requirements to the Secretary and determine which Federal or State rule or regulation shall be followed.
Support and facilitation
State rules, regulations, and policies under this title shall support and facilitate local educational agency and school-level systemic reform designed to enable all children to meet the State academic standards.
Committee of Practitioners
In general
Each State educational agency that receives funds under this title shall create a State committee of practitioners to advise the State in carrying out its responsibilities under this title.
Membership
Each such committee shall include—
as a majority of its members, representatives from local educational agencies;
administrators, including the administrators of programs described in other parts of this title;
teachers from public charter schools, traditional public schools, and career and technical educators;
parents;
members of local school boards;
representatives of public charter school authorizers;
public charter school leaders;
representatives of private school children; and
specialized instructional support personnel.
Duties
The duties of such committee shall include a review, before publication, of any proposed or final State rule or regulation pursuant to this title. In an emergency situation where such rule or regulation must be issued within a very limited time to assist local educational agencies with the operation of the program under this title, the State educational agency may issue a regulation without prior consultation, but shall immediately thereafter convene the State committee of practitioners to review the emergency regulation before issuance in final form.
Rule of construction on equalized spending
Nothing in this title shall be construed to mandate or prohibit equalized spending per pupil for a State, local educational agency, or school.
Rule of construction for collective bargaining
Nothing in this title shall be construed to alter or otherwise affect the rights, remedies, and procedures afforded to school or local educational agency employees under Federal, State, or local laws (including applicable regulations or court orders) or under the terms of collective bargaining agreements, memoranda of understanding, or other agreements between such employers and their employees.
.
Teacher Preparation and Effectiveness
Teacher preparation and effectiveness
Heading
The title heading for title II (20 U.S.C. 6601 et seq.) is amended to read as follows:
Teacher Preparation and Effectiveness
.
Part A
Part A of title II (20 U.S.C. 6601 et seq.) is amended to read as follows:
Supporting Effective Instruction
Purpose
The purpose of this part is to provide grants to State educational agencies and subgrants to local educational agencies to—
increase student achievement consistent with State academic standards under section 1111(b)(1);
improve teacher and school leader effectiveness in classrooms and schools, respectively;
provide evidence-based, job-embedded, continuous professional development; and
if a State educational agency or local educational agency so chooses, develop and implement teacher evaluation systems that use, in part, student achievement data to determine teacher effectiveness.
Grants to States
Allotments to States
In general
Of the amounts appropriated under section 3(b), the Secretary shall reserve 75 percent to make grants to States with applications approved under section 2112 to pay for the Federal share of the cost of carrying out the activities specified in section 2113. Each grant shall consist of the allotment determined for a State under subsection (b).
Determination of allotments
Reservation of funds
Of the amount reserved under subsection (a) for a fiscal year, the Secretary shall reserve—
not more than 1 percent to carry out national activities under section 2132;
one-half of 1 percent for allotments to outlying areas on the basis of their relative need, as determined by the Secretary, in accordance with the purpose of this part; and
one-half of 1 percent for the Secretary of the Interior for programs under this part in schools operated or funded by the Bureau of Indian Education.
State allotments
In general
Subject to subparagraph (B), from the funds reserved under subsection (a) for any fiscal year and not reserved under paragraph (1), the Secretary shall allot to each State the sum of—
an amount that bears the same relationship to 50 percent of the funds as the number of individuals age 5 through 17 in the State, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of those individuals in all such States, as so determined; and
an amount that bears the same relationship to 50 percent of the funds as the number of individuals age 5 through 17 from families with incomes below the poverty line in the State, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of those individuals in all such States, as so determined.
Small State Minimum
No State receiving an allotment under subparagraph (A) may receive less than one-half of 1 percent of the total amount of funds allotted under such subparagraph for a fiscal year.
Applicability
In general
Subparagraph (A) shall not apply with respect to a fiscal year unless the Secretary certifies in writing to Congress for that fiscal year that the amount of funds allotted under subparagraph (A) to local educational agencies that serve a high percentage of students from families with incomes below the poverty line is not less than the amount allotted to such local educational agencies for fiscal year 2015.
Special rule
For a fiscal year for which subparagraph (A) does not apply, the Secretary shall allocate to each State the funds described in subparagraph (A) according to the formula set forth in subsection (b)(2)(B)(i) of this section as in effect on the day before the date of the enactment of the Student Success Act.
Reallotment
If a State does not apply for an allotment under this section for any fiscal year or only a portion of the State’s allotment is allotted under subsection (b)(2), the Secretary shall reallot the State’s entire allotment or the remaining portion of its allotment, as the case may be, to the remaining States in accordance with subsection (b).
State application
In general
For a State to be eligible to receive a grant under this subpart, the State educational agency shall submit an application to the Secretary at such time and in such a manner as the Secretary may reasonably require, which shall include the following:
A description of how the State educational agency will meet the requirements of this subpart.
A description of how the State educational agency will use a grant received under section 2111, including the grant funds the State will reserve for State-level activities under section 2113(a)(2).
A description of how the State educational agency will facilitate the sharing of evidence-based and other effective strategies among local educational agencies.
A description of how, and under what timeline, the State educational agency will allocate subgrants under subpart 2 to local educational agencies.
If applicable, a description of how the State educational agency will work with local educational agencies in the State to develop or implement a teacher or school leader evaluation system.
An assurance that the State educational agency will comply with section 6501 (regarding participation by private school children and teachers).
A description of how the State will establish, implement, or improve policies and procedures on background checks for school employees and contractors who have direct unsupervised access to students, which may be conducted and administered by the State or local educational agencies, including by—
expanding the registries or repositories searched when conducting background checks, including—
the State criminal registry or repository of the State in which the school employee resides;
the State-based child abuse and neglect registries and databases of the State in which the school employee resides;
the Federal Bureau of Investigation fingerprint check using the Integrated Automated Fingerprint Identification System;
the National Sex Offender Registry established under the Adam Walsh Child Protection and Safety Act of 2006 (42 U.S.C. 16901 et seq.); and
the National Crime Information Center;
establishing, implementing, or improving policies and procedures that prohibit employing as a school employee an individual who—
refuses to consent to a background check;
makes false statements in connection with a background check;
has been convicted of a felony, consisting of—
homicide;
child abuse or neglect;
a crime against children, including child pornography;
domestic violence;
a crime involving rape or sexual assault;
kidnaping;
arson; or
physical assault, battery, or a drug-related offense, committed on or after the date that is 5 years before the date of the individual’s criminal background check;
has been convicted of any other crimes, as determined by the State; or
is registered or required to be registered on a State sex offender registry or the National Sex Offender Registry established under the Adam Walsh Child Protection and Safety Act of 2006 (42 U.S.C. 16901 et seq.);
establishing, implementing, or improving policies and procedures for States, local educational agencies, or schools to provide the results of background checks to—
individuals subject to the background checks in a statement that indicates whether the individual is ineligible for such employment due to the background check and includes information related to each disqualifying crime;
the employer in a statement that indicates whether a school employee is eligible or ineligible for employment, without revealing any disqualifying crime or other related information regarding the individual;
another employer in the same State or another State, as permitted under State law, without revealing any disqualifying crime or other related information regarding the individual; and
another local educational agency in the same State or another State that is considering such school employee for employment, as permitted under State law, without revealing any disqualifying crime or other related information regarding the individual; and
developing, implementing, or improving mechanisms to assist local educational agencies and schools in effectively recognizing and quickly responding to incidents of child abuse by school employees.
A description of any subjects the State has identified as being workforce critical subjects pursuant to section 2234(6).
Deemed approval
An application submitted by a State educational agency under subsection (a) shall be deemed to be approved by the Secretary unless the Secretary makes a written determination, prior to the expiration of the 120-day period beginning on the date on which the Secretary received the application, that the application is not in compliance with this subpart.
Disapproval
The Secretary shall not finally disapprove an application, except after giving the State educational agency notice and an opportunity for a hearing.
Notification
If the Secretary finds that an application is not in compliance, in whole or in part, with this subpart, the Secretary shall—
give the State educational agency notice and an opportunity for a hearing; and
notify the State educational agency of the finding of noncompliance and, in such notification, shall—
cite the specific provisions in the application that are not in compliance; and
request additional information, only as to the noncompliant provisions, needed to make the application compliant.
Response
If a State educational agency responds to a notification from the Secretary under subsection (d)(2) during the 45-day period beginning on the date on which the agency received the notification, and resubmits the application with the requested information described in subsection (d)(2)(B), the Secretary shall approve or disapprove such application prior to the later of—
the expiration of the 45-day period beginning on the date on which the application is resubmitted; or
the expiration of the 120-day period described in subsection (b).
Failure To respond
If a State educational agency does not respond to a notification from the Secretary under subsection (d)(2) during the 45-day period beginning on the date on which the agency received the notification, such application shall be deemed to be disapproved.
State use of funds
In general
A State educational agency that receives a grant under section 2111 shall—
reserve 95 percent of the grant funds to make subgrants to local educational agencies under subpart 2; and
use the remainder of the funds, after reserving funds under paragraph (1), for the State activities described in subsection (b), except that the State may reserve not more than 1 percent of the grant funds for planning and administration related to carrying out activities described in subsection (b).
State-Level activities
A State educational agency that receives a grant under section 2111—
shall use the amount described in subsection (a)(2) to fulfill the State educational agency’s responsibilities with respect to the proper and efficient administration of the subgrant program carried out under this part; and
may use the amount described in subsection (a)(2) to—
provide training and technical assistance to local educational agencies on—
in the case of a State educational agency not implementing a statewide teacher evaluation system—
the development and implementation of a teacher evaluation system; and
training school leaders in using such evaluation system; or
in the case of a State educational agency implementing a statewide teacher evaluation system, implementing such evaluation system;
disseminate and share evidence-based and other effective practices, including practices consistent with the principles of effectiveness described in section 2222(b), related to teacher and school leader effectiveness and professional development;
provide professional development for teachers, school leaders, and if appropriate, specialized instructional support personnel in the State consistent with section 2123(6);
provide training and technical assistance to local educational agencies on—
in the case of a State educational agency not implementing a statewide school leader evaluation system, the development and implementation of a school leader evaluation system; and
in the case of a State educational agency implementing a statewide school leader evaluation system, implementing such evaluation system;
develop and implement policies in the State to address any teacher workforce shortages in high-need subjects, including in science, technology, engineering, math, computer science, and foreign languages; and
support State or local pay for success initiatives that meet the purposes of this part.
Subgrants to local educational agencies
Allocations to local educational agencies
In general
Each State receiving a grant under section 2111 shall use the funds reserved under section 2113(a)(1) to award subgrants to local educational agencies under this section.
Allocation of funds
From the funds reserved by a State under section 2113(a)(1), the State educational agency shall allocate to each local educational agency in the State the sum of—
an amount that bears the same relationship to 50 percent of the funds as the number of individuals age 5 through 17 in the geographic area served by the local educational agency, as determined by the State on the basis of the most recent satisfactory data, bears to the number of those individuals in the geographic areas served by all the local educational agencies in the State, as so determined; and
an amount that bears the same relationship to 50 percent of the funds as the number of individuals age 5 through 17 from families with incomes below the poverty line in the geographic area served by the local educational agency, as determined by the State on the basis of the most recent satisfactory data, bears to the number of those individuals in the geographic areas served by all the local educational agencies in the State, as so determined.
Local applications
To be eligible to receive a subgrant under this subpart, a local educational agency shall submit an application to the State educational agency involved at such time, in such a manner, and containing such information as the State educational agency may reasonably require that, at a minimum, shall include the following:
A description of—
how the local educational agency will meet the requirements of this subpart;
how the activities to be carried out by the local educational agency under this subpart will be evidence-based, improve student academic achievement, and improve teacher and school leader effectiveness; and
if applicable, how, the local educational agency will work with parents, teachers, school leaders, and other staff of the schools served by the local educational agency in developing and implementing a teacher evaluation system.
If applicable, a description of how the local educational agency will develop and implement a teacher or school leader evaluation system.
An assurance that the local educational agency will comply with section 6501 (regarding participation by private school children and teachers).
Local use of funds
A local educational agency receiving a subgrant under this subpart may use such funds for—
the development and implementation of a teacher evaluation system, administered through school leaders based on input from stakeholders listed in subparagraph (E), that may—
use student achievement data derived from a variety of sources as a significant factor in determining a teacher’s evaluation, with the weight given to such data defined by the local educational agency;
use multiple measures of evaluation for evaluating teachers;
have more than 2 categories for rating the performance of teachers;
be used to make personnel decisions, as determined by the local educational agency; and
be based on input from parents, school leaders, teachers, and other staff of schools served by the local educational agency;
in the case of a local educational agency located in a State implementing a statewide teacher evaluation system, implementing such evaluation system;
the training of school leaders or other individuals for the purpose of evaluating teachers or school leaders under a teacher or school leader evaluation system, as appropriate;
in the case of a local educational agency located in a State implementing a statewide school leader evaluation system, to implement such evaluation system;
in the case of a local educational agency located in a State not implementing a statewide school leader evaluation system, the development and implementation of a school leader evaluation system;
professional development for teachers, school leaders, and if appropriate, specialized instructional support personnel that is evidence-based, job-embedded, and continuous, such as—
subject-based professional development for teachers, including for teachers of civic education, arts education, and computer science and other science, technology, engineering, and mathematics subjects;
professional development aligned with the State’s academic standards;
professional development to assist teachers in meeting the needs of students with different learning styles, particularly students with disabilities, English learners, and gifted and talented students;
professional development for teachers or school leaders identified as in need of additional support through data provided by a teacher or school leader evaluation system, as appropriate;
professional development based on the current science of learning, which includes research on positive brain change and cognitive skill development;
professional development for school leaders, including evidence-based mentorship programs for such leaders;
professional development on integrated, interdisciplinary, and project-based teaching strategies, including for career and technical education teachers and teachers of computer science and other science, technology (including education about the harms of copyright piracy), engineering, and mathematics subjects;
professional development on teaching dual credit, dual enrollment, Advanced Placement, or International Baccalaureate postsecondary-level courses to secondary school students;
professional development for teachers, principals and other school administrators in early elementary grades that includes specialized knowledge about child development and learning, developmentally-appropriate curricula and teaching practices, meaningful family engagement and collaboration with early care and education programs;
professional development, including through joint professional development opportunities, for early childhood educators, teachers, principals, specialized instructional support personnel, and other school leaders;
training on child development, improving instruction, and closing achievement gaps; or
professional development on restorative justice and conflict resolution;
partnering with a public or private organization or a consortium of such organizations to develop and implement a teacher evaluation system described in subparagraph (A) or (B) of paragraph (1), or to administer professional development, as appropriate;
any activities authorized under section 2222(a);
class size reduction, except that the local educational agency may use not more than 10 percent of such funds for this purpose; or
carrying out activities related to pay for success initiatives that meet the purposes of this part.
General provisions
Reporting Requirements
Local educational agencies
Each local educational agency receiving a subgrant under subpart 2 shall submit to the State educational agency involved, on an annual basis until the last year in which the local educational agency receives such subgrant funds, a report on—
how the local educational agency is meeting the purposes of this part described in section 2101;
how the local educational agency is using such subgrant funds;
in the case of a local educational agency implementing a teacher or school leader evaluation system, the results of such evaluation system, except that such report shall not reveal personally identifiable information about an individual teacher or school leader; and
any such other information as the State educational agency may require, as long as student and teacher privacy is maintained.
State educational agencies
Each State educational agency receiving a grant under subpart 1 shall submit to the Secretary a report, on an annual basis until the last year in which the State educational agency receives such grant funds, on—
how the State educational agency is meeting the purposes of this part described in section 2101; and
how the State educational agency is using such grant funds.
National activities
From the funds reserved by the Secretary under section 2111(b)(1)(A), the Secretary shall, directly or through grants and contracts—
provide technical assistance to States and local educational agencies in carrying out activities under this part; and
acting through the Institute of Education Sciences, conduct national evaluations of activities carried out by State educational agencies and local educational agencies under this part.
State defined
In this part, the term State means each of the 50 States, the District of Columbia, and the Commonwealth of Puerto Rico.
Employee transfers
A local educational agency or State educational agency shall be ineligible for funds under this Act if such agency knowingly facilitates the transfer of any employee if the agency knows, or has probable cause to believe, that the employee engaged in sexual misconduct with a student.
.
Part B
Part B of title II (20 U.S.C. 6661 et seq.) is amended to read as follows:
Teacher and School Leader Flexible Grant
Purpose
The purpose of this part is to improve student academic achievement by—
supporting all State educational agencies, local educational agencies, schools, teachers, and school leaders to pursue innovative and evidence-based practices to help all students meet the State’s academic standards; and
increasing the number of teachers and school leaders who are effective in increasing student academic achievement.
Formula grants to States
State Allotments
Reservations
From the amount appropriated under section 3(b) for any fiscal year, the Secretary—
shall reserve 25 percent to award grants to States under this subpart; and
of the amount reserved under paragraph (1), shall reserve—
not more than 1 percent for national activities described in section 2233;
one-half of 1 percent for allotments to outlying areas on the basis of their relative need, as determined by the Secretary, in accordance with the purpose of this part; and
one-half of 1 percent for the Secretary of the Interior for programs under this part in schools operated or funded by the Bureau of Indian Education.
State allotments
In general
From the total amount reserved under subsection (a)(1) for each fiscal year and not reserved under subparagraphs (A) through (C) of subsection (a)(2), the Secretary shall allot, and make available in accordance with this section, to each State an amount that bears the same ratio to such sums as the school-age population of the State bears to the school-age population of all States.
Small State minimum
No State receiving an allotment under paragraph (1) may receive less than one-half of 1 percent of the total amount allotted under such paragraph.
Reallotment
If a State does not receive an allotment under this subpart for a fiscal year, the Secretary shall reallot the amount of the State’s allotment to the remaining States in accordance with this section.
State application
In order to receive an allotment under this section for any fiscal year, a State shall submit an application to the Secretary, at such time and in such manner as the Secretary may reasonably require. Such application shall—
designate the State educational agency as the agency responsible for the administration and supervision of programs assisted under this part;
describe how the State educational agency will use funds received under this section for State level activities described in subsection (d)(3);
describe the procedures and criteria the State educational agency will use for reviewing applications and awarding subgrants in a timely manner to eligible entities under section 2221 on a competitive basis;
describe how the State educational agency will ensure that subgrants made under section 2221 are of sufficient size and scope to support effective programs that will help increase academic achievement in the classroom and are consistent with the purposes of this part;
describe the steps the State educational agency will take to ensure that eligible entities use subgrants received under section 2221 to carry out programs that implement effective strategies, including by providing ongoing technical assistance and training, and disseminating evidence-based and other effective strategies to such eligible entities;
describe how programs under this part will be coordinated with other programs under this Act; and
include an assurance that, other than providing technical and advisory assistance and monitoring compliance with this part, the State educational agency has not exercised, and will not exercise, any influence in the decisionmaking processes of eligible entities as to the expenditure of funds made pursuant to an application submitted under section 2221(b).
State use of funds
In general
Each State that receives an allotment under this section shall reserve not less than 92 percent of the amount allotted to such State under subsection (b), for each fiscal year, for subgrants to eligible entities under subpart 2.
State administration
A State educational agency may reserve not more than 1 percent of the amount made available to the State under subsection (b) for the administrative costs of carrying out such State educational agency’s responsibilities under this subpart.
State-level activities
Innovative Teacher and School Leader Activities
A State educational agency shall reserve not more than 4 percent of the amount made available to the State under subsection (b) to carry out, solely, or in partnership with State agencies of higher education, 1 or more of the following activities:
Reforming teacher and school leader certification, recertification, licensing, and tenure systems to ensure that such systems are rigorous and that—
each teacher has the subject matter knowledge and teaching skills necessary to help students meet the State’s academic standards; and
school leaders have the instructional leadership skills to help teachers instruct and students learn.
Improving the quality of teacher preparation programs within the State, including through the use of appropriate student achievement data and other factors to evaluate the quality of teacher preparation programs within the State.
Carrying out programs that establish, expand, or improve alternative routes for State certification or licensure of teachers and school leaders, including such programs for—
mid-career professionals from other occupations, including computer science and other science, technology, engineering, and math fields;
former military personnel; and
recent graduates of an institution of higher education, with a record of academic distinction, who demonstrate the potential to become effective teachers or school leaders.
Developing, or assisting eligible entities in developing—
performance-based pay systems for teachers and school leaders;
strategies that provide differential, incentive, or bonus pay for teachers and school leaders; or
teacher and school leader advancement initiatives that promote professional growth and emphasize multiple career paths and pay differentiation.
Developing, or assisting eligible entities in developing, new, evidence-based teacher and school leader induction and mentoring programs that are designed to—
improve instruction and student academic achievement; and
increase the retention of effective teachers and school leaders.
Providing professional development for teachers and school leaders that is focused on improving teaching and student academic achievement, including for students with different learning styles, particularly students with disabilities, English learners, gifted and talented students, and other special populations.
Providing training and technical assistance to eligible entities that receive a subgrant under section 2221.
Other activities identified by the State educational agency that meet the purposes of this part, including those activities authorized under subparagraph (B).
Supporting State or local pay for success initiatives that meet the purposes of this part.
Teacher or School Leader Preparation Academies
In general
In the case of a State in which teacher or school leader preparation academies are allowable under State law, a State educational agency may reserve not more than 3 percent of the amount made available to the State under subsection (b) to support the establishment or expansion of one or more teacher or school leader preparation academies and, subject to the limitation under clause (iii), to support State authorizers for such academies.
Matching requirement
A State educational agency shall not provide funds under this subparagraph to support the establishment or expansion of a teacher or school leader preparation academy unless the academy agrees to provide, either directly or through private contributions, non-Federal matching funds equal to not less than 10 percent of the amount of the funds the academy will receive under this subparagraph.
Funding for State authorizers
Not more than 5 percent of funds provided to a teacher or school leader preparation academy under this subparagraph may be used to support activities of State authorizers for such academy.
Approval and Disapproval of State Applications
Deemed approval
An application submitted by a State pursuant to section 2211(c) shall be deemed to be approved by the Secretary unless the Secretary makes a written determination, prior to the expiration of the 120-day period beginning on the date on which the Secretary received the application, that the application is not in compliance with section 2211(c).
Disapproval Process
In General
The Secretary shall not finally disapprove an application submitted under section 2211(c), except after giving the State educational agency notice and an opportunity for a hearing.
Notification
If the Secretary finds that an application is not in compliance, in whole or in part, with section 2211(c) the Secretary shall—
give the State educational agency notice and an opportunity for a hearing; and
notify the State educational agency of the finding of noncompliance and, in such notification, shall—
cite the specific provisions in the application that are not in compliance; and
request additional information, only as to the noncompliant provisions, needed to make the application compliant.
Response
If a State educational agency responds to a notification from the Secretary under paragraph (2)(B) during the 45-day period beginning on the date on which the State educational agency received the notification, and resubmits the application with the requested information described in paragraph (2)(B)(ii), the Secretary shall approve or disapprove such application prior to the later of—
the expiration of the 45-day period beginning on the date on which the application is resubmitted; or
the expiration of the 120-day period described in subsection (a).
Failure to respond
If the State educational agency does not respond to a notification from the Secretary under paragraph (2)(B) during the 45-day period beginning on the date on which the State educational agency received the notification, such application shall be deemed to be disapproved.
Local competitive grant program
Local competitive grant program
In general
A State that receives an allotment under section 2211(b) for a fiscal year shall use the amount reserved under section 2211(d)(1) to award subgrants, on a competitive basis, to eligible entities in accordance with this section to enable such entities to carry out the programs and activities described in section 2222.
Application
In general
To be eligible to receive a subgrant under this section, an eligible entity shall submit an application to the State educational agency at such time, in such manner, and including such information as the State educational agency may reasonably require.
Contents
Each application submitted under paragraph (1) shall include—
a description of the programs and activities to be funded and how they are consistent with the purposes of this part; and
an assurance that the eligible entity will comply with section 6501 (regarding participation by private school children and teachers).
Peer review
In reviewing applications under this section, a State educational agency shall use a peer review process or other methods of assuring the quality of such applications but the review shall only judge the likelihood of the activity to increase student academic achievement. The reviewers shall not make a determination based on the policy of the proposed activity.
Geographic diversity
A State educational agency shall distribute funds under this section equitably among geographic areas within the State, including rural, suburban, and urban communities.
Duration of awards
A State educational agency may award subgrants under this section for a period of not more than 5 years.
Matching
An eligible entity receiving a subgrant under this section shall provide, either directly or through private contributions, non-Federal matching funds equal to not less than 10 percent of the amount of the subgrant.
Local authorized activities
In General
Each eligible entity receiving a subgrant under section 2221 shall use such subgrant funds to develop, implement, and evaluate comprehensive programs and activities, that are in accordance with the purpose of this part and—
are consistent with the principles of effectiveness described in subsection (b); and
may include, among other programs and activities—
developing and implementing initiatives to assist in recruiting, hiring, and retaining highly effective teachers and school leaders, including initiatives that provide—
differential, incentive, or bonus pay for teachers and school leaders;
performance-based pay systems for teachers and school leaders;
teacher and school leader advancement initiatives that promote professional growth and emphasize multiple career paths and pay differentiation;
new teacher and school leader induction and mentoring programs that are designed to improve instruction, student academic achievement, and to increase teacher and school leader retention; and
teacher residency programs, and school leader residency programs, designed to develop and support new teachers or new school leaders, respectively;
supporting the establishment or expansion of teacher or school leader preparation academies under section 2211(d)(3)(B);
recruiting qualified individuals from other fields, including individuals from computer science and other science, technology, engineering, and math fields, mid-career professionals from other occupations, and former military personnel;
establishing, improving, or expanding model instructional programs to ensure that all children meet the State’s academic standards;
providing evidence-based, job embedded, continuous professional development for teachers and school leaders focused on improving teaching and student academic achievement;
implementing programs based on the current science of learning, which includes research on positive brain change and cognitive skill development;
recruiting and training teachers to teach dual credit, dual enrollment, Advanced Placement, or International Baccalaureate postsecondary-level courses to secondary school students;
other activities and programs identified as necessary by the local educational agency that meet the purpose of this part; and
carrying out activities related to pay for success initiatives that meet the purposes of this part.
Principles of effectiveness
For a program or activity developed pursuant to this section to meet the principles of effectiveness, such program or activity shall—
be based upon an assessment of objective data regarding the need for programs and activities in the elementary schools and secondary schools served to increase the number of teachers and school leaders who are effective in improving student academic achievement;
reflect evidence-based research, or in the absence of a strong research base, reflect effective strategies in the field, that provide evidence that the program or activity will improve student academic achievement; and
include meaningful and ongoing consultation with, and input from, teachers, school leaders, and parents, in the development of the application and administration of the program or activity.
General provisions
Periodic evaluation
In general
Each eligible entity and each teacher or school leader preparation academy that receives funds under this part shall undergo a periodic evaluation by the State educational agency involved to assess such entity’s or such academy’s progress toward achieving the purposes of this part.
Use of results
The results of an evaluation described in subsection (a) of an eligible entity or academy shall be—
used to refine, improve, and strengthen such eligible entity or such academy, respectively; and
made available to the public upon request, with public notice of such availability provided.
Reporting requirements
Eligible entities and academies
Each eligible entity and each teacher or school leader preparation academy that receives funds from a State educational agency under this part shall prepare and submit annually to such State educational agency a report that includes—
a description of the progress of the eligible entity or teacher or school leader preparation academy, respectively, in meeting the purposes of this part;
a description of the programs and activities conducted by the eligible entity or teacher or school leader preparation academy, respectively, with funds received under this part;
how the eligible entity or teacher or school leader preparation academy, respectively, is using such funds; and
any such other information as the State educational agency may reasonably require.
State educational agencies
Each State educational agency that receives a grant under this part shall prepare and submit, annually, to the Secretary a report that includes—
a description of the programs and activities conducted by the State educational agency with grant funds received under this part;
a description of the progress of the State educational agency in meeting the purposes of this part described in section 2201;
how the State educational agency is using grant funds received under this part;
the methods and criteria the State educational agency used to award subgrants in a timely manner to eligible entities under section 2221 and, if applicable, funds in a timely manner to teacher or school leader academies under section 2211(d)(3)(B); and
the results of the periodic evaluations conducted under section 2231.
National activities
From the funds reserved by the Secretary under section 2211(a)(2)(A), the Secretary shall, directly or through grants and contracts—
provide technical assistance to States and eligible entities in carrying out activities under this part; and
acting through the Institute of Education Sciences, conduct national evaluations of activities carried out by States and eligible entities under this part.
Definitions
In this part:
Eligible entity
The term eligible entity means—
a local educational agency or consortium of local educational agencies;
an institution of higher education or consortium of such institutions in partnership with a local educational agency or consortium of local educational agencies;
a for-profit organization, a nonprofit organization, or a consortium of for-profit or nonprofit organizations in partnership with a local educational agency or consortium of local educational agencies; or
a consortium of the entities described in subparagraphs (B) and (C).
State
The term State means each of the 50 States, the District of Columbia, and the Commonwealth of Puerto Rico.
State authorizer
The term State authorizer means an entity designated by the Governor of a State to authorize teacher or school leader preparation academies within the State that—
enters into an agreement with a teacher or school leader preparation academy that—
specifies the goals expected of the academy, which, at a minimum, include the goals described in paragraph (4); and
does not reauthorize the academy if such goals are not met;
may be a nonprofit organization, a State educational agency, or other public entity, or consortium of such entities (including a consortium of State educational agencies); and
has a timely and efficient approval process to approve or disapprove a teacher or school leader preparation academy.
Teacher or school leader preparation academy
The term teacher or school leader preparation academy means a public or private entity, or a nonprofit or for-profit organization, which may be an institution of higher education or an organization affiliated with an institution of higher education, that will prepare teachers or school leaders to serve in schools, and that—
enters into an agreement with a State authorizer that specifies the goals expected of the academy, including—
a requirement that prospective teachers or school leaders who are enrolled in a teacher or school leader preparation academy receive a significant part of their training through clinical preparation that partners the prospective candidate with an effective teacher or school leader, respectively, with a demonstrated record of increasing or producing high student achievement, while also receiving concurrent instruction from the academy in the content area (or areas) in which the prospective teacher or school leader will become certified or licensed;
the number of effective teachers or school leaders, respectively, who will demonstrate success in increasing or producing high student achievement that the academy will produce; and
a requirement that a teacher or school leader preparation academy will only award a certificate of completion after the graduate demonstrates that the graduate is an effective teacher or school leader, respectively, with a demonstrated record of increasing or producing high student achievement, except that an academy may award a provisional certificate for the period necessary to allow the graduate to demonstrate such effectiveness;
does not have restrictions on the methods the academy will use to train prospective teacher or school leader candidates, including—
obligating (or prohibiting) the academy’s faculty to hold advanced degrees or conduct academic research;
restrictions related to the academy's physical infrastructure;
restrictions related to the number of course credits required as part of the program of study;
restrictions related to the undergraduate coursework completed by teachers teaching or working on alternative certificates, licenses, or credentials, as long as such teachers have successfully passed all relevant State-approved content area examinations; or
restrictions related to obtaining accreditation from an accrediting body for purposes of becoming an academy;
limits admission to its program to prospective teacher or school leader candidates who demonstrate strong potential to improve student achievement, based on a rigorous selection process that reviews a candidate’s prior academic achievement or record of professional accomplishment; and
results in a certificate of completion that the State may recognize as at least the equivalent of a master’s degree in education for the purposes of hiring, retention, compensation, and promotion in the State.
Teacher residency program
The term teacher residency program means a school-based teacher preparation program in which a prospective teacher—
for one academic year, teaches alongside an effective teacher, as determined by a teacher evaluation system implemented under part A, who is the teacher of record;
receives concurrent instruction during the year described in subparagraph (A) from the partner institution (as defined in section 200 of the Higher Education Act of 1965 (20 U.S.C. 1021)), which courses may be taught by local educational agency personnel or residency program faculty, in the teaching of the content area in which the teacher will become certified or licensed; and
acquires effective teaching skills.
Workforce critical subject
The term workforce critical subject
means an academic subject of urgent importance to the current and future workforce needs of the State, including science, technology, engineering, math, and any other subject that has been identified by the State, in consultation with employer, workforce, community, educator, parent and professional stakeholders.
.
Part C
Part C of title II (20 U.S.C. 6671 et seq.) is amended—
by striking subparts 1 through 4;
by striking the heading relating to subpart 5;
by striking sections 2361 and 2368;
in section 2362, by striking principals
and inserting school leaders
;
in section 2363(6)(A), by striking principal
and inserting school leader
;
in section 2366(b), by striking ate law
and inserting (3) A State law
;
by redesignating section 2362 as section 2361;
by redesignating sections 2364 through 2367 as sections 2362 through 2365, respectively; and
by redesignating section 2363 as section 2366 and transferring such section to appear after section 2365 (as so redesignated).
Part D
Part D of title II (20 U.S.C. 6751 et seq.) is amended to read as follows:
General Provisions
Inclusion of charter schools
In this title, the term local educational agency includes a charter school (as defined in section 6101) that, in the absence of this section, would not have received funds under this title.
Parents’ Right to Know
At the beginning of each school year, a local educational agency that receives funds under this title shall notify the parents of each student attending any school receiving funds under this title that the parents may request, and the agency will provide the parents on request (and in a timely manner), information regarding the professional qualifications of the student’s classroom teachers any assessments mandated by the State educational agency or local educational agency for the student for that school year, and any local educational agency policy regarding student participation in such assessments.
Supplement, not supplant
Funds received under this title shall be used to supplement, and not supplant, non-Federal funds that would otherwise be used for activities authorized under this title.
.
Conforming repeals
Conforming repeals
Title II of the Higher Education Act of 1965 (20 U.S.C. 1021 et seq.) is amended by repealing sections 201 through 204.
Effective date
The repeals made by subsection (a) shall take effect October 1, 2015.
Parental Engagement and Local Flexibility
Parental engagement and local flexibility
Title III (20 U.S.C. 6801 et seq.) is amended to read as follows:
Parental Engagement and Local Flexibility
Parental Engagement
Charter School Program
Sense of Congress; Purpose
Sense of Congress
Findings
The Congress finds the following:
The number of public charter schools has dramatically increased in recent years. Between the 2008–2009 school year and the 2013–2014 school year, there was a 77 percent increase in the number of students attending public charter schools and a 39 percent increase in the number of schools.
Charter schools serve a very diverse population of students. Nationally, 57 percent of students enrolled in charter schools are minority students, while only 39 percent of students in non-charter public schools are minority students.
For the 2014–2015 school year, there are more than 6700 public charter schools serving about 2.9 million students. This represents a 4 percent growth in the number of open charter schools, and a 14 percent increase in student enrollment from the 2013–2014 school year.
There are more than one million student names on charter school waiting lists.
Charter schools are open in areas where students need better education options, including areas that serve economically disadvantaged kids. Almost 50 percent of the students attending charter schools qualify for free or reduced priced lunch, a slightly larger percentage than non-charter public schools.
Charter schools serve students in all areas, from urban cities to rural towns through traditional brick and mortar schools, blended learning models, and online programs, giving parents across the Nation options to find the best learning environment for their children.
Charter schools give parents the opportunity to find the right place for their child to learn. Whether they are looking for digital learning, Montessori, or a more structured environment, charter schools provide a variety of education options for families.
Charter schools have strong accountability to parents and the community because they have to meet the same State academic accountability requirements as all other public schools, satisfy the terms of their charter with their authorizing authority, and satisfy parents who have selected the school for their children.
Sense of Congress
It is the sense of the Congress that charter schools are a critical part of our education system in this Nation and the Congress believes we must support opening more quality charter schools to help students succeed in their future.
Purpose
It is the purpose of this subpart to—
improve the United States education system and education opportunities for all Americans by supporting innovation in public education in public school settings that prepare students to compete and contribute to the global economy and a stronger America;
provide financial assistance for the planning, program design, and initial implementation of charter schools;
expand the number of high-quality charter schools available to students across the Nation;
evaluate the impact of such schools on student achievement, families, and communities, and share best practices between charter schools and other public schools;
encourage States to provide support to charter schools for facilities financing in an amount more nearly commensurate to the amount the States have typically provided for traditional public schools;
improve student services to increase opportunities for students with disabilities, English learners, and other traditionally underserved students to attend charter schools and meet challenging State academic achievement standards;
support efforts to strengthen the charter school authorizing process to improve performance management, including transparency, oversight, monitoring, and evaluation of such schools; and
support quality accountability and transparency in the operational performance of all authorized public chartering agencies, which include State educational agencies, local educational agencies, and other authorizing entities.
Program authorized
In general
This subpart authorizes the Secretary to carry out a charter school program that supports charter schools that serve elementary school and secondary school students by—
supporting the startup of charter schools, and the replication and expansion of high-quality charter schools;
assisting charter schools in accessing credit to acquire and renovate facilities for school use; and
carrying out national activities to support—
charter school development;
the dissemination of best practices of charter schools for all schools;
the evaluation of the impact of the program on schools participating in the program; and
stronger charter school authorizing.
Funding Allotment
From the amount made available under section 3(c)(1)(A) for a fiscal year, the Secretary shall—
reserve 12.5 percent to support charter school facilities assistance under section 3104;
reserve not more than 10 percent to carry out national activities under section 3105; and
use the remaining amount after the Secretary reserves funds under paragraphs (1) and (2) to carry out section 3103.
Prior grants and subgrants
The recipient of a grant or subgrant under this subpart or subpart 2, as such subpart was in effect on the day before the date of the enactment of the Student Success Act, shall continue to receive funds in accordance with the terms and conditions of such grant or subgrant.
GAO report
Not later than 3 years after the date of the enactment of the Student Success Act, the Comptroller General of the United States shall submit a report to the Secretary and Congress that—
examines whether the funds authorized to be reserved by State entities for administrative costs under section 3103(b)(1)(C) is appropriate; and
if such reservation of funds is determined not to be appropriate, makes recommendations on the appropriate reservation of funding for such administrative costs.
Grants to support high-quality charter schools
In general
From the amount reserved under section 3102(b)(3), the Secretary shall award grants to State entities having applications approved pursuant to subsection (f) to enable such entities to—
award subgrants to eligible applicants for opening and preparing to operate—
new charter schools;
replicated, high-quality charter school models; or
expanded, high-quality charter schools; and
provide technical assistance to eligible applicants and authorized public chartering agencies in carrying out the activities described in paragraph (1) and work with authorized public chartering agencies in the State to improve authorizing quality.
State uses of funds
In general
A State entity receiving a grant under this section shall—
use not less than 90 percent of the grant funds to award subgrants to eligible applicants, in accordance with the quality charter school program described in the State entity’s application approved pursuant to subsection (f), for the purposes described in subparagraphs (A) through (C) of subsection (a)(1);
reserve not less than 7 percent of such funds to carry out the activities described in subsection (a)(2); and
reserve not more than 3 percent of such funds for administrative costs which may include technical assistance.
Contracts and grants
A State entity may use a grant received under this section to carry out the activities described in subparagraphs (A) and (B) of paragraph (1) directly or through grants, contracts, or cooperative agreements.
Rule of construction
Nothing in this Act shall prohibit the Secretary from awarding grants to States that use a weighted lottery to give slightly better chances for admission to all, or a subset of, educationally disadvantaged students if—
the use of weighted lotteries in favor of such students is not prohibited by State law, and such State law is consistent with laws described in section 6101(3)(G); and
such weighted lotteries are not used for the purpose of creating schools exclusively to serve a particular subset of students.
Program periods; peer review; grant number and amount; diversity of projects; waivers
Program periods
Grants
A grant awarded by the Secretary to a State entity under this section shall be for a period of not more than 5 years.
Subgrants
A subgrant awarded by a State entity under this section shall be for a period of not more than 5 years, of which an eligible applicant may use not more than 18 months for planning and program design.
Peer Review
The Secretary, and each State entity receiving a grant under this section, shall use a peer review process to review applications for assistance under this section.
Grant awards
The Secretary shall—
for each fiscal year for which funds are appropriated under section 3(c)(1)(A)—
award not less than 3 grants under this section;
wholly fund each grant awarded under this section, without making continuation awards; and
fully obligate the funds appropriated for the purpose of awarding grants under this section in the fiscal year for which such grants are awarded; and
prior to the start of the final year of the grant period of each grant awarded under this section to a State entity, review whether the State entity is using the grant funds for the agreed upon uses of funds and whether the full amount of the grant will be needed for the remainder of the grant period and may, as determined necessary based on that review, terminate or reduce the amount of the grant and reallocate the remaining grant funds to other State entities during the succeeding grant competition under this section.
Diversity of Projects
Each State entity receiving a grant under this section shall award subgrants under this section in a manner that, to the extent possible, ensures that such subgrants—
are distributed throughout different areas, including urban, suburban, and rural areas; and
will assist charter schools representing a variety of educational approaches.
Waivers
The Secretary may waive any statutory or regulatory requirement over which the Secretary exercises administrative authority, except for any such requirement relating to the elements of a charter school described in section 6101(3), if—
the waiver is requested in an approved application under this section; and
the Secretary determines that granting such a waiver will promote the purposes of this subpart.
Limitations
Grants
The Secretary shall not award a grant to a State entity under this section in a case in which such award would result in more than 1 grant awarded under this section being carried out in a State at the same time.
Subgrants
An eligible applicant may not receive more than 1 subgrant under this section per individual charter school for a 5-year period, unless the eligible applicant demonstrates to the State entity not less than 3 years of improved educational results in the areas described in subparagraphs (A) and (D) of section 3110(7) for students enrolled in such charter school.
Applications
A State entity desiring to receive a grant under this section shall submit an application to the Secretary at such time and in such manner as the Secretary may require. The application shall include the following:
Description of Program
A description of the State entity’s objectives under this section and how the objectives of the State entity’s quality charter school program will be carried out, including a description—
of how the State entity—
will support the opening of new charter schools, replicated, high-quality charter school models, or expanded, high-quality charter schools, and a description of the proposed number of each type of charter school or model, if applicable, to be opened under the State entity’s program;
will inform eligible charter schools, developers, and authorized public chartering agencies of the availability of funds under the program;
will work with eligible applicants to ensure that the eligible applicants access all Federal funds that they are eligible to receive, and help the charter schools supported by the applicants and the students attending the charter schools—
participate in the Federal programs in which the schools and students are eligible to participate;
receive the commensurate share of Federal funds the schools and students are eligible to receive under such programs; and
meet the needs of students served under such programs, including students with disabilities and English learners;
will have clear plans and procedures to assist students enrolled in a charter school that closes or loses its charter to attend other high-quality schools;
in the case in which the State entity is not a State educational agency—
will work with the State educational agency and the charter schools in the State to maximize charter school participation in Federal and State programs for charter schools; and
will work with the State educational agency to adequately operate the State entity’s program under this section, where applicable;
will ensure each eligible applicant that receives a subgrant under the State entity’s program to open and prepare to operate a new charter school, a replicated, high-quality charter school model, or an expanded, high-quality charter school—
will ensure such school or model meets the requirements under section 6101(3); and
is prepared to continue to operate such school or model, in a manner consistent with the eligible applicant’s application, after the subgrant funds have expired;
will support charter schools in local educational agencies with large numbers of schools identified by the State for improvement, including supporting the use of charter schools to improve, or in turning around, struggling schools;
will work with charter schools to promote inclusion of all students, including eliminating any barriers to enrollment for foster youth or unaccompanied homeless youth, and support all students once they are enrolled to promote retention including through the use of fair disciplinary practice;
will work with charter schools on recruitment practices, including efforts to engage groups that may otherwise have limited opportunities to participate in charter schools, and to ensure such schools do not have in effect policies or procedures that may create barriers to enrollment of students, including educationally disadvantaged students, and are in compliance with all Federal and State laws on enrollment practices;
will share best and promising practices between charter schools and other public schools, including, where appropriate, instruction and professional development in science, technology, engineering, and math education, including computer science, and other subjects;
will ensure the charter schools receiving funds under the State entity’s program meet the educational needs of their students, including students with disabilities and English learners;
will support efforts to increase quality initiatives, including meeting the quality authorizing elements described in paragraph (2)(E);
in the case of a State entity not described in clause (xiv), will provide oversight of authorizing activity, including how the State will help ensure better authorizing, such as by establishing authorizing standards that may include approving, actively monitoring, and re-approving or revoking the authority of an authorized public chartering agency based on the performance of the charter schools authorized by such agency in the areas of student achievement, student safety, financial and operational management, and compliance with all applicable statutes and regulations;
in the case of a State entity defined in subsection (i)(4), will work with the State to support the State’s system of assistance and oversight of authorized public chartering agencies for authorizing activity described in clause (xiii); and
will work with eligible applicants receiving a subgrant under the State entity’s program to support the opening of charter schools or charter school models described in clause (i) that are secondary schools;
of the extent to which the State entity—
is able to meet and carry out the priorities listed in subsection (f)(2);
is working to develop or strengthen a cohesive statewide system to support the opening of new charter schools, replicated, high-quality charter school models, or expanded, high-quality charter schools; and
is working to develop or strengthen a cohesive strategy to encourage collaboration between charter schools and local educational agencies on the sharing of best practices;
of how the State entity will carry out the subgrant competition, including—
a description of the application each eligible applicant desiring to receive a subgrant will submit, including—
a description of the roles and responsibilities of the eligible applicant, partner organizations, and management organizations, including the administrative and contractual roles and responsibilities;
a description of the quality controls agreed to between the eligible applicant and the authorized public chartering agency involved, such as a contract or performance agreement, how a school’s performance in the State’s academic accountability system will be one of the most important factors for renewal or revocation of the school’s charter, and how the State entity and the authorized public chartering agency involved will reserve the right to revoke or not renew a school’s charter based on financial, structural, or operational factors involving the management of the school;
a description of how the eligible applicant will solicit and consider input from parents and other members of the community on the implementation and operation of each charter school that will receive funds under the State entity’s program; and
a description of the planned activities and expenditures for the subgrant funds for purposes of opening and preparing to operate a new charter school, a replicated, high-quality charter school model, or an expanded, high-quality charter school, and how the school or model will maintain financial sustainability after the end of the subgrant period; and
a description of how the State entity will review applications;
in the case of a State entity that partners with an outside organization to carry out the State entity’s quality charter school program, in whole or in part, of the roles and responsibilities of this partner;
of how the State entity will help the charter schools receiving funds under the State entity’s program consider the transportation needs of the schools’ students; and
of how the State entity will support diverse charter school models, including models that serve rural communities.
Assurances
Assurances, including a description of how the assurances will be met, that—
each charter school receiving funds under the State entity’s program will have a high degree of autonomy over budget and operations;
the State entity will support charter schools in meeting the educational needs of their students as described in paragraph (1)(A)(xi);
the State entity will ensure that the authorized public chartering agency of any charter school that receives funds under the State entity’s program—
adequately monitors each such charter school in recruiting, enrolling, and meeting the needs of all students, including students with disabilities and English learners; and
ensures that each such charter school solicits and considers input from parents and other members of the community on the implementation and operation of the school;
the State entity will provide adequate technical assistance to eligible applicants to—
meet the objectives described in clauses (viii) and (ix) of paragraph (1)(A) and subparagraph (B) of this paragraph; and
recruit, enroll, and retain traditionally underserved students, including students with disabilities and English learners, at rates similar to traditional public schools;
the State entity will promote quality authorizing, such as through providing technical assistance and supporting all authorized public chartering agencies in the State to improve the oversight of their charter schools, including by—
assessing annual performance data of the schools, including, as appropriate, graduation rates, student academic growth, and rates of student attrition;
reviewing the schools’ independent, annual audits of financial statements conducted in accordance with generally accepted accounting principles, and ensuring any such audits are publically reported; and
holding charter schools accountable to the academic, financial, and operational quality controls agreed to between the charter school and the authorized public chartering agency involved, such as through renewal, non-renewal, or revocation of the school’s charter;
the State entity will work to ensure that charter schools are included with the traditional public schools in decisionmaking about the public school system in the State; and
The State entity will ensure that each charter school receiving funds under the State entity’s program makes publicly available, consistent with the dissemination requirements of the annual State report card, information to help parents make informed decisions about the education options available to their children, including information for each school on—
the educational program;
student support services;
annual performance and enrollment data, disaggregated by the groups of students described in section 1111(b)(3)(B)(ii)(II), except that such disaggregation shall not be required in a case in which the number of students in a group is insufficient to yield statistically reliable information or the results would reveal personally identifiable information about an individual student; and
any other information the State requires all other public schools to report for purposes of section 1111(h)(1)(D).
Requests for waivers
A request and justification for waivers of any Federal statutory or regulatory provisions that the State entity believes are necessary for the successful operation of the charter schools that will receive funds under the State entity’s program under this section or, in the case of a State entity defined in subsection (i)(4), a description of how the State entity will work with the State to request such necessary waivers, where applicable, and a description of any State or local rules, generally applicable to public schools, that will be waived, or otherwise not apply to such schools.
Selection criteria; priority
Selection criteria
The Secretary shall award grants to State entities under this section on the basis of the quality of the applications submitted under subsection (e), after taking into consideration—
the degree of flexibility afforded by the State’s public charter school law and how the State entity will work to maximize the flexibility provided to charter schools under the law;
the ambitiousness of the State entity’s objectives for the quality charter school program carried out under this section;
the quality of the strategy for assessing achievement of those objectives;
the likelihood that the eligible applicants receiving subgrants under the program will meet those objectives and improve educational results for students;
the State entity’s plan to—
adequately monitor the eligible applicants receiving subgrants under the State entity’s program;
work with the authorized public chartering agencies involved to avoid duplication of work for the charter schools and authorized public chartering agencies; and
provide adequate technical assistance and support for—
the charter schools receiving funds under the State entity’s program; and
quality authorizing efforts in the State; and
the State entity’s plan to solicit and consider input from parents and other members of the community on the implementation and operation of the charter schools in the State.
Priority
In awarding grants under this section, the Secretary shall give priority to State entities to the extent that they meet the following criteria:
The State entity is located in a State—
that allows at least one entity that is not a local educational agency to be an authorized public chartering agency for developers seeking to open a charter school in the State; or
in which local educational agencies are the only authorized public chartering agencies and that has an appeals process for the denial of an application for a charter school;
The State entity is located in a State that does not impose any limitation on the number or percentage of charter schools that may exist or the number or percentage of students that may attend charter schools in the State.
The State entity is located in a State that ensures equitable financing, as compared to traditional public schools, for charter schools and students in a prompt manner.
The State entity is located in a State that uses best practices from charter schools to help improve struggling schools and local educational agencies.
The State entity partners with an organization that has a demonstrated record of success in developing management organizations to support the development of charter schools in the State.
The State entity supports charter schools that support at-risk students through activities such as dropout prevention, dropout recovery, or comprehensive career counseling practices.
The State entity authorizes all charter schools in the State to serve as school food authorities.
The State entity has taken steps to ensure that all authorizing public chartering agencies implement best practices for charter school authorizing.
The State entity is able to demonstrate that its State provides charter schools one or more of the following:
Funding for facilities.
Assistance with the acquisition of facilities.
Access to public facilities.
The right of first refusal to purchase public school buildings.
Low or no cost leasing privileges.
Local uses of funds
An eligible applicant receiving a subgrant under this section shall use such funds to carry out activities related to opening and preparing to operate a new charter school, a replicated, high-quality charter school model, or an expanded, high-quality charter school, such as—
preparing teachers and school leaders, including through professional development;
acquiring equipment, educational materials, and supplies; and
carrying out necessary renovations and minor facilities repairs (excluding construction).
Reporting requirements
Each State entity receiving a grant under this section shall submit to the Secretary, at the end of the third year of the 5-year grant period and at the end of such grant period, a report on—
the number of students served by each subgrant awarded under this section and, if applicable, how many new students were served during each year of the subgrant period;
the progress the State entity made toward meeting the priorities described in subsection (f)(2), as applicable;
how the State entity met the objectives of the quality charter school program described in the State entity’s application under subsection (e), including how the State entity met the objective of sharing best and promising practices described in subsection (e)(1)(A)(x) in areas such as instruction, professional development, curricula development, and operations between charter schools and other public schools, and the extent to which, if known, such practices were adopted and implemented by such other public schools;
how the State entity complied with, and ensured that eligible applicants complied with, the assurances described in the State entity’s application;
how the State entity worked with authorized public chartering agencies, including how the agencies worked with the management company or leadership of the schools that received subgrants under this section;
the number of subgrants awarded under this section to carry out each of the following:
the opening of new charter schools;
the opening of replicated, high-quality charter school models; and
the opening of expanded, high-quality charter schools; and
how the State entity has worked with charter schools receiving funds under the State entity’s program to foster community involvement in the planning for and opening of such schools.
State entity defined
For purposes of this section, the term State entity means—
a State educational agency;
a State charter school board;
a Governor of a State; or
a charter school support organization.
Facilities Financing Assistance
Grants to eligible entities
In general
From the amount reserved under section 3102(b)(1), the Secretary shall not use less than 50 percent to award grants to eligible entities that have the highest-quality applications approved under subsection (d), after considering the diversity of such applications, to demonstrate innovative methods of assisting charter schools to address the cost of acquiring, constructing, and renovating facilities by enhancing the availability of loans or bond financing.
Eligible entity defined
For purposes of this section, the term eligible entity means—
a public entity, such as a State or local governmental entity;
a private nonprofit entity; or
a consortium of entities described in subparagraphs (A) and (B).
Grantee Selection
The Secretary shall evaluate each application submitted under subsection (d), and shall determine whether the application is sufficient to merit approval.
Grant Characteristics
Grants under subsection (a) shall be of a sufficient size, scope, and quality so as to ensure an effective demonstration of an innovative means of enhancing credit for the financing of charter school acquisition, construction, or renovation.
Applications
In general
To receive a grant under subsection (a), an eligible entity shall submit to the Secretary an application in such form as the Secretary may reasonably require.
Contents
An application submitted under paragraph (1) shall contain—
a statement identifying the activities proposed to be undertaken with funds received under subsection (a), including how the eligible entity will determine which charter schools will receive assistance, and how much and what types of assistance charter schools will receive;
a description of the involvement of charter schools in the application’s development and the design of the proposed activities;
a description of the eligible entity’s expertise in capital market financing;
a description of how the proposed activities will leverage the maximum amount of private-sector financing capital relative to the amount of public funding used and otherwise enhance credit available to charter schools, including how the eligible entity will offer a combination of rates and terms more favorable than the rates and terms that a charter school could receive without assistance from the eligible entity under subsection (a);
a description of how the eligible entity possesses sufficient expertise in education to evaluate the likelihood of success of a charter school program for which facilities financing is sought; and
in the case of an application submitted by a State governmental entity, a description of the actions that the entity has taken, or will take, to ensure that charter schools within the State receive the funding the charter schools need to have adequate facilities.
Charter school objectives
An eligible entity receiving a grant under subsection (a) shall use the funds deposited in the reserve account established under subsection (f) to assist one or more charter schools to access private sector capital to accomplish one or more of the following objectives:
The acquisition (by purchase, lease, donation, or otherwise) of an interest (including an interest held by a third party for the benefit of a charter school) in improved or unimproved real property that is necessary to commence or continue the operation of a charter school.
The construction of new facilities, or the renovation, repair, or alteration of existing facilities, necessary to commence or continue the operation of a charter school.
The predevelopment costs required to assess sites for purposes of paragraph (1) or (2) and which are necessary to commence or continue the operation of a charter school.
Reserve account
Use of funds
To assist charter schools to accomplish the objectives described in subsection (e), an eligible entity receiving a grant under subsection (a) shall, in accordance with State and local law, directly or indirectly, alone or in collaboration with others, deposit the funds received under subsection (a) (other than funds used for administrative costs in accordance with subsection (g)) in a reserve account established and maintained by the eligible entity for this purpose. Amounts deposited in such account shall be used by the eligible entity for one or more of the following purposes:
Guaranteeing, insuring, and reinsuring bonds, notes, evidences of debt, loans, and interests therein, the proceeds of which are used for an objective described in subsection (e).
Guaranteeing and insuring leases of personal and real property for an objective described in subsection (e).
Facilitating financing by identifying potential lending sources, encouraging private lending, and other similar activities that directly promote lending to, or for the benefit of, charter schools.
Facilitating the issuance of bonds by charter schools, or by other public entities for the benefit of charter schools, by providing technical, administrative, and other appropriate assistance (including the recruitment of bond counsel, underwriters, and potential investors and the consolidation of multiple charter school projects within a single bond issue).
Investment
Funds received under subsection (a) and deposited in the reserve account established under paragraph (1) shall be invested in obligations issued or guaranteed by the United States or a State, or in other similarly low-risk securities.
Reinvestment of Earnings
Any earnings on funds received under subsection (a) shall be deposited in the reserve account established under paragraph (1) and used in accordance with such paragraph.
Limitation on administrative costs
An eligible entity may use not more than 2.5 percent of the funds received under subsection (a) for the administrative costs of carrying out its responsibilities under this section (excluding subsection (k)).
Audits and reports
Financial Record Maintenance and Audit
The financial records of each eligible entity receiving a grant under subsection (a) shall be maintained in accordance with generally accepted accounting principles and shall be subject to an annual audit by an independent public accountant.
Reports
Grantee annual reports
Each eligible entity receiving a grant under subsection (a) annually shall submit to the Secretary a report of its operations and activities under this section (excluding subsection (k)).
Contents
Each annual report submitted under subparagraph (A) shall include—
a copy of the most recent financial statements, and any accompanying opinion on such statements, prepared by the independent public accountant reviewing the financial records of the eligible entity;
a copy of any report made on an audit of the financial records of the eligible entity that was conducted under paragraph (1) during the reporting period;
an evaluation by the eligible entity of the effectiveness of its use of the Federal funds provided under subsection (a) in leveraging private funds;
a listing and description of the charter schools served during the reporting period, including the amount of funds used by each school, the type of project facilitated by the grant, and the type of assistance provided to the charter schools;
a description of the activities carried out by the eligible entity to assist charter schools in meeting the objectives set forth in subsection (e); and
a description of the characteristics of lenders and other financial institutions participating in the activities undertaken by the eligible entity under this section (excluding subsection (k)) during the reporting period.
Secretarial report
The Secretary shall review the reports submitted under subparagraph (A) and shall provide a comprehensive annual report to Congress on the activities conducted under this section (excluding subsection (k)).
No full faith and credit for grantee obligation
No financial obligation of an eligible entity entered into pursuant to this section (such as an obligation under a guarantee, bond, note, evidence of debt, or loan) shall be an obligation of, or guaranteed in any respect by, the United States. The full faith and credit of the United States is not pledged to the payment of funds which may be required to be paid under any obligation made by an eligible entity pursuant to any provision of this section.
Recovery of funds
In General
The Secretary, in accordance with chapter 37 of title 31, United States Code, shall collect—
all of the funds in a reserve account established by an eligible entity under subsection (f)(1) if the Secretary determines, not earlier than 2 years after the date on which the eligible entity first received funds under subsection (a), that the eligible entity has failed to make substantial progress in carrying out the purposes described in subsection (f)(1); or
all or a portion of the funds in a reserve account established by an eligible entity under subsection (f)(1) if the Secretary determines that the eligible entity has permanently ceased to use all or a portion of the funds in such account to accomplish any purpose described in subsection (f)(1).
Exercise of Authority
The Secretary shall not exercise the authority provided in paragraph (1) to collect from any eligible entity any funds that are being properly used to achieve one or more of the purposes described in subsection (f)(1).
Procedures
The provisions of sections 451, 452, and 458 of the General Education Provisions Act (20 U.S.C. 124, 1234a, 1234g) shall apply to the recovery of funds under paragraph (1).
Construction
This subsection shall not be construed to impair or affect the authority of the Secretary to recover funds under part D of the General Education Provisions Act (20 U.S.C. 1234 et seq.).
Per-Pupil facilities aid program
Definition of per-pupil facilities aid program
In this subsection, the term per-pupil facilities aid program means a program in which a State makes payments, on a per-pupil basis, to charter schools to provide the schools with financing—
that is dedicated solely for funding charter school facilities; or
a portion of which is dedicated for funding charter school facilities.
Grants
In general
From the amount under section 3102(b)(1) remaining after the Secretary makes grants under subsection (a), the Secretary shall make grants, on a competitive basis, to States to pay for the Federal share of the cost of establishing or enhancing, and administering per-pupil facilities aid programs.
Period
The Secretary shall award grants under this subsection for periods of not more than 5 years.
Federal share
The Federal share of the cost described in subparagraph (A) for a per-pupil facilities aid program shall be not more than—
90 percent of the cost, for the first fiscal year for which the program receives assistance under this subsection;
80 percent in the second such year;
60 percent in the third such year;
40 percent in the fourth such year; and
20 percent in the fifth such year.
State share
A State receiving a grant under this subsection may partner with 1 or more organizations to provide up to 50 percent of the State share of the cost of establishing or enhancing, and administering the per-pupil facilities aid program.
Multiple grants
A State may receive more than 1 grant under this subsection, so long as the amount of such funds provided to charter schools increases with each successive grant.
Use of funds
In general
A State that receives a grant under this subsection shall use the funds made available through the grant to establish or enhance, and administer, a per-pupil facilities aid program for charter schools in the State of the applicant.
Evaluations; technical assistance; dissemination
From the amount made available to a State through a grant under this subsection for a fiscal year, the State may reserve not more than 5 percent to carry out evaluations, to provide technical assistance, and to disseminate information.
Supplement, not supplant
Funds made available under this subsection shall be used to supplement, and not supplant, State and local public funds expended to provide per pupil facilities aid programs, operations financing programs, or other programs, for charter schools.
Requirements
Voluntary participation
No State may be required to participate in a program carried out under this subsection.
State law
In general
Except as provided in clause (ii), to be eligible to receive a grant under this subsection, a State shall establish or enhance, and administer, a per-pupil facilities aid program for charter schools in the State, that—
is specified in State law; and
provides annual financing, on a per-pupil basis, for charter school facilities.
Special Rule
Notwithstanding clause (i), a State that is required under State law to provide its charter schools with access to adequate facility space, but which does not have a per-pupil facilities aid program for charter schools specified in State law, may be eligible to receive a grant under this subsection if the State agrees to use the funds to develop a per-pupil facilities aid program consistent with the requirements of this subsection.
Applications
To be eligible to receive a grant under this subsection, a State shall submit an application to the Secretary at such time, in such manner, and containing such information as the Secretary may require.
National Activities
In general
Of the amount reserved under section 3102(b)(2), the Secretary shall—
use not less than 75 percent of such amount to award grants in accordance with subsection (b); and
use not more than 25 percent of such amount to—
provide technical assistance to State entities in awarding subgrants under section 3103, and eligible entities and States receiving grants under section 3104;
disseminate best practices; and
evaluate the impact of the charter school program, including the impact on student achievement, carried out under this subpart.
Grants
In general
The Secretary shall make grants, on a competitive basis, to eligible applicants for the purpose of carrying out the activities described in section 3102(a)(1), subparagraphs (A) through (C) of section 3103(a)(1), and section 3103(g).
Terms and conditions
Except as otherwise provided in this subsection, grants awarded under this subsection shall have the same terms and conditions as grants awarded to State entities under section 3103.
Charter management organizations
The Secretary shall—
of the amount described in subsection (a)(1), use not less than 75 percent to make grants, on a competitive basis, to eligible applicants described in paragraph (4)(B); and
notwithstanding paragraphs (1)(A) and (2) of section 3103(f)—
award grants to eligible applicants on the basis of the quality of the applications submitted under this subsection; and
in awarding grants to eligible applicants described in paragraph (4)(B) of this subsection, take into consideration whether such an eligible applicant—
demonstrates a high proportion of high-quality charter schools within the network of the eligible applicant;
demonstrates success in serving students who are educationally disadvantaged;
does not have a significant proportion of charter schools that have been closed, had their charter revoked for compliance issues, or had their affiliation with such eligible applicant revoked;
has sufficient procedures in effect to ensure timely closure of low-performing or financially mismanaged charter schools and clear plans and procedures in effect for the students in such schools to attend other high-quality schools; and
demonstrates success in working with schools identified for improvement by the State.
Eligible applicant defined
For purposes of this subsection, the term eligible applicant means an eligible applicant (as defined in section 3110) that—
desires to open a charter school in—
a State that did not apply for a grant under section 3103; or
a State that did not receive a grant under section 3103; or
is a charter management organization.
Contracts and grants
The Secretary may carry out any of the activities described in this section directly or through grants, contracts, or cooperative agreements.
Federal formula allocation during first year and for successive enrollment expansions
In General
For purposes of the allocation to schools by the States or their agencies of funds under part A of title I, and any other Federal funds which the Secretary allocates to States on a formula basis, the Secretary and each State educational agency shall take such measures as are necessary to ensure that every charter school receives the Federal funding for which the charter school is eligible not later than 5 months after the charter school first opens, notwithstanding the fact that the identity and characteristics of the students enrolling in that charter school are not fully and completely determined until that charter school actually opens. The measures similarly shall ensure that every charter school expanding its enrollment in any subsequent year of operation receives the Federal funding for which the charter school is eligible not later than 5 months after such expansion.
Adjustment and Late Openings
In general
The measures described in subsection (a) shall include provision for appropriate adjustments, through recovery of funds or reduction of payments for the succeeding year, in cases where payments made to a charter school on the basis of estimated or projected enrollment data exceed the amounts that the school is eligible to receive on the basis of actual or final enrollment data.
Rule
For charter schools that first open after November 1 of any academic year, the State, in accordance with guidance provided by the Secretary and applicable Federal statutes and regulations, shall ensure that such charter schools that are eligible for the funds described in subsection (a) for such academic year have a full and fair opportunity to receive those funds during the charter schools' first year of operation.
Solicitation of input from charter school operators
To the extent practicable, the Secretary shall ensure that administrators, teachers, and other individuals directly involved in the operation of charter schools are consulted in the development of any rules or regulations required to implement this subpart, as well as in the development of any rules or regulations relevant to charter schools that are required to implement part A of title I, the Individuals with Disabilities Education Act, or any other program administered by the Secretary that provides education funds to charter schools or regulates the activities of charter schools.
Records transfer
State educational agencies and local educational agencies, as quickly as possible and to the extent practicable, shall ensure that a student's records and, if applicable, a student's individualized education program as defined in section 602(14) of the Individuals with Disabilities Education Act, are transferred to a charter school upon the transfer of the student to the charter school, and to another public school upon the transfer of the student from a charter school to another public school, in accordance with applicable State law.
Paperwork reduction
To the extent practicable, the Secretary and each authorized public chartering agency shall ensure that implementation of this subpart results in a minimum of paperwork for any eligible applicant or charter school.
Definitions
In this subpart:
Charter management organization
The term charter management organization means a nonprofit organization that manages a network of charter schools linked by centralized support, operations, and oversight.
Charter school support organization
The term charter school support organization means a nonprofit, nongovernmental entity that is not an authorized public chartering agency, which provides on a statewide basis—
assistance to developers during the planning, program design, and initial implementation of a charter school; and
technical assistance to charter schools to operate such schools.
Developer
The term developer means an individual or group of individuals (including a public or private nonprofit organization), which may include teachers, administrators and other school staff, parents, or other members of the local community in which a charter school project will be carried out.
Eligible applicant
The term eligible applicant means a developer that has—
applied to an authorized public chartering authority to operate a charter school; and
provided adequate and timely notice to that authority.
Authorized public chartering agency
The term authorized public chartering agency means a State educational agency, local educational agency, or other public entity that has the authority pursuant to State law and approved by the Secretary to authorize or approve a charter school.
Expanded, high-quality charter school
The term expanded, high-quality charter school means a high-quality charter school that has either significantly increased its enrollment or added one or more grades to its school.
High-quality charter school
The term high-quality charter school means a charter school that—
shows evidence of strong academic results, which may include strong academic growth as determined by a State;
has no significant issues in the areas of student safety, operational and financial management, or statutory or regulatory compliance;
has demonstrated success in significantly increasing student academic achievement, including graduation rates where applicable, consistent with the requirements under title I, for all students served by the charter school; and
has demonstrated success in increasing student academic achievement, including graduation rates where applicable, for the groups of students described in section 1111(b)(3)(B)(ii)(II), except that such demonstration is not required in a case in which the number of students in a group is insufficient to yield statistically reliable information or the results would reveal personally identifiable information about an individual student.
Replicated, high-quality charter school model
The term replicated, high-quality charter school model means a high-quality charter school that has opened a new campus under an existing charter or an additional charter if required or permitted by State law.
Magnet School Assistance
Purpose
The purpose of this subpart is to assist in the desegregation of schools served by local educational agencies by providing financial assistance to eligible local educational agencies for—
the elimination, reduction, or prevention of minority group isolation in elementary schools and secondary schools with substantial proportions of minority students, which shall include assisting in the efforts of the United States to achieve voluntary desegregation in public schools;
the development and implementation of magnet school programs that will assist local educational agencies in achieving systemic reforms and providing all students the opportunity to meet State academic standards;
the development and design of innovative educational methods and practices that promote diversity and increase choices in public elementary schools and public secondary schools and public educational programs;
courses of instruction within magnet schools that will substantially strengthen the knowledge of academic subjects and the attainment of tangible and marketable career, technical, and professional skills of students attending such schools;
improving the ability of local educational agencies, including through professional development, to continue operating magnet schools at a high performance level after Federal funding for the magnet schools is terminated; and
ensuring that students enrolled in the magnet school programs have equitable access to a quality education that will enable the students to succeed academically and continue with postsecondary education or employment.
Definition
For the purpose of this subpart, the term magnet school means a public elementary school, public secondary school, public elementary education center, or public secondary education center that offers a special curriculum capable of attracting substantial numbers of students of different racial backgrounds.
Program authorized
From the amount appropriated under section 3(c)(1)(B), the Secretary, in accordance with this subpart, is authorized to award grants to eligible local educational agencies, and consortia of such agencies where appropriate, to carry out the purpose of this subpart for magnet schools that are—
part of an approved desegregation plan; and
designed to bring students from different social, economic, ethnic, and racial backgrounds together.
Eligibility
A local educational agency, or consortium of such agencies where appropriate, is eligible to receive a grant under this subpart to carry out the purpose of this subpart if such agency or consortium—
is implementing a plan undertaken pursuant to a final order issued by a court of the United States, or a court of any State, or any other State agency or official of competent jurisdiction, that requires the desegregation of minority-group-segregated children or faculty in the elementary schools and secondary schools of such agency; or
without having been required to do so, has adopted and is implementing, or will, if a grant is awarded to such local educational agency, or consortium of such agencies, under this subpart, adopt and implement a plan that has been approved by the Secretary as adequate under title VI of the Civil Rights Act of 1964 for the desegregation of minority-group-segregated children or faculty in such schools.
Applications and requirements
Applications
An eligible local educational agency, or consortium of such agencies, desiring to receive a grant under this subpart shall submit an application to the Secretary at such time and in such manner as the Secretary may reasonably require.
Information and assurances
Each application submitted under subsection (a) shall include—
a description of—
how a grant awarded under this subpart will be used to promote desegregation, including how the proposed magnet school programs will increase interaction among students of different social, economic, ethnic, and racial backgrounds;
the manner and extent to which the magnet school program will increase student academic achievement in the instructional area or areas offered by the school;
how the applicant will continue the magnet school program after assistance under this subpart is no longer available, and, if applicable, an explanation of why magnet schools established or supported by the applicant with grant funds under this subpart cannot be continued without the use of grant funds under this subpart;
how grant funds under this subpart will be used—
to improve student academic achievement for all students attending the magnet school programs; and
to implement services and activities that are consistent with other programs under this Act, and other Acts, as appropriate; and
the criteria to be used in selecting students to attend the proposed magnet school program; and
assurances that the applicant will—
use grant funds under this subpart for the purposes specified in section 3121;
employ effective teachers in the courses of instruction assisted under this subpart;
not engage in discrimination based on race, religion, color, national origin, sex, or disability in—
the hiring, promotion, or assignment of employees of the applicant or other personnel for whom the applicant has any administrative responsibility;
the assignment of students to schools, or to courses of instruction within the schools, of such applicant, except to carry out the approved plan; and
designing or operating extracurricular activities for students;
carry out a quality education program that will encourage greater parental decisionmaking and involvement; and
give students residing in the local attendance area of the proposed magnet school program equitable consideration for placement in the program, consistent with desegregation guidelines and the capacity of the applicant to accommodate the students.
Special rule
No grant shall be awarded under this subpart unless the Assistant Secretary of Education for Civil Rights determines that the assurances described in subsection (b)(2)(C) will be met.
Priority
In awarding grants under this subpart, the Secretary shall give priority to applicants that—
demonstrate the greatest need for assistance, based on the expense or difficulty of effectively carrying out approved desegregation plans and the magnet school pr