Success in the Middle Act of 2007 - Directs the Secretary of Education to make matching grants to states, based on their proportion of poor children aged 5 to 17, to: (1) implement state middle school needs analyses and, on the basis of such analyses, improvement plans that describe what students must master to successfully complete the middle grades and succeed in academically rigorous high school coursework; and (2) award competitive matching subgrants to local educational agencies (LEAs) to implement a comprehensive middle school improvement plan for each eligible school. Favors LEAs with high proportions of poor children and eligible schools.
Defines "eligible schools" as those where: (1) a majority of middle grade students matriculate to high schools with graduation rates below 60%; (2) more than 25% of the students who finish grade six, or the school's earliest middle grade level, exhibit key risk factors for failure; and (3) a majority of middle grade students are not rated proficient on required state assessments in mathematics, reading, or language arts.
Permits states to make subgrants to LEAs that did not receive a competitive subgrant to assist them in applying for competitive subgrants and developing comprehensive middle school improvement plans.
Provides the Secretary with funding to: (1) contract for studies that identify promising practices for, and review existing research to identify factors that might lead to, the improvement of middle school education; (2) create a national clearinghouse in best middle grade educational practices and a national database identifying factors that facilitate or impede middle grade student achievement; (3) require certain educational field research designed to enhance the performance of middle grade schools and students; (4) create a research and development center that addresses topics pertinent to middle grade schools; and (5) provide grants to entities that partner with states and LEAs to develop, adapt, or replicate effective models for turning around low-performing middle grade schools.
[Congressional Bills 110th Congress]
[From the U.S. Government Publishing Office]
[S. 2227 Introduced in Senate (IS)]
110th CONGRESS
1st Session
S. 2227
To provide grants to States to ensure that all students in the middle
grades are taught an academically rigorous curriculum with effective
supports so that students complete the middle grades prepared for
success in high school and postsecondary endeavors, to improve State
and district policies and programs relating to the academic achievement
of students in the middle grades, to develop and implement effective
middle school models for struggling students, and for other purposes.
_______________________________________________________________________
IN THE SENATE OF THE UNITED STATES
October 24, 2007
Mr. Obama (for himself and Mr. Reed) introduced the following bill;
which was read twice and referred to the Committee on Health,
Education, Labor, and Pensions
_______________________________________________________________________
A BILL
To provide grants to States to ensure that all students in the middle
grades are taught an academically rigorous curriculum with effective
supports so that students complete the middle grades prepared for
success in high school and postsecondary endeavors, to improve State
and district policies and programs relating to the academic achievement
of students in the middle grades, to develop and implement effective
middle school models for struggling students, and for other purposes.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Success in the Middle Act of 2007''.
SEC. 2. FINDINGS.
In this Act:
(1) Assessments indicate that the interval between the 4th
and 8th grades is a period where academic achievement for
United States students falls dramatically, with the most severe
losses in academic achievement among minority and low-income
students. International comparisons indicate that students in
the United States do not start out behind students of other
nations in mathematics and science, but that they fall behind
by the end of the middle grades.
(2) Only \1/3\ of the students in 8th grade, and only 5
percent of English language learners, can read with
proficiency, according to the 2007 National Assessment on
Educational Progress (NAEP). The percentage of 8th grade
students proficient at reading has decreased since 1998, and
the NAEP average reading score for 8th graders has remained
static. In contrast, NAEP reading scores and achievement levels
for 4th graders have increased significantly.
(3) In mathematics, again less than \1/3\ of students in
8th grade show skills at the NAEP proficient level, and nearly
30 percent score below the basic level. The percentage of 8th
grade students scoring above the basic level was 8 points
higher in 2007 than in 2000, but for 4th graders, the
percentage increased 17 points, more than double the increase
for middle school students. In 8th grade, the gaps between the
average mathematics scores of white and black students and
between white and Hispanic students were as wide in 2007 as in
1990.
(4) Lack of basic skills at the end of middle school has
serious implications for students. Students who enter high
school 2 or more years behind grade level in mathematics and
literacy have only a 50 percent chance of progressing on time
to the 10th grade; those not progressing are at grave risk of
dropping out of high school.
(5) Middle school students are hopeful about their future,
with 93 percent believing that they will complete high school
and 92 percent anticipating that they will attend college. Yet
about \1/3\ of students who enter high school do not graduate
with their peers, and another \1/3\ graduate but do not have
the knowledge and skills to succeed in college. In fact,
results from ACT's EXPLORE assessment reflect that only 11
percent of 8th grade students are on track to succeed in first-
year college English, algebra, biology and social science
courses.
(6) Sixth-grade students who do not attend school
regularly, who are subjected to frequent disciplinary actions,
or who fail mathematics or English have no more than a 10
percent chance of graduating high school on time and a 20
percent chance of graduating 1 year late. Significant numbers
of 6th grade students exhibit attendance or behavior problems,
or need additional supports in reading or mathematics; without
effective interventions and proper supports, these students are
at risk of subsequent failure in high school, or of dropping
out.
(7) Student transitions from elementary school to middle
school and from middle school to high school are often
complicated by poor curriculum alignment, inadequate counseling
services to help them make decisions about high school classes
that will prepare them for college, and unsatisfactory sharing
of student performance and academic achievement data between
schools.
(8) Middle schools are more likely than elementary schools
or high schools to be identified for improvement. Although
middle schools represented only 15 percent of the schools that
received funds under part A of title I of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6311 et seq.), they
accounted for 32 percent of those schools in corrective action
or restructuring during 2005-2006. In the 2004-2005 academic
year, 36 percent of middle schools that received funds under
part A of title I of the Elementary and Secondary Education Act
of 1965 (20 U.S.C. 6311 et seq.), were deemed in need of
improvement, compared with 10 percent of elementary schools.
(9) Federal funding has long focused on early elementary
grades and on higher education. Students in the middle grades
represent 23 percent of the Nation's student population and 58
percent of the Nation's annual test-takers under the Elementary
and Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.).
Yet, of the funds appropriated in fiscal year 2005 for part A
of title I of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 6311 et seq.), only 10 percent were allocated
to middle schools by the States.
(10) Middle school improvement strategies should be
tailored based on a variety of performance indicators and data,
so that educators can create and implement successful school
improvement strategies to address the needs of the individual
schools, and so that schools can provide effective instruction
and adequate assistance to meet the needs of at-risk students.
(11) To stem a dropout rate twice that of students without
disabilities, students with disabilities in the critical middle
grades must receive appropriate academic accommodations and
access to assistive technology, high-risk behaviors such as
absenteeism and course failure must be monitored, and problem-
solving skills with broad application must be taught.
(12) Local educational agencies and State educational
agencies often do not have the capacity to provide support for
school improvement strategies. Successful models do exist for
turning around low-performing middle schools, and Federal
support should be provided to increase the capacity to apply
promising practices based on evidence from successful schools.
SEC. 3. DEFINITIONS.
In this Act:
(1) Middle school.--The term ``middle school'' means a
nonprofit public school, including a public charter middle
school, that provides education in any 2 or more successive
grades beginning with grade 5 and ending with grade 8, as
determined under State law.
(2) Middle grade.--The term ``middle grade'' means grade 5,
6, 7, or 8.
(3) Scientifically valid.--The term ``scientifically
valid'' means the rationale, design, and interpretation are
soundly developed in accordance with accepted principles of
scientific research.
(4) Secretary.--The term ``Secretary'' means the Secretary
of Education.
(5) State.--The term ``State'' means each of the 50 States,
the District of Columbia, and the Commonwealth of Puerto Rico.
TITLE I--MIDDLE SCHOOL IMPROVEMENT
SEC. 101. PURPOSES.
The purposes of this title are to--
(1) improve middle school student academic achievement to
prepare students for rigorous high school course work, and
eventually for postsecondary education, independent living, and
employment;
(2) align curriculum and student supports between
elementary school and middle school and between middle school
and high school;
(3) provide resources to State educational agencies and
local educational agencies to collaboratively develop school
improvement plans in order to deliver support and technical
assistance to schools serving students in the middle grades;
and
(4) increase the capacity of States and local educational
agencies to develop effective, sustainable, and replicable
school improvement programs and models and evidence-based or,
when available, scientifically valid student interventions for
implementation by schools serving students in the middle
grades.
SEC. 102. FORMULA GRANTS TO STATE EDUCATIONAL AGENCIES FOR MIDDLE
SCHOOL IMPROVEMENT.
(a) In General.--From amounts appropriated under section 107, the
Secretary shall make grants under this title for a fiscal year to each
State educational agency for which the Secretary has approved an
application under subsection (h) in an amount equal to the allotment
determined for such agency under subsection (c) for such fiscal year.
(b) Reservations.--From the total amount made available to carry
out this title for a fiscal year, the Secretary--
(1) shall reserve not more than 1 percent for the Secretary
of the Interior (on behalf of the Bureau of Indian Affairs) and
the outlying areas for activities carried out in accordance
with this section;
(2) shall reserve 1 percent to evaluate the effectiveness
of this title in achieving the purposes of this title and
ensuring that results are peer-reviewed and widely
disseminated, which may include hiring an outside evaluator;
and
(3) shall reserve 5 percent for technical assistance and
dissemination of best practices in middle grades education to
States and local educational agencies.
(c) Amount of State Allotments.--
(1) In general.--Of the total amount made available to
carry out this title for a fiscal year and not reserved under
subsection (b), the Secretary shall allot such amount among the
States in proportion to the number of children, aged 5 to 17,
who reside within the State and are from families with incomes
below the poverty line for the most recent fiscal year for
which satisfactory data are available, compared to the number
of such individuals who reside in all such States for that
fiscal year, determined in accordance with section
1124(c)(1)(A) of the Elementary and Secondary Education Act of
1965(20 U.S.C. 6333(c)(1)(A)).
(2) Minimum allotments.--No State educational agency shall
receive an allotment under this subsection for a fiscal year
that is less than \1/2\ of 1 percent of the amount made
available to carry out this title for such fiscal year.
(d) Matching Requirement.--
(1) In general.--To be eligible to receive a grant under
this title, a State educational agency shall provide non-
Federal matching funds equal to not less than 25 percent of the
amount of the grant.
(2) In-kind contributions.--In-kind contributions, fairly
assessed, may be used to meet the requirement of paragraph (1)
but only to the extent of 10 percent of the amount of the
grant.
(e) Special Rule.--For any fiscal year for which the funds
appropriated to carry out this title are less that $500,000,000, the
Secretary is authorized to award grants to State educational agencies,
on a competitive basis, rather than as allotments described in this
section, to enable such agencies to award subgrants, on a competitive
basis, to carry out the activities authorized under section 104.
(f) Reallotment.--
(1) Failure to apply; application not approved.--If any
State does not apply for an allotment under this title for a
fiscal year, or if the application from the State educational
agency is not approved, the Secretary shall reallot the amount
of the State's allotment to the remaining States in accordance
with this section.
(2) Unused funds.--The Secretary may reallot any amount of
an allotment to a State if the Secretary determines that the
State will be unable to use such amount within 2 years of such
allotment. Such reallotments shall be made on the same basis as
allotments are made under subsection (c).
(g) Application.--In order to receive a grant under this title, a
State educational agency shall submit an application to the Secretary
at such time, in such manner, and accompanied by such information as
the Secretary may reasonably require, including a State middle school
improvement plan described in section 103(a)(4).
(h) Peer Review and Selection.--The Secretary--
(1) shall establish a peer-review process to assist in the
review and approval of proposed State applications;
(2) shall appoint individuals to participate in the peer-
review process who are educators and experts in identifying,
evaluating, and implementing effective education programs and
practices, including areas of teaching and learning,
educational standards and assessments, school improvement, and
academic and behavioral supports for middle school students,
including recognized exemplary middle level teachers and
principals who have been recognized at the State or national
level for exemplary work or contributions to the field;
(3) shall ensure that States are given the opportunity to
receive timely feedback, and to interact with peer-review
panels, in person or via electronic communication, on issues
that need clarification during the peer-review process;
(4) shall approve a State application submitted under this
title not later than 120 days after the date of submission of
the application unless the Secretary determines that the
application does not meet the requirements of this title;
(5) may not decline to approve a State's application
before--
(A) offering the State an opportunity to revise the
State's application;
(B) providing the State with technical assistance
in order to submit a successful application; and
(C) providing a hearing to the State; and
(6) shall direct the Inspector General of the Department to
review final determinations reached by the Secretary to approve
or deny State applications, and to analyze the consistency of
the process used by peer review panels in reviewing and
recommending to the Secretary approval or denial of such State
applications, and report the findings of this review and
analysis to Congress.
SEC. 103. STATE PLAN; AUTHORIZED ACTIVITIES.
(a) Mandatory Activities.--
(1) In general.--A State educational agency that receives a
grant under this title shall use the grant funds--
(A) to prepare and implement the needs analysis and
middle school improvement plan described in paragraphs
(3) and (4) of such agency;
(B) to make subgrants to local educational agencies
under section 104; and
(C) to assist local educational agencies when
determined necessary, or at the request of a local
educational agency, in designing an improvement plan
and carrying out the activities under section 104.
(2) Funds for subgrants.--A State educational agency that
receives a grant under this title shall use not less than 80
percent of the grant funds to make subgrants to local
educational agencies under section 104.
(3) Middle school needs analysis.--
(A) In general.--A State educational agency that
receives a grant under this title shall enter into a
contract, or similar formal agreement, to work with
entities such as national and regional comprehensive
centers (as described in section 203 of the Educational
Technical Assistance Act of 2002), institutions of
higher education, or nonprofit organizations, to
prepare a plan that analyzes how to strengthen the
programs, practices, and policies of the State in
supporting middle school education, including the
factors, such as local implementation, that influence
variation in the effectiveness of such programs,
practices, and policies.
(B) Preparation of plan.--In preparing the plan
under subparagraph (A), the State educational agency
shall examine policies and practices of the State, and
of local educational agencies within the State,
affecting--
(i) middle school curriculum instruction
and assessment;
(ii) education accountability and data
systems;
(iii) teacher quality and equitable
distribution; and
(iv) interventions that support learning in
school.
(4) Middle school improvement plan.--
(A) In general.--A State educational agency that
receives a grant under this title shall develop a
middle school improvement plan that shall be a
statewide plan to improve student academic achievement,
based on the needs analysis described in paragraph (3),
that describes what students are required to know and
do to successfully--
(i) complete the middle grades; and
(ii) make the transition to succeed in an
academically rigorous high school coursework,
that prepares students for college, independent
living, and employment.
(B) Plan components.--A middle school improvement
plan described in subparagraph (A) shall also describe
how the State educational agency will do each of the
following:
(i) Ensure that the curricula and
assessments for middle grades education are
aligned with high school curricula and
assessments and prepare students to take
challenging high school courses and
successfully engage in postsecondary education,
ensuring coordination, where applicable, with
grants for P-16 alignment as provided in
section 6401 of the America COMPETES Act
(Public Law 110-69).
(ii) Provide professional development to
school leaders, teachers, and other school
personnel in addressing the needs of diverse
learners, including students with disabilities
and English language learners, in using
challenging and relevant research-based best
practices and curricula, and in using data to
inform instruction.
(iii) Identify and disseminate information
on effective schools and instructional
strategies for middle grade learners based on
high-quality research.
(iv) Include specific provisions for
students most at-risk of failure, including
English language learners and students with
disabilities.
(v) Develop and implement early
identification data systems (as defined in
section 104(k)) to alert schools when students
begin to exhibit outcomes or behaviors that
indicate the student is at increased risk for
low academic achievement or is unlikely to
progress to high school graduation, to and
develop and implement a system of evidence
based interventions that schools can use to
effectively intervene.
(vi) Define a set of comprehensive school
performance indicators that shall be used, in
addition to the indicators used to determine
adequate yearly progress, to evaluate school
performance, and guide the school improvement
process, such as--
(I) student attendance and
absenteeism;
(II) earned on-time promotion rates
from grade to grade;
(III) percent of students failing a
mathematics, reading or language arts,
or science course, or failing 2 or more
of any course;
(IV) teacher quality and attendance
measures;
(V) in-school and out-of-school
suspension or other measurable evidence
of at-risk behavior; and
(VI) additional indicators proposed
by the State educational agency, and
approved by the Secretary pursuant to
the peer-review process described in
section 102(h).
(vii) Ensure that such plan is coordinated
with State activities to turn around other
schools in need of improvement, including State
activities to improve high schools and
elementary schools.
(b) Permissible Activities.--
(1) In general.--A State educational agency that receives a
grant under this title may use the grant funds to make
competitive grants to eligible entities to carry out the
following activities:
(A) Develop and encourage collaborations among
researchers at institutions of higher education, State
educational agencies, educational service agencies (as
defined in section 9101 of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 7801), local
educational agencies, and nonprofit organizations to
expand the use of effective practices in the middle
grades and to improve middle grade education.
(B) Support local educational agencies in
implementing effective middle grade practices, models
and programs that are evidence-based or, when
available, scientifically valid and that lead to
improved student academic achievement.
(C) Support collaborative communities of middle
school teachers, administrators, and researchers in
creating and sustaining informational databases to
disseminate results from rigorous research on effective
practices and programs for middle grade education.
(D) Increase student support services, such as
school counseling on the transition to high school.
(2) Eligible entity.--In this subsection, the term
``eligible entity'' means any partnership that includes not
less than 1 local educational agency and may include an
institution of higher education, an educational service agency,
and any non-profit organization with demonstrated expertise in
high quality middle grade interventions.
SEC. 104. COMPETITIVE SUBGRANTS TO LOCAL EDUCATIONAL AGENCIES TO
IMPROVE LOW-PERFORMING MIDDLE GRADES.
(a) In General.--A State educational agency that receives a grant
under this title shall make competitive subgrants to eligible local
educational agencies.
(b) Priorities.--In making subgrants under this section, a State
educational agency shall give priority to eligible local educational
agencies based on--
(1) the local educational agency's respective populations
of children described in section 102(c)(1); and
(2) the local educational agency's respective populations
of children attending eligible schools.
(c) Matching Requirement.--
(1) In general.--To be eligible to receive a subgrant under
this section, an eligible local educational agency shall
provide non-Federal matching funds equal to not less than 15
percent of the amount of the subgrant.
(2) In-kind contributions.--In-kind contributions, fairly
assessed, may be used to meet the requirement of paragraph (1)
but only to the extent of 10 percent of the amount of the
subgrant.
(d) Application.--An eligible local educational agency that desires
to receive a subgrant under this title shall submit an application to
the State educational agency at such time, in such manner, and
accompanied by such information as the State educational agency may
reasonably require, including--
(1) a comprehensive schoolwide improvement plan described
in subsection (e);
(2) a description of how activities described in such plan
will be coordinated with activities specified in plans for
schoolwide programs under section 1114 of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6314) and school
improvement plans required under section 1116 of such Act (20
U.S.C. 6316); and
(3) a description of how activities described in such plan
will be complementary to, and coordinated with, school
improvement activities for elementary schools and high schools
in need of improvement that serve the same students within the
local educational agency.
(e) Comprehensive Schoolwide Improvement Plan.--An eligible local
educational agency that desires to receive a subgrant under this title
shall develop a comprehensive schoolwide improvement plan that shall
include the information described in subsection (d)(2) and describe how
the agency will--
(1) identify eligible schools;
(2) ensure that funds go to the highest priority eligible
schools first;
(3) use funds to improve the academic achievement of all
students, including English language learners and students with
disabilities, in eligible schools and middle grades;
(4) implement an early identification data system and use
this data to guide decisions on implementing appropriate
interventions;
(5) increase academic rigor and foster student engagement
to ensure students are entering high school prepared for
success in a rigorous college-ready curriculum, including a
description of how such readiness will be measured;
(6) implement a systemic transition plan for all students
and encourage collaboration between elementary, middle, and
high schools; and
(7) provide evidence of an ongoing commitment to sustain
the plan for a period of not less than 4 years.
(f) Review and Selection of Subgrants.--In making subgrants under
this section, the State educational agency shall--
(1) establish a peer-review process to assist in the review
and approval of eligible local educational agency applications;
and
(2) appoint individuals to participate in the peer-review
process who are educators and experts in identifying,
evaluating, and implementing effective education programs and
practices, including areas of teaching and learning,
educational standards and assessments, school improvement, and
academic and behavioral supports for middle school students,
including recognized exemplary middle level teachers and
principals who have been recognized at the State or national
level for exemplary work or contributions to the field.
(g) Revision of Subgrants.--If a State educational agency, using
the peer-review process described in subsection (f), determines that an
eligible local educational agency's application does not meet the
requirements of this title, the State educational agency shall notify
the local educational agency of such determination and the reasons for
such determination, and offer--
(1) the local educational agency an opportunity to revise
and resubmit the application; and
(2) technical assistance to the local educational agency to
revise the application.
(h) Mandatory Uses of Funds.--An eligible local educational agency
that receives a subgrant under this section shall carry out the
following in each eligible school served by the agency:
(1) Align curricula among elementary grades, middle grades,
and high schools to improve transitions from elementary school
to middle school and from middle school to high school within
the local educational agency, and across all grade levels
within middle schools to improve grade to grade transitions.
(2) Implement evidence-based or, when available,
scientifically valid instructional strategies, programs, and
learning environments that meet the needs of all students and
ensure that school leaders and teachers receive professional
development on the use of these strategies.
(3) Ensure that school leaders, teachers, pupil service
personnel, and other school staff understand the developmental
stages of adolescents in the middle grades and how to deal with
those stages appropriately in an educational setting.
(4) Implement organizational practices and school schedules
that allow for effective leadership, collaborative staff
participation, effective teacher teaming, and parent and
community involvement.
(5) Create a more personalized and engaging learning
environment for middle grade students by developing a personal
academic plan for each student and assigning not less than 1
adult to help monitor student progress.
(6) Provide all students with information and assistance
about the requirements for high school graduation, college
admission, and career success.
(7) Utilize data from an early identification data system
and guidance resources to identify struggling students and
assist the students as the students transition from elementary
school to middle school and from middle school to high school.
(8) Implement academic supports and effective and
coordinated additional assistance programs to ensure that
students have a strong foundation in reading, writing,
mathematics, and science skills.
(9) Implement evidence-based or, when available,
scientifically valid schoolwide programs and targeted supports
to promote positive academic outcomes, such as increased
attendance rates and the promotion of physical, personal, and
social development.
(10) Develop and use an effective formative assessment to
inform instruction.
(i) Permissible Uses of Funds.--An eligible local educational
agency that receives a subgrant under this section may use the subgrant
funds to carry out the following:
(1) Implement extended learning opportunities in core
academic areas including more instructional time in literacy,
mathematics, science, history, and civics in addition to
opportunities for language instruction and understanding other
cultures and the arts.
(2) Provide evidence-based professional development
activities with specific benchmarks to enable teachers and
other school staff to appropriately monitor academic and
behavioral progress, modify curricula, and implement
accommodations and assistive technology services for students
with disabilities, consistent with individualized education
programs under section 614(d) of the Individuals with
Disabilities Education Act (20 U.S.C. 1414(d)).
(3) Employ and use instructional coaches, including
literacy, mathematics, and English language learner coaches.
(4) Provide professional development for content-area
teachers on working effectively with English language learners
and students with disabilities, as well as professional
development for English as a second language educators,
bilingual educators, and special education personnel.
(5) Encourage and facilitate the sharing of data among
elementary schools, middle schools, and high schools as well as
postsecondary institutions.
(6) Create collaborative study groups composed of
principals or teachers, or both, among middle schools within
the eligible local educational agency, or between the eligible
local educational agency and another local educational agency,
with a focus on developing and sharing methods to increase
student learning and academic achievement.
(j) Planning Subgrants.--
(1) In general.--In addition to the subgrants to which the
preceding provisions of this section apply, a State educational
agency may (without regard to such preceding provisions) make
planning subgrants, and provide technical assistance, to
eligible local educational agencies that have not received a
subgrant under subsection (a) to assist the local educational
agencies in meeting the requirements of subsections (d) and
(e).
(2) Amount and duration.--Subgrants under this subsection
may not exceed $50,000 nor 1 year in duration.
(k) Definitions.--In this section:
(1) Early identification data system.--The term ``early
identification data system'' means an electronic system--
(A) that is maintained by the State educational
agency for use by local educational agencies and
schools containing not less than 1 middle grade;
(B) that stores individual middle grade student
level data (including data necessary to make the
determinations under paragraph (3)(B)) tied to a unique
student identifier on school outcomes that has been
shown to be highly predictive of whether or not a
student is on track to graduate from high school with a
regular diploma, such as--
(i) student attendance and absenteeism;
(ii) earned on-time promotion rates from
grade to grade;
(iii) a failing grade in a mathematics,
reading or language arts course;
(iv) in-school and out-of-school suspension
or other measurable evidence of at-risk
behavior; and
(v) additional indicators proposed by the
State educational agency and approved by the
Secretary;
(C) the data in which is easily accessible to
teachers and administrators; and
(D) that is updated on a regular basis to measure
student progress over time.
(2) Eligible local educational agency.--The term ``eligible
local educational agency'' means a local educational agency
that serves not less than 1 eligible school.
(3) Eligible school.--The term ``eligible school'' means a
school containing not less than 1 middle grade and--
(A) more than 50 percent of the middle grade
students go on to attend a high school with a
graduation rate of less than 60 percent;
(B) more than 25 percent of the students who finish
grade 6, or the earliest middle grade level in the
school, exhibit 1 or more of the key risk factors and
early risk identification signs, including--
(i) student attendance below 90 percent;
(ii) a failing grade in a mathematics,
reading or language arts course;
(iii) 2 failing grades in any courses; and
(iv) out-of-school suspension or other
evidence of at-risk behavior; or
(C) more than 50 percent of the middle grade
students do not perform at a proficient level on State
assessments required under section 1111(b)(3) of the
Elementary and Secondary Education Act of 1965 (20
U.S.C. 6311(b)(3)) in mathematics or reading or
language arts.
SEC. 105. DURATION OF GRANTS; SUPPLEMENT NOT SUPPLANT.
(a) Duration of Grants.--
(1) In general.--Except as provided in paragraph (2),
grants and subgrants under this title may not exceed 3 years in
duration.
(2) Renewals.--
(A) In general.--Grants and subgrants under this
title may be renewed in 2-year increments.
(B) Conditions.--In order to be eligible to have a
grant or subgrant renewed under this paragraph, the
grant or subgrant recipient shall demonstrate, to the
satisfaction of the granting entity, that--
(i) the recipient has complied with the
terms of the grant or subgrant, including by
undertaking all required activities; and
(ii) during the period of the grant or
subgrant, there has been significant progress
in student academic achievement, as measured by
the annual measurable objectives established
pursuant to section 1111(b)(2)(C)(v) of the
Elementary and Secondary Education Act (20
U.S.C. 6311(b)(2)(C)(v)) and other key risk
factors such as attendance and on-time
promotion.
(b) Federal Funds to Supplement, Not Supplant, Non-Federal Funds.--
(1) In general.--A State educational agency or local
educational agency shall use Federal funds received under this
title only to supplement the funds that would, in the absence
of such Federal funds, be made available from non-Federal
sources for the education of pupils participating in programs
assisted under this title, and not to supplant such funds.
(2) Special rule.--Nothing in this title shall be construed
to authorize an officer, employee, or contractor of the Federal
Government to mandate, direct, limit, or control a State, local
educational agency, or school's specific instructional content,
academic achievement standards and assessments, curriculum, or
program of instruction.
SEC. 106. EVALUATION AND REPORTING.
(a) Evaluation.--Not later than 180 days after the date of
enactment of this Act, and annually thereafter for the period of the
grant, each State receiving a grant under this title shall--
(1) conduct an evaluation of the State's progress regarding
the impact of the changes made to the policies and practices of
the State in accordance with this title, including--
(A) a description of the specific changes made, or
in the process of being made, to policies and practices
as a result of the grant;
(B) a discussion of any barriers hindering the
identified changes in policies and practices, and
implementations strategies to overcome such barriers;
(C) evidence of the impact of changes to policies
and practices on behavior and actions at the local
educational agency and school level; and
(D) evidence of the impact of the changes to State
and local policies and practices on improving
measurable learning gains by middle school students;
(2) use the results of the evaluation conducted under
paragraph (1) to adjust the policies and practices of the State
as necessary to achieve the purposes of this title; and
(3) submit the results of the evaluation to the Secretary.
(b) Availability.--The Secretary shall make the results of each
State's evaluation under subsection (a) available to other States and
local educational agencies.
(c) Local Educational Agency Reporting.--On an annual basis, each
eligible local educational agency receiving a subgrant under this title
shall report to the State educational agency and to the public on--
(1) the school performance indicators (as described in
section 103(a)(4)(B)(vi)) for each eligible school (as defined
in section 104(k)) served by the local educational agency, in
the aggregate and disaggregated by the subgroups described in
section 1111(b)(2)(C)(v)(II) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6311(b)(2)(C)(v)(II)); and
(2) the use of funds by the local educational agency and
each such school.
(d) State Educational Agency Reporting.--On an annual basis, each
State educational agency receiving grant funds under this title shall
report to the Secretary and to the public on--
(1) the school performance indicators (as described in
section 103(a)(4)(B)(vi)) in the aggregate and disaggregated by
the subgroups described in section 1111(b)(2)(C)(v)(II) of the
Elementary and Secondary Education Act of 1965 (20 U.S.C.
6311(b)(2)(C)(v)(II)); and
(2) the use of the funds by each local educational agency
and each school served with such funds.
(e) Report to Congress.--Every 2 years, the Secretary shall report
to the public and to Congress--
(1) a summary of the State reports under subsection (d);
and
(2) the use of funds by each State under this title.
SEC. 107. AUTHORIZATION OF APPROPRIATIONS.
There are authorized to be appropriated to carry out this title
$1,000,000,000 for fiscal year 2008 and such sums as may be necessary
for each of the 5 succeeding fiscal years.
TITLE II--RESEARCH RECOMMENDATIONS
SEC. 201. PURPOSE.
The purpose of this title is to facilitate the generation,
dissemination, and application of research needed to identify and
implement effective practices that lead to continual student learning
and high academic achievement at the middle level.
SEC. 202. RESEARCH RECOMMENDATIONS.
(a) Study on Promising Practices.--
(1) In general.--Not later than 60 days after the date of
enactment of this Act, the Secretary shall enter into a
contract with the Center for Education of the National
Academies to identify promising practices for the improvement
of middle school education.
(2) Content of study.--The study described in paragraph (1)
shall identify promising practices currently being implemented
for the improvement of middle school education. The study shall
be conducted in an open and transparent way that provides
interim information to the public about criteria being used to
identify--
(A) promising practices;
(B) the practices that are being considered; and
(C) the kind of evidence needed to document
effectiveness.
(3) Report.--The contract entered into pursuant to this
subsection shall require that the Center for Education of the
National Academies submit to the Secretary, the Committee on
Health, Education, Labor, and Pensions of the Senate, and the
Committee on Education and Labor of the House of
Representatives a final report regarding the study conducted
under this subsection not later than 1 year after the date of
the commencement of the contract.
(4) Publication.--The Secretary shall make public and post
on the website of the Department of Education the findings of
the study conducted under this subsection.
(b) Synthesis Study of Effective Teaching and Learning in Middle
School.--
(1) In general.--Not later than 60 days after the date of
enactment of this Act, the Secretary shall enter into a
contract with the Center for Education of the National
Academies to review existing research on middle school
education, and on factors that might lead to increased
effectiveness and enhanced innovation in middle school
education.
(2) Content of study.--The study described in paragraph (1)
shall review research on education programs, practices, and
policies, as well as research on the cognitive, social, and
emotional development of children in the middle grades age
range, in order to provide an enriched understanding of the
factors that might lead to the development of innovative and
effective middle school programs, practices, and policies. The
study shall focus on--
(A) the areas of curriculum, instruction, and
assessment (including additional supports for students
who are below grade level in reading, writing,
mathematics, and science, and the identification of
students with disabilities) to better prepare all
students for subsequent success in high school,
college, and cognitively challenging employment;
(B) the quality of, and supports for, the teacher
workforce;
(C) aspects of student behavioral and social
development, and of social interactions within schools
that affect the learning of academic content;
(D) the ways in which schools and local educational
agencies are organized and operated that may be linked
to student outcomes; and
(E) identification of areas where further research
and evaluation may be needed on these topics to further
the development of effective middle school practices.
(3) Report.--The contract entered into pursuant to this
subsection shall require that the Center for Education of the
National Academies submit to the Secretary, the Committee on
Health, Education, Labor, and Pensions of the Senate, and the
Committee on Education and Labor of the House of
Representatives a final report regarding the study conducted
under this subsection not later than 2 years after the date of
commencement of the contract.
(4) Publication.--The Secretary shall make public and post
on the website of the Department of Education the findings of
the study conducted under this subsection.
(c) Other Activities.--The Secretary shall carry out each of the
following:
(1) Create a national clearinghouse, in coordination with
entities such as What Works and the Doing What Works
Clearinghouses, for research in best practices in the middle
grades and in the approaches that successfully take those best
practices to scale in schools and local educational agencies.
(2) Create a national middle grades database accessible to
educational researchers, practitioners, and policymakers that
identifies school, classroom, and system-level factors that
facilitate or impede student academic achievement in the middle
grades.
(3) Require the Institute for Education Sciences to develop
a strand of field-initiated and scientifically valid research
designed to enhance performance of middle grade schools and
students who are most at risk of educational failure, which may
be coordinated with the Regional Education Laboratories,
institutions of higher education, agencies recognized for their
research work that has been published in peer-reviewed
journals, and organizations that have regional education
laboratories funded through the Institute for Education
Sciences. Such research shall target specific issues such as--
(A) effective practices for instruction and
assessment in mathematics, science, technology, and
literacy;
(B) academic interventions for adolescent English
language learners;
(C) school improvement programs and strategies for
closing the academic achievement gap;
(D) evidence-based or, when available,
scientifically valid professional development planning
targeted to improve pedagogy and student academic
achievement;
(E) the effects of increased learning or extended
school time in the middle grades; and
(F) the effects of decreased class size or
increased instructional and support staff.
(4) Strengthen the work of the existing National Research
and Development Centers by adding an Educational Research and
Development Center dedicated to addressing--
(A) curricular, instructional, and assessment
issues pertinent to the middle grades (such as
mathematics, science, technological fluency, the needs
of English language learners, and students with
disabilities);
(B) comprehensive school-wide reforms for low-
performing middle grade schools; and
(C) other topics pertinent to middle schools.
(5) Provide grants to nonprofit organizations, for-profit
organizations, institutions of higher education, and others to
partner with State educational agencies and local educational
agencies to develop, adapt, or replicate effective models for
turning around low-performing middle schools.
SEC. 203. AUTHORIZATION OF APPROPRIATIONS; RESERVATIONS.
(a) Authorization.--There are authorized to be appropriated to
carry out this title $100,000,000 for fiscal year 2008 and such sums as
may be necessary for each of the 5 succeeding fiscal years.
(b) Reservations.--From the total amount made available to carry
out this title, the Secretary shall reserve--
(1) 2.5 percent for the studies described in subsections
(a) and (b) of section 202;
(2) 5 percent for the clearinghouse described in section
202(c)(1);
(3) 5 percent for the database described in section
202(c)(2);
(4) 42.5 percent for the activities described in section
202(c)(3);
(5) 15 percent for the activities described in section
202(c)(4); and
(6) 30 percent for the activities described in section
202(c)(5).
<all>
Introduced in Senate
Read twice and referred to the Committee on Health, Education, Labor, and Pensions.
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