To amend the Elementary and Secondary Education Act of 1965 to reauthorize and make improvements to titles I, VII, and X of such Act, and for other purposes.
(Sec. 104) Revises ESEA title I provisions for State and Federal reservations of funds for accountability and evaluation (currently reservation and allocation for school improvement).
(Sec. 105) Revises ESEA title I part A (Improving Basic Programs Operated by Local Educational Agencies) requirements for: (1) State plans; (2) LEA plans; (3) eligible school attendance areas; (4) schoolwide programs; (5) targeted assistance schools; (6) school choice; (7) assessment and LEA and school improvement; (8) State assistance for school support and improvement; (9) parental involvement; (10) parent training and information centers (currently parental information and resource centers); and (11) participation of children enrolled in private schools.
(Sec. 115) Revises requirements for professional development activities under part A.
Adds teacher qualification requirements. Requires each LEA receiving assistance under part A to: (1) hire qualified instructional staff; (2) provide high-quality professional development that will improve teaching and learning in core content areas; and (3) use at least five percent of its allocation under part A for FY 2001 and 2002, and ten percent of that allocation for subsequent fiscal years, for that professional development. Requires each LEA to ensure, in programs supported with part A funds, that: (1) all new teachers either are certified in the field in which they will teach or have a bachelors degree and are enrolled in a program through which they will obtain such certification within three years; and (2) all paraprofessionals meet specified educational requirements and perform only certain duties.
(Sec. 117) Authorizes an LEA to use part A funds to provide certain preschool services: (1) directly to eligible preschool children in all or part of its jurisdiction; (2) through any school participating in the LEA's part A program; or (3) through a contract with a local Head Start agency, a partnership operating an Even Start program, a State-funded preschool program, or a comparable public early-childhood development program. Allows such preschool programs to be operated and funded jointly with Even Start programs (under ESEA title I part B), Head Start programs, or State-funded preschool programs. Requires all preschool programs funded under part A to: (1) focus on developmental needs of participating children and use research-based approaches that build on competencies, particularly in language, literacy development, and reading; and (2) ensure that participating children, at a minimum, understand and use language and an increasingly complex and varied vocabulary, and develop an appreciation of books and phonemic, print, and numeracy awareness.
(Sec. 118) Revises the formula for determining minimum and maximum amounts of basic grants to LEAs and to the Commonwealth of Puerto Rico.
(Sec. 119) Requires each State receiving part A assistance to report annually to the Secretary of Education with respect to its progress in meeting specified program indicators for participating schools and LEAs, and to use such indicators to improve its program performance.
Subtitle B: Education of Migratory Children - Amends ESEA title I part C (Education of Migratory Children) to repeal provisions for consortium arrangement grants.
(Sec. 132) Revises provisions for shared student incentive grants to improve interstate coordination among programs for migratory children who attend school in more than one State.
(Sec. 133) Revises part C provisions relating to: (1) parental involvement; (2) consolidated plans; (3) schoolwide programs; and (4) data collection.
(Sec. 137) Establishes a National Parent Advisory Council to advise the Secretary on the implementation of part C programs and coordination with other programs serving migratory children and families.
(Sec. 138) Sets forth part C requirements for regulations and negotiated rulemaking. Authorizes appropriations.
(Sec. 139) Directs the Secretary to spend a specified minimum amount annually, from ESEA title I appropriations, to establish and maintain a technical assistance center to provide assistance to ESEA title I part C programs and to special programs for students whose families are engaged in migrant and seasonal farmwork under the Higher Education Act of 1965.
Subtitle C: Federal Evaluations - Revises provisions for evaluations of ESEA title I programs. Sets forth requirements relating to a national assessment of such programs, studies and data collection, and an ongoing national longitudinal study of schools.
Title II: Bilingual Education - Revises part A (Bilingual Education) of title VII (Bilingual Education, Language Enhancement, and Language Acquisition Programs) of ESEA.
(Sec. 202) Adds to the declaration of U.S. policy with respect to bilingual education programs: (1) ensuring limited English proficient children also meet challenging State standards in the core content areas, including the ability to understand, speak, read and write English at the same level as native English speakers; (2) developing fully bilingual-biliterate skills; and (3) developing the English and native language skills of such children and youth.
(Sec. 203) Authorizes appropriations for part A.
(Sec. 204) Establishes accountability requirements for programs funded under part A subpart 1 (Bilingual Education Capacity and Demonstration Grants). Requires such programs to assess annually the English proficiency of all limited English proficient students they serve. Requires such students to be: (1) included in State assessments of academic performance; and (2) assessed, to the extent practicable, in the language and form most likely to yield accurate and reliable information on what those students know, and can do, in content areas other than English. Provides that tests written in Spanish shall be deemed practicable when administered to Spanish-speaking students with limited English proficiency if such tests are more likely than tests written in English to yield accurate and reliable information on what those students know and can do in content areas other than English. Requires such students who have been in U.S. schools (not including Puerto Rico) for five consecutive years or more to be tested in reading and language arts using tests written in English. Authorizes a State or school district, based upon the scores of a student on the tests, to determine that a student is sufficiently proficient to be tested in reading and language arts using tests written in English, prior to the completion of five years in U.S. schools. Prohibits removal of any student from a program of bilingual education or English as a second language based upon performance on the test.
(Sec. 205) Provides for multilingual education by requiring promotion of proficiency both in English and in their native language for limited English proficient students served under various grant programs of financial assistance for bilingual education, including program development and implementation grants. Revises application and evaluation provisions to reflect such requirement. Includes among criteria for priority funding the establishment of programs for dual language proficiency in English and students' native languages.
(Sec. 206) Provides for three-year grants for program development and enhancement. (Replaces current provisions for two-year grants for program enhancement projects with a required activity involving inservice training for educational personnel, as well as other specified authorized activities.) Requires such program development and enhancement grants to be used for: (1) developing and implementing comprehensive, preschool, elementary, or secondary education programs for children and youth with limited English proficiency, that are aligned with standards-based State and local school reform efforts and coordinated with other relevant programs and services to meet the full range of educational needs of such children and youth; (2) providing high-quality professional development to classroom teachers, administrators, and other school or community-based organization personnel to improve the instruction and assessment of limited English proficient students; and (3) annually assessing the English proficiency of all limited English proficient students served by the program. Sets forth authorized uses of such grants.
(Sec. 207) Revises provisions for comprehensive school grants to establish certain required uses of funds and to revise additional authorized uses. Prohibits a grant recipient from: (1) using funds for planning purposes for more than 90 days; or (2) carrying out a program for more than two schools for each such grant it receives.
(Sec. 208) Revises provisions for systemwide improvement grants to establish certain required uses of funds and to revise additional authorized uses. Makes any entity not receiving a satisfactory evaluation of a grant ineligible to apply for another such grant for at least three years.
(Sec. 209) Revises requirements for documentation, content, and other aspects of applications for awards under subpart 1.
Limits to a maximum of 25 percent that portion of a grant or total funding under subpart 1 which may be used for programs that do not use students' native language.
Transfers and retains certain provisions authorizing grant recipients to intensify instruction for limited English proficient students by expanding education services.
(Sec. 210) Revises evaluation components under subpart 1. Requires such evaluations to be annual. Directs the Secretary to establish certain performance measures.
(Sec. 211) Revises provisions for research under subpart 2 (Research, Evaluation, and Dissemination).
(Sec. 212) Revises subpart 2 provisions for the State grant program to add to required uses of funds SEA assistance to LEAs in developing data collection and accountability systems for limited English proficient students that are aligned with State reform efforts.
(Sec. 213) Directs the Secretary to establish and support a National Clearinghouse on Education of Children and Youth with Limited English proficiency. (Replaces provisions for the National Clearinghouse on Bilingual Education.)
(Sec. 214) Revises subpart 2 provisions for instructional materials development to authorize grants for development, publication, and dissemination of instructional materials: (1) in other low-incidence languages (as well as in Native American, Hawaiian, Pacific islanders and other natives of outlying areas, as in current grant provisions) in the United States for which instruction materials are not readily available; and (2) on standards and assessments, and instructional programs related to the education of children and youth with limited English proficiency, for dissemination to parents of such children and youth.
(Sec. 215) Revises subpart 3 (Professional Development) to eliminate a reference to dissemination of information on appropriate instructional practices.
(Sec. 216) Revises the subpart 3 training for all teachers program to direct its professional development services to those educational personnel with baccalaureate degrees to improve their provision of services to limited English proficient students or to become certified as a bilingual or English as a second language teacher. Authorizes such program grants to LEAs or to LEAs in consortium with SEAs, higher education institutions, or nonprofit organizations. Limits grant duration to three years (currently five). Sets forth specified required and authorized uses of funds.
(Sec. 217) Revises provisions for grants for preservice professional development of bilingual education teachers and personnel. Authorizes such grants to higher education institutions. Requires recipients to coordinate their grant programs with other appropriate programs. Sets forth specified required and authorized uses of funds.
(Sec. 218) Revises the bilingual education career ladder program to require grant recipient consortia to coordinate with other relevant programs and use all existing sources of student financial aid before using grant funds to pay tuition and stipends for participating students. Requires special consideration for grant applications of programs that provide training in English as a second language, including developing proficiency in the instructional use of English and, as appropriate, a second language in classroom contexts.
(Sec. 219) Revises provisions for graduate fellowships in bilingual education program to eliminate post-doctoral fellowships.
(Sec. 220) Revises requirements for applications for awards under subpart 3.
(Sec. 221) Revises provisions for program evaluations under subpart 3.
(Sec. 222) Establishes a new subpart 4, Model Programs for Parent Involvement Applications.
Directs the Secretary to make competitive grants to LEAs for model programs to: (1) assist parents of limited English proficient students in making informed educational decisions for their children; and (2) assist such parents in meeting their own educational needs. Includes as eligible to apply for such grants consortia consisting of at least one LEA and one community-based organization, and other entities. Sets forth separate requirements for such grant programs that provide information to such parents in making decisions about their children's education and those that assist such parents with their own educational needs. Requires that total funds for such grants be divided equally between those two purposes.
Authorizes appropriations.
(Sec. 223) Sets forth new subpart 5 transition provisions for part A of title VII of ESEA.
(Sec. 224) Adds certain findings with respect to the Emergency Immigrant Education Program (EIEP) under part C of title VII of ESEA.
(Sec. 225) Revises provisions for State administrative costs under EIEP.
(Sec. 226) Defines reclassification rate as the annual percentage of limited English proficient students who have met the State criteria for no longer being considered limited English proficient.
(Sec. 227) Revises title VII provisions for regulations, parental notification, and use of paraprofessionals.
(Sec. 229) Repeals ESEA title VII part A current provisions for: (1) program development and implementation grants; (2) intensified instruction; (3) funding priorities; and (4) coordination with other programs.
Repeals the Foreign Language Assistance Program (the entire current part B of title VII of ESEA).
Title III: High School Reform - Revises ESEA title X (Programs of National Significance) to establish a new part H, High School Reform.
(Sec. 302) Authorizes the Secretary to make competitive grants to LEAs for high school reform activities. Limits each such grant to a maximum of three years. Prohibits assistance to any high school under more than one such grant.
Sets forth required principles and components of educational reforms by grantees. Requires each grantee to: (1) provide for equitable participation of private school personnel in professional development activities it carries out with grant funds; and (2) make available to private schools, at their request, information about curricular materials developed using grant funds.
Directs the Secretary to reserve some part H funds for: (1) incentive awards; (2) recognition, dissemination, networks, and peer review; and (3) evaluation.
Authorizes appropriations.
Title IV: Dropout Prevention and State Responsibilities - Revises ESEA title V part C Assistance to Address School Dropout Problems. (Replaces current part C provisions known as the School Dropout Assistance Act).
(Sec. 402) Establishes: (1) a subpart 1 coordinated national strategy; and (2) a national school dropout prevention initiative.
Sets forth the subpart 1 coordinated national strategy. Makes it a national priority, for the five-year period beginning on the date of enactment of this Act, to lower the school dropout rate, and increase school completion, for middle school and secondary school students in accordance with Federal law. Requires all Federal agencies that carry out activities that serve students at risk of dropping out of school or that are intended to help address the school dropout problem to make school dropout prevention a top priority in the agencies' funding priorities during such five-year period.
Directs the Secretary to collect systematic data on the participation of different racial and ethnic groups (including migrant and limited English proficient students) in all Federal programs.
Requires, as part of the national school dropout prevention strategy, the Director of the Office of Dropout Prevention and Program Completion to develop, implement, and monitor an interagency plan to assess the coordination, use of resources, and availability of funding under Federal law that can be used to address school dropout prevention, or middle school or secondary school reentry. Requires the plan to address: (1) program coordination, targeting of existing Federal services, and cost-effectiveness of various programs and approaches; (2) ways in which State and local agencies can implement effective school dropout prevention programs using funds from a variety of Federal programs; and (3) all Federal programs with school dropout prevention or school reentry elements or objectives.
Requires the Director to establish, through a competitive grant or contract, a national clearinghouse on effective school dropout prevention, intervention and reentry programs. Requires the clearinghouse to: (1) disseminate such data by an electronically accessible database, a Worldwide Web site, and a national journal; and (2) provide technical assistance regarding securing resources for programs.
Requires the Director to carry out a national recognition program that recognizes schools that have made extraordinary progress in lowering school dropout rates, under which a public middle school or secondary school from each State will be recognized, using uniform national guidelines and school nominations submitted by SEAs. Authorizes monetary awards to recognized schools, for dissemination activities within the school district or nationally.
Sets forth the subpart 2 National School Dropout Prevention Initiative. Directs the Secretary to make State allotments for such program based on relative amounts received under ESEA title I. Authorizes SEAs to use allotments to award grants to public middle schools or secondary schools that have school dropout rates which are in the highest one-third of all school dropout rates in the State, for only the startup and implementation costs of effective, sustainable, coordinated, and whole school dropout prevention programs. Includes among authorized program activities: (1) professional development; (2) obtaining curricular materials; (3) release time for professional staff; (4) planning and research; (5) remedial education; (6) reduction in pupil-to-teacher ratios; (7) efforts to meet State student achievement standards; and (8) counseling for at-risk students. Expresses the intent of Congress that such activities shall be continued with funding provided under part A of title I of ESEA. Sets forth determining factors and limits relating to grant amounts and duration. Requires the Director to increase the amount awarded to a school under the initiative grant program by ten percent if the school creates smaller learning communities within the school and the creation is certified by the SEA.
Requires each school receiving such a grant to implement research based, sustainable, and widely replicated, strategies for school dropout prevention and reentry that address the needs of an entire school population rather than a subset of students. Allows such strategies to include: (1) specific strategies for targeted purposes; and (2) approaches such as breaking larger schools down into smaller learning communities, and other comprehensive reform approaches, developing clear linkages to career skills and employment, and addressing specific gatekeeper hurdles that often limit student retention and academic success.
Requires the Director to: (1) annually establish and publish the principles, criteria, models, and other parameters regarding the types of effective, proven program models that are allowed to be used under the initiative program, based on existing research; (2) conduct a capacity building and design initiative in order to increase the types of proven strategies for dropout prevention on a schoolwide level (through a limited contract with a non-Federal entity); (3) support eligible entities to provide training, materials, development, and staff assistance to schools assisted under the initiative program.
Sets forth initiative program requirements relating to: (1) selection of schools; (2) dissemination activities; (3) progress incentives; (4) school dropout rate calculation; (5) reporting and accountability; and (6) a prohibition on tracking.
Authorizes appropriations for the ESEA part C: (1) subpart 1 coordinated national strategy; and (2) subpart 2 national school dropout prevention initiative.
(Sec. 403) Amends the Department of Education Organization Act to establish in the Department of Education an Office of Dropout Prevention and Program Completion, to be administered by the Director.
Requires the Director, through the Office, to: (1) help coordinate Federal, State, and local efforts to lower school dropout rates and increase program completion by middle school, secondary school, and college students; (2) recommend Federal policies, objectives, and priorities to lower school dropout rates and increase program completion; (3) oversee the implementation of subpart 2 of part C of title V of ESEA; (4) develop and implement the National School Dropout Prevention Strategy under ESEA; (5) submit to Congress and the Secretary annual national reports describing efforts and recommended actions regarding school dropout prevention and program completion; (6) recommend action to the Secretary and the President, as appropriate, regarding school dropout prevention and program completion; and (7) consult with and assist State and local governments regarding school dropout prevention and program completion. Includes under the scope of the Director's duties examination of all Federal and non-Federal efforts related to: (1) promotion of program completion for children attending middle school or secondary school; (2) programs to obtain a secondary school diploma or its recognized equivalent (including general equivalency diploma (GED) programs), or college degree programs; and (3) reentry programs for individuals aged 12 to 24 who are out of school.
(Sec. 404) Revises ESEA title XIV (General Provisions) to add a new part I, Dropout Prevention. Requires SEAs, in order to receive any assistance under ESEA, to comply with specified provisions regarding school dropouts, including requirements relating to: (1) uniform data collection; (2) attendance neutral funding policies; and (3) suspension and expulsion policies.
Introduced in House
Introduced in House
Referred to the House Committee on Education and the Workforce.
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