S.2 - Educational Opportunities Act106th Congress (1999-2000)
|Sponsor:||Sen. Jeffords, James M. [R-VT] (Introduced 01/19/1999)|
|Committee Reports:||S. Rept. 106-261|
|Latest Action:||Senate - 05/09/2000 Amendment SA 3139 proposed by Senator Stevens. (consideration: CR S3662, S3665-3679) To provide for early learning programs, and for other purposes. (All Actions)|
|Roll Call Votes:||There have been 7 roll call votes|
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Summary: S.2 — 106th Congress (1999-2000)All Information (Except Text)
Educational Opportunities Act - Amends the Elementary and Secondary Education Act of 1965 (ESEA) to revise and reauthorize through FY 2005 various ESEA programs.
Reported to Senate with amendment(s) (04/12/2000)
Title I: Helping Disadvantaged Children Meet High Standards - Revises ESEA title I (Helping Disadvantaged Children Meet High Standards) to extend the authorization of appropriations through FY 2005 for ESEA title I programs of: (1) local educational agency (LEA) grants (part A); (2) Even Start Family Literacy (part B); (3) education of migratory children (part C); and (4) certain Federal activities.
(Sec. 102) Authorizes appropriations for: (1) a parental assistance (new part D); and (2) comprehensive school reform (new part F).
Extends through FY 2003 (but phases out in decreasing amounts) the authorization of appropriations for a program of payments for certain capital expenses (including those of private schools renting neutral sites to deliver title I educational services).
(Sec. 103) Revises the reservation and allocation of funds for school improvement under part A.
Part A: Basic Programs - Amends ESEA title I part A (Improving Basic Programs Operated by Local Educational Agencies) to revise requirements for State plans, including provisions for: (1) coordination with other Federal education activities; (2) specified criteria for adequate yearly progress; (3) parental involvement; and (4) annual performance reports on participating LEAs.
(Sec. 111) Sets forth requirements for implementing challenging content and student performance standards, yearly student assessments, and accountability standards.
Requires students who have attended school in the United States for at least three consecutive years to be assessed in the English language.
(Sec. 112) Revises requirements for LEA plans, including provisions for: (1) coordination with other Federal education activities; (2) descriptions of how the LEA will implement professional development and parental involvement activities and take into account the effectiveness of model programs for possible replication; and (3) annual performance reports on participating schools.
(Sec. 113) Revises provisions for eligible school attendance areas. Allow LEAs to provide title I grants to schools which were eligible for, and received grants, in the preceding year, even if they are not eligible in the current year.
(Sec. 114) Revises schoolwide programs to: (1) allow an LEA to use funds for a schoolwide program to upgrade its entire educational program if the LEA serves an eligible school attendance area in which not less than 40 percent (currently 50 percent) of the children are from low-income families or not less than 40 percent (currently 50 percent) of the children enrolled in the school are from such families; and (2) not require any school that is using funds from more than one Federal education program in the operation of its schoolwide program to maintain separate fiscal accounting records by program, if the school maintains records that demonstrate that the schoolwide program addresses the intent and purpose of each Federal program for which funding is consolidated.
(Sec. 115) Revises provisions for targeted assistance schools.
(Sec. 116) Establishes requirements relating to public school safety and family school choice.
Requires an LEA to allow a student to attend another public school or public charter school selected by the student's parent, if: (1) the student becomes a victim of a violent criminal offense while in or on the grounds of a public school that the student attends and that receives part A assistance; and (2) the student is eligible to be served under a targeted assistance program or attends a school eligible for a schoolwide program. Authorizes an LEA, if the public school that a student attends and that receives part A assistance has been designated as an unsafe public school, to allow such student to attend another public school or public charter school selected by the student's parent. Requires SEA determinations of what actions constitute violent criminal offenses and which schools are unsafe public schools. Prohibits the amount provided for transportation with title I funds from exceeding the per pupil costs for elementary or secondary students as provided by the LEA that serves the school involved in the transfer.
(Sec. 117) Revises provisions for assessment and LEA and school improvement. Provides for public school choice related to schools identified for corrective action and school improvement.
Requires LEAs to identify any schools that for two consecutive years fail to make adequate yearly progress. Allows, in the case of a targeted assistance program, LEA review of the progress of only those students being served.
Requires each identified school to revise its school plan to describe: (1) specific achievement problems to be solved; (2) how research-based strategies will be employed to improve the student performance; (3) how it will address the need for high quality professional development; (4) specific goals and objectives it will undertake for making adequate yearly progress; (5) its responsibilities and the responsibilities of its LEA; and (6) strategies to promote effective parental involvement.
Requires LEAs to issue annual performance reports about each school served under part A. Revises provisions relating to LEA corrective actions with respect to identified schools.
Provides for public school choice related to schools identified for corrective action and school improvement.
Requires LEAs to provide all students enrolled in a title I school identified for corrective action and school improvement with an option to transfer to any other public school or charter school within the LEA or in another LEA (unless this is prohibited by State or local law). Requires the LEA serving the identified school to use title I funds, in an amount not exceeding per pupil costs, to pay the transportation costs of students transferring from such identified schools to other schools. Requires such choice option to continue to be offered for two years after the school is no longer so identified.
Requires SEAs to issue annual performance reports about each LEA served under part A. Revises provisions relating to SEA corrective actions with respect to LEAs.
(Sec. 118) Requires SEAs to follow specified priorities and approaches in providing statewide systems of assistance for school support and improvement.
(Sec. 119) Revises part A parental involvement provisions to: (1) allow establishment of school-district-wide parent advisory councils; (2) require other reasonable support for parental involvement activities as parents may request, including emerging technologies; and (3) require school and LEAs to assist parents and parental organizations with respect to obtaining information from parental information and resource centers in States with such centers.
(Sec. 120) Requires professional development activities to: (1) give teachers, principals, administrators, paraprofessionals, pupil services personnel, and parents knowledge and skills to provide students with the opportunity to meet State or local content standards and student performance standards; (2) advance teacher understanding of effective instructional strategies, based on research for improving student achievement, at a minimum in reading or language arts and mathematics; (3) be of sufficient intensity and duration (not to include one-day or short-term workshops and conferences) to have a positive and lasting impact on the teacher's performance in the classroom (except if an activity is one component of a long-term comprehensive professional development plan); (4) provide training for teachers in the use of technology and the applications of technology used in the classroom and in academic content areas; (5) be regularly evaluated for impact on increased teacher effectiveness and improved student performance and achievement; and (6) include strategies for identifying and eliminating gender and racial bias in instructional materials, methods, and practices.
(Sec. 120A) Revises provisions for part A participation of children enrolled in private schools with respect to requirements for consultation between public and private school authorities. Authorizes LEAs to calculate numbers of low-income students for purposes of allocation for equitable service to private school students. Directs the Secretary of Education to consider one or more factors, including the quality, size, scope, or location of the program, or the opportunity of eligible children to participate in the program when deciding whether to institute a bypass of an LEA to arrange part A services for private schools.
(Sec. 120B) Revises coordination requirements to allow part A funds to be used for early childhood education. Authorizes an LEA to use such funds to provide preschool services: (1) directly to eligible preschool children in all or part of its school district; (2) through any school participating in the LEA's part A program; or (3) through a contract with a local Head Start agency, an eligible entity operating an Even Start program, a State-funded preschool program, or a comparable public early childhood development program. Allows early childhood education programs operated with part A funds to be operated and funded jointly with part B Even Start programs, Head Start programs, or State-funded preschool programs. Requires such programs to: (1) focus on the developmental needs of participating children, including their social, cognitive, and language-development needs, and use research-based approaches that build on competencies that lead to school success, particularly in language and literacy development and in reading; (2) teach children to understand and use language in order to communicate for various purposes; (3) enable children to develop and demonstrate an appreciation of books; and (4) in the case of children with limited English proficiency, enable the children to progress toward acquisition of the English language.
(Sec. 120C) Revises part A subpart 2 allocation requirements. Allows the use of competitive grants to LEAs in outlying areas to provide direct educational services.
Requires the Secretary to allocate an amount equal to the FY2000 appropriation under each of the Basic and Concentration Grant formulas. Requires allocation of any increases over the FY2000 appropriation under the Targeted Grant formula. Reserves one-half of any part A appropriations in excess of a specified amount for a separate allocation to the States for program improvement and corrective action with respect to schools or LEAs not meeting state standards of adequate yearly progress. Applies a specified hold harmless rate to Concentration Grants to all LEAs.
Extends through FY 2005 the authorization of appropriations for the Education Finance Incentive Grant program.
(Sec. 120D) Establishes the Child Centered Program, as a new subpart 3 of part A. Allows up to ten States, and 20 LEAs in States which do not participate, to use their subpart 1 and 2 funds to carry out such program. Allows an LEA, if its State does not carry out such program or have an approved application, to apply and participate directly in carrying out such program. Directs the Secretary to make incentive grants to participating States and participating LEAs to carry out such program. Authorizes appropriations for such incentive grants.
Requires States and LEAs participating in such program to establish a per pupil amount based on their number of eligible children. Allows such States and LEAs to vary such amount by taking into account factors that may include: (1) variations in the cost of providing supplemental education services in different parts of the State or the school district served by the participating LEA; (2) the cost of providing services to pupils with different educational needs; or (3) the desirability of placing priority on selected grades. Requires such States and LEAs, in the case of a child centered program for eligible children at a public school, to make available such per pupil amount to the public school in which an eligible child is enrolled. Requires such amount to be used for supplemental education services for the eligible child that are: (1) provided by the school directly or through the provision of supplemental education services with any governmental or nongovernmental agency, school, postsecondary educational institution, or other entity, including a private organization or business; or (2) if directed by the parent of an eligible child, provided by the school or LEA through a school-based program or through the provision of supplemental education services with a tutorial service provider.
Allows a public school in which half of the students enrolled are eligible children to use subpart 3 funds, in combination with other Federal, State, and local funds, to carry out a schoolwide program to upgrade the entire educational program in the school. Requires such school to have a comprehensive plan that includes specified elements. Authorizes the Secretary to exempt such school's schoolwide child centered program from statutory or regulatory requirements of any other noncompetitive formula or discretionary grant program administered by the Secretary (other than one under the Individuals with Disabilities Education Act) to support the schoolwide program, if the intent and purposes of such other noncompetitive or discretionary programs are met.
Requires a State or participating LEA carrying out a child centered program to ensure that eligible children who are enrolled in a private school receive supplemental education services in a specified manner.
Requires, as a condition of eligibility to carry out a child centered program, a State (or participating LEA) to operate a statewide (or school-district-wide) open enrollment program that permits parents to enroll their child in any public school in the State (or school district) if space is available in the public school and the child meets the qualifications for attendance at the public school. Authorizes the Secretary to waive such requirement if the State or LEA demonstrates that parents served: (1) have sufficient options to enroll their child in multiple public schools; or (2) will have sufficient options to use the per pupil amount made available under subpart 3 to purchase supplemental education services from multiple tutorial assistance providers or schools.
Sets forth parental involvement requirements for child centered programs, including annual meetings and annual school report cards.
Sets forth requirements for program administration, evaluation, and reports.
Part B: Even Start Family Literacy Programs - Revises ESEA title I part B (Even Start Family Literacy Programs).
(Sec. 121) Increases the portion of Even Start funds reserved for migrant programs, outlying areas, and Indian tribes, if appropriations exceed a specified amount. Directs the Secretary to ensure that Even Start programs for Indians are coordinated with family literacy programs operated by the Bureau of Indian Affairs.
Directs the Secretary to reserve a specified amount for research, if there are certain excess amounts in FY 2001 through 2005.
Makes discretionary, rather than mandatory, the Secretary's making of competitive grants for interagency coordination of statewide family literacy initiatives.
Requires States applying for Even Start grants to submit State plans, including State indicators of program quality.
Revises Federal share limitations.
Requires Even Start program elements to include: (1) intensive family literacy services using instructional approaches that the best available research on reading indicates will be most effective in building adult literacy and children's language development and reading ability; (2) methods to ensure families' successfully completing the program, including year-round programs or continuing some instructional services during the summer months, developmentally appropriate educational services for at least a three-year age range of children, encouraging families to attend regularly and remain in the program for a sufficient time to meet their goals, and promoting continuity of family literacy services across critical points in the lives of children and their parents; (3) an independent evaluation of the program to be used for program improvement; and (5) instructional programs grounded in scientifically based reading research for children and, to the extent such research is available, for adults.
Permits Even Start programs to serve children aged eight or older in collaboration with part A programs.
Requires inclusion of an individual with expertise in family literacy programs on subgrant review panels.
Revises research provisions to authorize the Secretary to carry out, directly or through grants or contracts, research on family literacy services, including: (1) scientifically based research on the development of reading and literacy in young children; (2) the most effective ways of improving the literacy skills of adults with reading difficulties; and (3) the manner in which family literacy services can best provide parents with the knowledge and skills the parents need to support their children's literacy development. Directs the Secretary to ensure the dissemination, through the National Institute for Literacy and other appropriate means, of the results of such research.
Part C: Education of Migratory Children - Revises ESEA title I part C (Education of Migratory Children) to include assisting States to ensure that migratory children: (1) are not penalized by disparities among the States in curriculum, graduation requirements, and student performance and content standards; and (2) receive full and appropriate opportunities to meet the same challenging State content and student performance standards that all children are expected to meet.
(Sec. 132) Revises State application requirements to include provisions for: (1) joint planning efforts between migrant education programs, other education programs, and bilingual education programs; and (2) parental involvement and the parent advisory councils.
(Sec. 133) Revises comprehensive plan requirements.
(Sec. 134) Revises coordination requirements. Directs the Secretary to establish a national system for electronically exchanging migrant student information, including: (1) immunization records and other health information; (2) elementary and secondary school academic history including partial credit, credit accrual, and results from State assessments; (3) other academic information essential to ensuring that migrant children achieve high standards; and (4) eligibility for services under the Individuals with Disabilities Education Act (IDEA).
Part D: Parental Assistance - Revises ESEA title I to establish a new part D (Parental Assistance), which provides for a Parental Information and Resource Center Program (which was authorized previously under title IV of the Goals 2000: Educate America Act). (Revises and transfers to a new title III part B, later in this Act, the current ESEA title I part D provisions for Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At Risk of Dropping Out, and also establishes a new dropout prevention program as ESEA title I part G.)
(Sec. 141) Sets forth Parental Assistance program requirements. Authorizes the Secretary to award competitive grants to nonprofit organizations, or consortia of nonprofit organizations and LEAs, to establish school-linked or school-based parental information and resources centers to provide training, information, and support to parents of elementary and secondary school students and to individuals who work with parents and organizations that carry out parent education and family involvement programs. Requires geographic distribution of grants. Requires each grantee to have a board of directors which includes parents or organizations that represent parents. Requires grant funds to be used to assist parents to: (1) participate effectively in their children's education; (2) obtain information about the range of options, program, services, and resources available at all levels of government to help parents and school personnel who work with parents; and (3) learn and use technology applied in their children's education. Requires at least one-half of program funding for each fiscal year to serve areas with high concentrations of low-income families. Provides for continuation grants for currently funded programs under the existing authority. Requires grantees to report annually to the Secretary on the parental information and resource centers.
Part E: General Provisions; Comprehensive School Reform; Assistance to Address School Dropout Problems - Establishes a new ESEA title I part F, Comprehensive School Reform, and a new ESEA title I part G, Assistance to Address School Dropout Problems (the latter similarly named, but different than the current ESEA title V part C program which this Act eliminates).
(Sec. 151) Sets forth program requirements for part F, Comprehensive School Reform.
Authorizes the Secretary to award formula grants to SEAs to make competitive subgrants to LEAs.
Requires SEA applications to describe: (1) process and selection criteria; (2) ways of ensuring reforms are research-based programs; (2) methods of evaluating implementation of reforms and linking reforms to student achievement; and (3) technical assistance to LEAs or consortia. Requires subgrants to LEAs to be: (1) of sufficient size and scope to support the initial costs for the plan selected or designed; (2) in at least a specified minimum amount; and (3) renewable for two additional one- year periods.
Requires SEAs to give priority consideration to subgrant applicant LEAs that: (1) plan to use the part F funds for schools identified as being in need of improvement or corrective action; and (2) demonstrate a commitment to assist schools with budget, professional development, and other strategies to ensure reforms are properly implemented and sustained. Requires LEAs to provide part F funds to schools eligible for assistance under part A to support a variety of reform activities.
Directs the Secretary to: (1) develop a plan for a national evaluation of such part F programs; and (2) prior to the completion of such national evaluation, submit an interim report describing implementation activities for the Comprehensive School Reform Program, which began in 1998, to the specified congressional committees.
Sets forth program requirements for part G, Assistance to Address School Dropout Problems.
Authorizes the Secretary, with respect to a Coordinated National Strategy under subpart 1, to conduct national activities, including: (1) data collection regarding participation in Federal dropout prevention and school reentry programs; (2) an interagency working group to address dropout prevention and school reentry issues; and (3) a national recognition program for schools that have made extraordinary progress in lowering dropout rates.
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) acquisition of 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; (8) counseling and mentoring for at-risk students; and (9) comprehensive school reform models.
Requires such eligible public (including alternative) schools to: (1) be eligible under part A and serve students 50 percent or more of whom are low-income; or (2) participate in a schoolwide program. Makes schools eligible for an increase in their subgrant if they create smaller learning communities.
Requires schools to use grant funds for research-based, sustainable, and widely replicated strategies for dropout prevention and school reentry programs serving the entire school population. Directs the Secretary to award up to five contracts for a capacity building and design initiative to increase these types of strategies. Authorizes the Secretary to support entities with experience in providing training and related assistance to assist schools receiving grant funds.
Sets forth initiative program requirements relating to: (1) selection of schools; (2) dissemination activities; (3) progress incentives; (4) school dropout rate calculation; and (5) reporting and accountability.
Requires recipient States to: (1) provide dropout rate information to the Secretary; (2) establish attendance-neutral funding policies; and (3) adopt suspension and expulsion policies.
Authorizes appropriations for: (1) subpart 1 coordinated national strategy activities; and (2) the subpart 2 national school dropout prevention initiative, with a specified portion for State formula grants and the remainder for strategies and capacity building initiatives.
Title II: Professional Development for Teachers - Revises and renames ESEA title II as Teacher Quality. (Replaces the current title II Dwight D. Eisenhower Professional Development Program.)
(Sec. 201) Sets forth a new title II part A Teacher Empowerment program of grants to improve the quality of teaching and learning.
Directs the Secretary of Education to make such grants to States, according to certain hold-harmless provisions and allotment formulas.
Requires States to distribute such grant funds as follows: (1) 95 percent for subgrants to local educational agencies (LEAs) according to specified formulas, with 20 percent of that LEA subgrant total amount reserved for competitive subgrants and at least three percent of the competitive subgrant total amount going to eligible partnerships; and (2) five percent for authorized State activities. Sets forth requirements for coordination, public accountability, and applications, including provisions to ensure program development participation of teachers and parents.
Includes among authorized State activities: (1) reform of teacher certification, recertification, or licensure requirements; (2) support, including mentoring, during the initial teaching experience; (3) alternative routes to State certification of teachers, especially in mathematics and science, for highly qualified individuals; (4) mechanisms to assist LEAs and schools in teacher and principal recruitment and retention; (5) reform of tenure systems and use of teacher testing to remove incompetent and ineffective teachers from classrooms; (6) measurement of performance of professional development programs and strategies; (7) technical assistance to LEAs; (8) promotion of reciprocity of teacher certification or licensure between or among States, without weakening any State requirements; (9) development of cost-effective and easily accessible professional development delivery strategies, including use of technology and distance learning; and (10) assistance to LEAs and eligible partnerships in developing professional development programs to train teachers in the use of technology to improve teaching and learning.
Requires eligible partnerships to use such subgrants for: (1) professional development activities in core academic subjects to ensure that teachers have content knowledge in the subjects they teach; and (2) assistance to LEAs and their teachers, principals, and administrators for professional development activities.
Requires LEAs to use portions of such subgrants for: (1) professional development activities in mathematics and science, in an amount at least equal to that under the current Eisenhower Program (unless given a State waiver); (2) professional development activities that give teachers, principals, and administrators the knowledge and skills to provide students with the opportunity to meet challenging State or local content standards and student performance standards; and (3) recruiting, hiring, and training certified teachers, including teachers certified through State and local alternative routes, in order to reduce class size (unless given a State waiver), or for hiring special education teachers regardless of whether such action reduces class size.
Authorizes LEAs to use such subgrants for highly qualified teacher recruitment programs, including: (1) signing bonuses or other financial incentives for teaching in academic subject areas where there is a shortage; (2) recruiting and providing alternative routes to teacher certification for professionals from other fields; (3) providing increased opportunities for minorities, individuals with disabilities, and other individuals underrepresented in teaching; and (4) hiring policies that identify teachers certified through alternative routes and intensively screen for the most qualified applicants.
Authorizes LEAs to use such subgrants also for: (1) highly qualified teacher retention programs (including master teacher mentoring of newly hired teachers, or other incentives for highly qualified teachers to remain in the classroom); (2) teacher quality improvement and professional development programs (including technology training), and instruction in how to teach character education in a specified manner; (4) teacher opportunity payments; and (5) professional activities to improve the quality of principals.
Requires LEAs receiving subgrants to: (1) collaborate with teachers, principals, administrators, and parents in preparing subgrant applications; and (2) provide parents information regarding the professional qualifications of students' classroom teachers.
Prohibits the provision of professional development funds from LEA subgrants for a teacher and an activity if the activity is not: (1) directly related to the curriculum and content areas in which the teacher provides instruction; or (2) designed to enhance the teaching of such areas. Permits the use of such funds for instruction in methods of disciplining children. Sets forth various requirements for such professional development activities, including appropriate provision of teacher training in the use of technology to improve teaching and learning in the curriculum and academic content areas they teach.
Authorizes LEAs to use subgrants for teacher opportunity payments to certain teachers or groups of teachers for professional development activities of their own choosing. Requires certain LEAs, if they fail to meet State teaching standards, to make such teacher opportunity payments. Requires providing notice to teachers regarding the availability of such funds. Sets forth a process for selecting teachers in the event of inadequate funds.
Sets forth certain national activities under part A of title II of ESEA.
Authorizes the Secretary to award competitive grants to eligible consortia for Teacher Excellence Academies, in elementary or secondary school facilities, to carry out specified activities promoting alternative routes to State teacher certification, specified model professional development activities, or all such activities.
Authorizes continuation of the Troops-to-Teachers Program under specified conditions.
Authorizes the Secretary to make a grant or contract to continue the Eisenhower National Clearinghouse for Mathematics and Science Education.
Authorizes the Secretary to make competitive grants to eligible rural LEAs to: (1) recruit and retain qualified teachers; and (2) provide high-quality professional development to teachers.
Authorizes the Secretary to use specified funds for a program to recruit qualified math and science teachers for high-need school systems, following the model of the Troops-to-Teachers teacher placement program. Authorizes program grants, contracts, or cooperative agreements to higher education institutions and public and private nonprofit entities.
(Sec. 202) Establishes a new part B Leadership Education and Development Program.
Directs the Secretary to make competitive grants for professional development for principals as leaders of school reform to eligible partnerships of higher education institutions, LEAS, and other entities.
(Sec. 203) Extends through FY 2005 the authorization of appropriations for the Reading Excellence Act (REA) program. Redesignates the REA as part C of title II of ESEA.
(Sec. 204) Extends through FY 2005 the authorization of appropriations for the National Writing Project (NWP). Redesignates NWP (currently under ESEA title X part K) as part D of title II of ESEA.
(Sec. 205) Prohibits the Secretary from: (1) using Federal funds to plan, develop, implement, or administer any mandatory national teacher test or mandatory method of certification or licensing; or (2) withholding funds from any State or LEA that fails to adopt a specific method of teacher certification or licensing.
Provides that: (1) nothing in ESEA title II shall be construed to permit, allow, encourage, or authorize any Federal control over any aspect of any private, religious, or home school, whether or not a home school is treated as a private school or home school under State law; and (2) private, religious, or home schools are not barred, by the previous provision, from participation in programs or services under ESEA title II.
(Sec. 206) Establishes a part E, New Century Program for Distributed Teacher Professional Development, and a part F, Digital Education Content Collaborative. (The new title II part E program transfers, revises, and expands elements of the Telecommunications Demonstration Program for Mathematics currently under title III, part D.)
Authorizes the Secretary, under the part E program, to make a grant to a nonprofit telecommunications entity, or a partnership of such entities, to carry out a national telecommunications-based program to improve teaching in core curriculum areas in order to prepare all students for achieving State content standards. Directs the Secretary, in approving grant applications, to ensure that such is conducted at elementary school and secondary school sites in at least 15 States. Authorizes appropriations.
Authorizes the Secretary, under the part F program, to award, on a competitive basis, grants to, or enter into contracts or cooperative agreements with, eligible entities to develop, produce, and distribute educational and instructional video programming that is designed for use by kindergarten through grade 12 schools and based on State standards. Directs the Secretary, in making such awards, to ensure that such entities enter into multiyear content development collaborative arrangements with SEAs, LEAs, higher education institutions, businesses, or other agencies and organizations. Requires the Secretary to award grants, contracts, or cooperative agreements under part F to eligible entities to facilitate the development of educational programming that: (1) include student assessment tools to provide feedback on student performance; (2) includes built-in teacher utilization and support components to ensure that teachers understand and can easily use the content of the programming with group instruction or for individual student use; (3) is created for, or adaptable to, State content standards; and (4) is capable of distribution through digital broadcasting and school digital networks. Makes local public telecommunications entities eligible if they can demonstrate a capacity to develop and distribute high quality educational and instructional television programming. Sets forth matching funds requirements and administrative costs limitations. Authorizes appropriations.
Title III: Enrichment Initiatives - Sets forth a new ESEA title III, Enrichment Initiatives.
Transfers various parts of the current title III, such as Technology Education, the Star Schools Program, and Ready-to-Learn Television to various parts of a new title V. Eliminates provisions for: (1) the current part A subpart 3, Product Development; and (2) the current part E Elementary Mathematics and Science Equipment programs. (The new title II part E program transfers, revises, and expands elements of the Telecommunications Demonstration Program for Mathematics currently under title III, part D.)
(Sec. 301) Extends through FY 2005 the authorization of appropriations for the 21st Century Community Learning Centers program (the 21st Century Community Learning Centers Act). Redesignates such program as part A of title III (it is currently part I of title X).
Extends through FY 2005 the authorization of appropriations for prevention and intervention programs for children and youth who are neglected, delinquent, or at risk of dropping out. Redesignates such program as subpart 1 of part B (Initiatives for Neglected, Delinquent, or At Risk Students) of title III (it is currently part D of title I).
Jacob K. Javits Gifted and Talented Students Education Act - Extends through FY 2005 the authorization of appropriations for the Jacob K. Javits Gifted and Talented Students Education program (currently known as the Jacob K. Javits Gifted and Talented Students Education Act of 1994). Redesignates such program as under part C (Gifted and Talented Children) (it is currently part B of title X). Provides for a transition to formula grants, based on school-age population, to States, with competitive grants to LEAs, when the appropriation exceeds a specified amount.
Extends through FY 2005 the authorization of appropriations for the Arts in Education program.
Redesignates such program as part D of title III (it is currently part D of title X).
Access to High Standards Act - Establishes an Advanced Placement Incentive Program (ASIP) of mandatory grants under a new part E of title III of ESEA (This revised program of mandatory grants replaces the current discretionary grants program under the Higher Education Amendments of 1998 title VIII part B provisions repealed later in this Act.) Directs the Secretary to award grants to SEAs or LEAs to: (1) carry out specified activities under three-year demonstration programs to expand access for low-income individuals to advanced placement (AP) incentive programs; (2) provide students with on-line AP courses; and (3) reimburse certain low-income students for part or all of the costs of AP test fees. Authorizes appropriations for ASIP.
(Sec. 302) Requires each higher education institution receiving Federal funds for research or for programs assisted under the Higher Education Act of 1965 (HEA) to: (1) distribute to secondary school counselors or advanced placement coordinators in the State information with respect to the amount and type of academic credit provided to students at that institution for advanced placement test scores; and (2) standardize the form and manner in which such information is disseminated by its various departments, offices, or other divisions.
Title IV: Safe and Drug-free Schools and Communities - Revises ESEA title IV, Safe and Drug-Free Schools and Communities. Reauthorizes as part A (State Grants) the current ESEA title IV (the Safe and Drug-Free Schools and Communities Act of 1994).
(Sec. 401) Extends through FY 2005 the authorization of appropriations for such part A, including: (1) subpart 1, State grants for drug and violence prevention programs; and (2) subpart 2, national programs. Authorizes appropriations for a National Coordinator Program.
Prohibits the increase of funds for national programs unless funds for State grants are at least ten percent more than in the previous year.
Revises requirements relating to SEA and LEA programs. Requires SEAs, LEAs, and Governors, when developing program applications, to consult with advisory councils established at the State and local levels. Requires schools to be accountable through: (1) assessing drug and violence problems; (2) setting measurable goals; (3) using a researched-based prevention framework for programs; and (4) conducting evaluations.
Revises requirements relating to national programs, including specified Federal activities as well as grants for local hate crime prevention.
Directs the Secretary to establish a National Coordinator Program of grants to LEAs to hire drug prevention and school safety program coordinators.
Establishes the Safe and Drug Free Schools and Communities Advisory Committee to review regulations and standards.
(Sec. 402) Redesignates Gun Possession (the Gun-Free Schools Act of 1994) as part B of title IV (it is currently part F of title XIV). Reauthorizes requirements for: (1) States receiving ESEA funds to have laws requiring LEA agencies to expel from school for at least one year any student who brings a weapon to school, allowing for case-by-case modifications; and (2) LEAs to have a policy requiring referral to the criminal justice or juvenile delinquency system any student who brings a weapon to school, as a condition for their receiving ESEA funds.
(Sec. 403) Establishes as ESEA title IV part C School Safety and Violence Prevention. Allows Federal funds provided under ESEA titles IV and VI to be used for: (1) training school personnel in identifying threats, crisis preparedness and intervention, and emergency response; (2) training parents, teachers, school personnel and community members in identifying and responding to early warning signs of troubled and violent youth; (3) establishing innovative research-based delinquency and violence prevention programs, including school anti-violence and mentoring programs; (4) comprehensive school security assessments; (5) purchasing school security equipment and technologies, including metal detectors, electronic locks, and surveillance cameras; (6) establishing collaborative efforts with community-based organizations, including faith-based organizations, statewide consortia, and law enforcement agencies; (7) assisting States, LEAs, or schools to establish school uniform policies; (8) assisting school resource officers, including community policing officers; and (9) establishing other innovative, local responses.
Provides that nothing in the ESEA can be construed to prohibit States, LEAs, or schools from establishing a school uniform policy.
Requires States receiving Federal funds under ESEA to establish a procedure for transfer of a student's suspension and expulsion disciplinary records by LEAs to any private or public elementary or secondary school in which a student is or seeks to be enrolled. Makes such requirement inapplicable to such records transferred from nonpublic schools or entities.
Requires a disclaimer on all materials produced, procured, or distributed, in whole or part, as a result of Federal funding under ESEA. Requires such statement to indicate that: (1) such material has been thus made available at Federal Government expense; and (2) any individual who objects to the material's accuracy or completeness or to representations made in it (including its characterization of religious beliefs) is encouraged to contact an office, designated by the Secretary, at a listed address. Directs the Secretary to send a summary of such comments to specified congressional committees and the congressional leadership every six months.
(Sec. 404) Amends the National Child Protection Act of 1993 to allow certain funds under such Act to be made available for background checks on individuals who are employed, or seek employment, with schools in any capacity, including as a child care provider, teacher, or another member of school personnel.
(Sec. 405) Sets forth congressional findings with respect to the constitutionality of memorial services and memorials at public schools for persons slain on their campuses. Declares that the First Amendment is not violated by the saying of a prayer, the reading of a scripture, or the performance of religious music at such services, or by the design or construction of any memorial on such campuses which includes religious symbols, motifs, or sayings.
Requires each party to pay its own attorney's fees in any lawsuit claiming that such memorials or services are unconstitutional. Authorizes the Attorney General to provide legal assistance to any school district or other governmental entity defending the legality of such memorial service.
(Sec. 406) Pro-Children Act of 2000 - Redesignates as ESEA title IV part D Environmental Tobacco Smoke prohibitions (currently, similar requirements for a tobacco smoke-free environment for schools are under part C of title X of the Goals 2000: Educate America Act, which is repealed by this Act). Reauthorizes such prohibitions of smoking within any indoor facility used for routine or regular provision of children's services (up to age 18), including health, day care, early development, education, or library services. Sets forth procedures for civil penalties and administrative compliance orders to be enforced by the Secretary of Health and Human Services (HHS).
Title V: Educational Opportunity Initiatives - Sets forth a new ESEA title V, Educational Opportunity Initiatives, which contains various parts from the current title V and other ESEA titles.
Part A: Technology Education - Establishes as title V part A, Technology Education programs (the current title III part A, Technology for Education of All Students contains similar provisions). Includes as program goals: (1) increasing teacher professional development and parental involvement; and (2) ensuring that every child is computer literate by the end of the eighth grade.
(Sec. 511) Extends through FY 2005 the authorization of appropriations for: (1) subpart 1, national programs for technology in education; (2) subpart 2, State and local programs for school technology resources; and (3) subpart 3, regional technical support and professional development.
Requires the Secretary to update the national long-range plan for technology.
Revises Federal leadership activities to allow use of funds for: (1) developing model, mentoring, or other programs, including partnerships with business, an industry, or higher education, to encourage students, including young women, to pursue careers and higher education degrees in mathematics, science, engineering, and technology; (2) long-term controlled studies on the effectiveness of the use of educational technology, and evaluations and applied reach studies on how students learn by using technology and on the characteristics of classrooms and other educational settings that use education technology effectively; and (3) developing, demonstrating, and evaluating model technology programs to improve parental involvement.
Reserves for outlying areas a specified portion of funds for school technology resource grants.
Revises requirements for State applications for school technology resource grant allotments under the Technology Literacy Fund to include the SEA's strategy for disseminating information, as well as its specific goals for using advanced technologies to improve student achievement and student performance through: (1) web-based resources and telecommunications networks; (2) research-based teaching practices and models of effective uses of advanced technology; and (3) professional development for teachers in integrating technology in instruction to help students develop higher-order thinking skills and learn in keeping with State content and performance standards.
Includes among local uses of such competitive grant funds from States: (1) preparing prospective teachers to use advanced technology, through school-based or other programs; (2) in-school and school-community collaboration; (3) using technology to increase communication among schools, teachers, and parents; (4) helping parents understand the technology being applied to their children's education; (5) using web-based learning resources, including access to challenging courses; and (6) providing education technology for advanced placement instruction. Prescribes local application requirements relating to parental information and involvement and teacher preparation.
Reauthorizes and revises provisions for National Technology Innovation Grants to consortia that include at least one LEA with a high percentage of children living below the poverty line. (Authorizes the Secretary to make continuation grants to entities already receiving grants under the Preparing Tomorrow's Teachers to Use Technology Program.) Revises grant priorities to include: (1) preservice education of prospective teachers; (2) parental information and involvement; and (3) use of education technology for advance placement instruction.
Directs the Secretary to submit to Congress: (1) an evaluation of State and local outcomes of the technology literacy challenge funds and technology innovation challenge grants programs; and (2) a summary of State evaluations of State and local programs for school technology resources.
Part B: Women's Educational Equity; Star Schools - Redesignates as part E of title V of ESEA, the Women's Educational Equity program (currently part B of title V). Redesignates as a new part B of title V, the Star Schools Program (currently part B of title III).
Women's Educational Equity Act of 1999 - Extends through FY 2005 the authorization of appropriations for the Women's Educational Equity program (currently known as the Women's Educational Equity Act of 1994), which provides grants for the operation of programs promoting educational equity for women and girls, through local projects, technical assistance, dissemination, and research and development. (Transfers such program to the new part E of title V). Adds socioeconomic status and limited English proficiency to the list of bases of multiple forms of educational discrimination toward women and girls which priority projects address.
(Sec. 522) Extends through FY 2005 the authorization of appropriations for the Star Schools Program (the Star Schools Act), which provides grants to use telecommunications to encourage improved instruction in mathematics, science, and foreign languages, as well as literacy skills and vocational education, to underserved populations. (Transfers such program to the new part B of title V.) Encourages each eligible entity receiving such program funds to deliver advanced placement instruction to underserved communities. Eliminates certain provisions for reserving funds for national leadership, evaluation, and peer review activities.
Part C: Magnet Schools Assistance - Redesignates the Magnet Schools Assistance (MSA) program as part C of title V of ESEA (it is currently part A of title V). (Replaces the current part C of title V, Assistance to Address School Dropout Problems, which differs from the similarly named, but new ESEA title I part G established by this Act.)
(Sec. 531) Includes, among priority considerations for approval of applications for MSA Assistance grants, proposals for professional development and other activities that will build local capacity to operate the magnet school program once Federal assistance has terminated.
Authorizes an eligible LEA or consortium to use MSA grant funds for activities that enable such entity to: (1) build its capacity to operate the magnet school program once Federal assistance has terminated, through professional development and other activities; (2) have more flexibility in the administration of a magnet school program in order to serve students attending a school who are not enrolled in such program; and (3) have flexibility in designing magnet schools for students at all grades.
Reauthorizes and revises MSA provisions for grants for innovative programs.
Requires program evaluations to address the extent to which magnet school programs continue once MSA grant assistance is terminated.
Directs the Secretary to disseminate to the general public information on successful magnet school programs.
Extends through FY 2005 the authorization of appropriations for the MSA program.
Part D: Public Charter Schools - Redesignates the Public Charter Schools (PCS) program as part D of title V of ESEA (it is currently part C of title X).
(Sec. 541) Extends through FY 2005 the authorization of appropriations for the PCS program.
Part E: Civic Education; FIE; Ellender Fellowships; Ready-to-Learn Television; Inexpensive Book Distribution - Sets forth under ESEA title V the following parts: (1) F, Civic Education (Education for Democracy Act); (2) G, Fund for the Improvement of Education (FIE); (3) H, Allen J. Ellender Fellowship Program; (4) I, Ready-to-Learn Television; and (5) J, Inexpensive Book Distribution Program. (Each of these parts contains revised versions of programs currently authorized under existing Federal law, as will be specified in the following.)
Education for Democracy Act - Sets forth ESEA title V part F, Civic Education, including revisions of programs currently authorized under ESEA title X part F (Civic Education) and under the Goals 2000: Educate America Act title VI (International Education Exchange Program).
(Sec. 551) Expresses the sense of Congress that State and local governments and LEAs are encouraged to: (1) dedicate at least one day of learning to the study and understanding of the significance of the Declaration of Independence, the U.S. Constitution, and the Federalist Papers; and (2) include a requirement that, before receiving a certificate or diploma of graduation from secondary school, students be tested on their competency in understanding such documents.
Authorizes the Secretary to make grants to or contracts with: (1) the Center for Civic Education (CCE) to carry out civic education activities under the We the People...The Citizen and the Constitution program and The Project Citizen program, and under Cooperative Educational Exchange programs; and (2) the National Council on Economic Education (NCEE) to carry out economic education activities under Cooperative Educational Exchange programs.
Revises requirements for CCE implementation of the We the People...The Citizen and the Constitution program and The Project Citizen program.
Sets forth requirements for the Cooperative Educational Exchange programs of civic education by CCE and economic education by NCEE. Makes eligible for such programs Central European countries, an Eastern European country, Lithuania, Latvia, Estonia, and the independent states of the former Soviet Union. Allows such program eligibility also for the Republic of Ireland, the province of Northern Ireland in the United Kingdom, and any developing country as defined under the Education for the Deaf Act.
Extends through FY 2005 the authorization of appropriations for: (1) the We the People...The Citizen and the Constitution program and The Project Citizen program; and (2) the Cooperative Educational Exchange programs.
Redesignates and revises requirements for the Fund for the Improvement of Education (FIE) as a new part G of title V of ESEA (it is currently part A of title X). Extends through FY 2005 the authorization of appropriations for FIE. Reauthorizes use of FIE funds for grants for the following revised programs: (1) partnerships in character education (as a revised program, rather than a pilot project); (2) promoting scholar-athlete competitions; (3) elementary school counseling demonstration; (4) smaller learning communities; and (5) national student and parent mock election. Adds to such authorized uses: (1) identification and recognition of exemplary schools and programs, such as Blue Ribbon Schools; and (2) development and evaluation of model strategies for professional development for teachers and administrators. Eliminates certain provisions for model project grants to cultural institutions.
Redesignates the Allen J. Ellender Fellowship Program, which provides fellowships to low-income students, recent immigrants, students of migrant parents, and the teachers who work with them, as well as older Americans, to participate in Close Up Foundation programs, as a new part H of title V of ESEA (it is currently part G of title X). Extends through FY 2005 the authorization of appropriations for the Ellender program.
Redesignates the Ready-to-Learn Television (RLT) program as a new part I of title V of ESEA (it is currently part c of title III). Limits eligibility for program grants to public telecommunications entities that meet certain conditions (currently includes other nonprofit entities that meet such conditions). Eliminates a requirement that ten percent of program funds be allocated for innovative programs that promote school readiness. Requires that 60 percent of program funds be used to award grants, contracts, and cooperative agreements for development, dissemination, and distribution of educational programming. Extends through FY 2005 the authorization of appropriations for RLT.
Redesignates the Inexpensive Book Distribution (IBD) program, which provides for a contract with the Reading Is Fundamental program, as a new part J of title V of ESEA (it is currently part E of title X). Extends through FY 2005 the authorization of appropriations for IBD.
Part F: Technical and Conforming Amendments - Makes technical and conforming amendments to the General Education Provisions Act, the School-to-Work-Opportunities Act, and other specified Federal law.
Title VI: Innovative Education - Sets forth a new title VI of ESEA, Innovative Education, with a part A, Innovative Education Program Strategies, that revises and expands the current title VI.
(Includes in various other parts of this title provisions for Education Flexibility Partnership Act, Consolidated State and Local Plan Applications, and waivers of statutory and regulatory requirements, thus consolidating under title VI flexibility and accountability provisions currently located in various titles of ESEA.)
(Sec. 601) Extends through FY 2005 the authorization of appropriations for part A, Innovative Education Program Strategies.
Revises requirements for targeted use of local innovative program funds to include: (1) teaching improvement; (2) parental and community involvement; (3) recruitment and training of certified teachers; (4) same gender schools and classrooms; (5) service learning activities; and (6) school safety programs.
Rural Education Achievement Program - Sets forth as a new part B of title VI the Rural Education Initiative.
Authorizes appropriations for the following two programs under such Initiative: (1) subpart 1, Small, Rural Achievement Program; and (2) subpart B, Low Income and Rural School Program.
Establishes: (1) under subpart 1, a small and rural school program of assistance for rural LEAs with small enrollments (less than 600); and (2) under subpart 2, a low-income and rural school program of assistance to rural LEAs with larger enrollments but with school age poverty rates of at least 20 percent.
Permits the small rural LEAs to consolidate and use funds they receive under various Federal formula grant programs for activities they identify that support local or State education reform efforts to improve academic achievement or instruction. Authorizes grants for these LEAs based on their enrollment, for similar activities.
Provides for grants for low-income rural LEAs (which may not include LEAs eligible under the small rural LEA program) for various specified uses, including educational technology, professional development, and academic enrichment. Allocates such grant funds among States by formula based on the enrollment in all eligible districts. Provides for subgrants from States to eligible LEAs, as well as direct grants from the Secretary to an LEA where an SEA does not participate in the program. Allows substate allocations to be either competitive or by formula based on enrollment in the State's eligible LEAs.
Education Flexibility Partnership Act of 2000 - Sets forth, as a new part C of title VI of ESEA, Education Flexibility Partnerships program.
Authorizes the Secretary of Education to allow all States to participate in the Education Flexibility Partnership (Ed-Flex Partnership) program.
Requires Ed-Flex Partnership States to: (1) have in place approved challenging content and student performance standards, and aligned assessments, or have made substantial progress towards having an approved plan under title I of ESEA; (2) hold LEAs accountable for meeting the educational goals submitted in their local applications for waivers, and for providing technical assistance and taking corrective actions if they have not met such goals; and (3) waive State educational requirements while holding LEAs or schools affected by such waivers accountable for student performance.
Sets forth requirements for: (1) SEA applications and approval by the Secretary; and (2) local applications and approval and monitoring by SEAs. Requires State applications to describe: (1) the State requirements to be waived; (2) clear educational objectives to be met; (3) how the educational flexibility plan is consistent with the State's comprehensive reform plan or is coordinated with State educational content and student performance standards under specified ESEA provisions; and (4) how the SEA will evaluate student performance in schools and LEAs affected by the waivers. Requires local applications to describe specific, measurable goals for each school year for each LEA or school affected by the waivers.
Prohibits State approval of a local waiver application unless: (1) the LEA or school has developed an applicable local reform plan; and (2) the waiver will help in meeting the LEA's or school's educational goals, particularly those relating to school and student performance. Limits Federal waivers to five years, unless the Secretary extends such period upon determining that such waiver authority has: (1) been effective in enabling such SEAs or affected LEAs or schools to carry out local reform plans; and (2) improved student performance.
Sets forth program oversight and annual reporting responsibilities of SEAs and the Secretary, including a performance review of SEAs by the Secretary to determine if their waiver program authority should be renewed after the first three years.
Requires State and local applications to assure that wide-spread public notice and opportunity for comment will be given.
Includes as statutory or regulatory requirements that may be waived under this Act those of programs under the Carl D. Perkins Vocational and Technical Education Act of 1998, and of the following programs under ESEA: (1) title I Helping Disadvantaged Children Meet High Standards (with specified exceptions); (2) title II part A provisions for grants to States and subgrants to eligible partnerships and LEAs; (3) title V part A subpart 2 State and Local Programs for School Technology Resources (with specified exceptions); (4) title IV Safe and Drug-Free Schools and Communities part A State Grants; (5) title VI part A Innovative Education Program Strategies; and (6) title VII part C Emergency Immigrant Education Program. Prohibits waivers for specified types of requirements, including the mandate to serve eligible school attendance areas in rank order under specified provisions of ESEA title I part A programs for disadvantaged children.
Provides that this Act shall not apply to any SEA that has been granted waiver authority under the Ed-Flex Demonstration program of the Goals 2000: Educate America Act and a provision referring to such program under the Department of Education Appropriations Act, 1996, except with respect to that SEA's application for extension of such authority.
Redesignates as a new part D of title VI of ESEA Flexibility in the Use of Administrative and Other Funds (it is currently part B of title XIV). Revises requirements relating to: (1) a deadline for establishing State procedures; (2) contents of a national evaluation; and (3) reports and evaluation of State data.
Redesignates as a new part E of title VI of ESEA Coordination of Programs; Consolidated State and Local Plans and Applications (it is currently part C of title XIV).
Redesignates Waivers as a new part F of title VI of ESEA (it is currently part D of title XIV). Prohibits a waiver of any statutory or regulatory requirement under ESEA relating to the selection of a school attendance area or school under specified ESEA provisions, except that an SEA may grant a waiver to allow a school attendance area or school to participate in activities under part A of title I if the percentage of children from low-income families in the school attendance area of such school or who attend such school is not less than ten percentage points below the lowest percentage of such children for any school attendance area or school of the LEA that meets such requirements.
Education Performance Partnerships Act - Sets forth a new part G of title VI of ESEA the Education Performance Partnerships (EPP) program, to allow all States to choose to combine Federal education formula funds in ways which will increase the academic achievement of their students. Requires States, in exchange for such flexibility, to enter into performance partnership agreements with the Secretary, including requirements for accountability and parental involvement.
Requires that specified provisions for within-State distribution of ESEA title I, part A program funds continue to apply even if a State includes such programs in its EPP agreement.
Lists as eligible programs for EPP consolidation, programs under various provisions of ESEA (including future formula grant programs), the Department of Education Appropriations Act of 1999, the comprehensive school reform programs transferred to ESEA by this Act (from the Goals 2000: Educate America Act), and the Stewart B. McKinney Homeless Assistance Act. Lists some of the educational purposes for which consolidated funds may be used.
Directs the Secretary to provide bonus awards to all eligible States (whether EPP participants or not) where the gap between the average scores of low-income and other students on certain National Assessment of Educational Progress (NAEP) tests is reduced to a greater degree than the national average for such reduction. Authorizes appropriations for such bonus awards for the fifth full fiscal year of EPP agreements.
Academic Achievement for All Demonstration Act (Straight A's Act) - Sets forth a new part G of title VI of ESEA, the Academic Achievement for All Demonstration program, to allow a limited number of States a certain type of flexibility in combining and using specified Federal elementary and secondary education formula program funds for State education priorities and programs, in exchange for being held accountable for meeting, in a five-year period, certain performance goals which they propose.
Allows not more than 15 States to opt to enter into such a performance agreement with the Secretary, under which provisions of law relating to specified eligible programs shall not apply to the State, with certain exceptions.
Requires such States to provide parents, teachers, and local schools and school districts notice and opportunity to comment on any such proposed performance agreement prior to submission to the Secretary.
Includes under the terms of such agreements requirements relating to: (1) use of such funds to improve student achievement; (2) an accountability system; (3) performance goals and measures, and student academic achievement data; (4) fiscal responsibilities; (5) civil rights; (6) private school student and staff participation; (7) State financial participation; and (8) annual reports.
Lists such eligible programs, under various provisions of ESEA, the Department of Education Appropriations Act of 1999, the comprehensive school reform programs transferred to ESEA by this Act, the Carl D. Perkins Vocational and Technical Education Act of 1998, and the Stewart B. McKinney Homeless Assistance Act.
Sets forth requirements relating to: (1) within-State distribution of funds; (2) local participation; and (3) limitations on State and local educational agency administrative expenditures.
Requires performance reviews at mid-term and at the end of the five-year period of the performance agreement. Authorizes termination of the agreement if student achievement in the academic categories significantly declines for three consecutive years during the five-year term.
Requires termination of the agreement and State compliance with program requirements in effect at the time of termination if a State has not substantially met the performance goals by the end of the five-year term. Authorizes reductions of State administrative funds for States that have no progress by the end of the term.
Allows States that have met or have substantially met their performance goals to apply for renewal of performance agreements for an additional five-year period.
Directs the Secretary annually to set aside sufficient FIE funds to grant achievement gap reduction rewards to such States.
Requires a performance reward to equal at least five percent of funds allocated to the State during the first year of the performance agreement for programs included in the agreement. Makes a State eligible to receive a reward if, over the five-year term of the performance agreement, it reduces by at least 25 percent the difference between the percentage of highest and lowest performing groups of students that meet the State's definition of proficient, with such reduction occurring in at least: (1) two content areas, one of which must be mathematics or reading; and (2) two grade levels.
Directs the Secretary to make the annual State reports available to specified congressional committees.
Title VII: Bilingual Education - Reauthorizes and revises ESEA title VII Bilingual Education, Language Enhancement, and Language Acquisition Programs.
(Sec. 701) Revises title VII part A Bilingual Education (the Bilingual Education Act (BEA)) to include among its purposes: (1) helping ensure that limited English proficient (LEP) students master English; and (2) developing accountability systems for educational programs serving LEP students.
(Sec. 702) Extends through FY 2005 the authorization of appropriations for BEA programs..
(Sec. 703) Repeal provisions for BEA program development and implementation grants (but includes some aspects of these programs in program enhancement projects and other BEA programs).
(Sec. 704) Revises provisions for BEA program enhancement projects with respect to required and optional uses of project grant funds. Requires grants to be used for: (1) developing, implementing, expanding, or enhancing comprehensive preschool, elementary, or secondary education programs for LEP children and youth; (2) providing high quality professional development; and (3) annually assessing the English proficiency of all LEP students. Authorizes the Secretary, in awarding grants, to give priority to an entity that: (1) serves a school district with a total district enrollment of under 10,000 students, or with a large percentage or number of LEP students; and (2) has limited or no experience in serving LEP students.
(Sec. 705) Consolidates and revises BEA provisions for comprehensive school and systemwide improvement grants with respect to mandatory and permissible uses of funds. Includes among required activities: (1) improving instructional programs for LEP students; (2) coordinating with State and local school reform, and other educational programs; (3) training school personnel and community-based organization personnel to improve the instruction and assessment of LEP students; (4) planning for recruiting teachers trained to serve LEP students; (5) implementing family education or parent outreach programs; (6) providing services to meet the full range of LEP students' needs; (7) annually assessing the English proficiency of all LEP students; and (8) developing or improving accountability systems to monitor the academic progress of limited English proficient students. Provides for continuation grants.
(Sec. 706) Repeals provisions for systemwide improvement grants (but consolidates this program with the comprehensive school grant program).
(Sec. 707) Revises application requirements for all such BEA grants (under subpart 1 Bilingual Education Capacity and Demonstration Grants). Requires such applications to include: (1) documentation that qualified personnel will administer the proposed program; and (2) data on the number and the characteristics of the LEP proficient students to be served.
Requires the Secretary, in awarding such grants, to give priority to applicants that: (1) experience a dramatic increase in the number or percentage of LEP students enrolled in their programs and have limited or no experience in serving LEP students; (2) are LEAs serving school districts with enrollments less than 10,000 students; (3) demonstrate they have a proven record of success in helping LEP students; (4) propose programs for developing bilingual proficiency both in English and another language for all participating students; or (5) serve school districts with a large percentage of LEP students enrolled.
Eliminates a limitation on the amount of grants for special alternative programs.
(Sec. 708) Repeals provisions that allowed grantees to intensify instruction for LEP students through various methods.
(Sec. 710) Revises requirements for evaluations by grant recipients to include reviewing progress in achieving the objectives of the program and determining whether the students being served by the program are meeting the State's student performance standards.
(Sec. 712) Revises provisions for academic excellence awards to authorize the Secretary to make grants to SEAs to assist in recognizing LEAs and other public and nonprofit entities whose programs have demonstrated significant progress in assisting LEP students to learn English and achieve State content standards.
(Sec. 713) Revises the State grant program to increase the required annual minimum amount to be paid to any SEA. Requires SEAs to assist LEAs with program design and data collection.
(Sec. 714) Requires the National Clearinghouse on Bilingual Education to publish an annual list of grant recipients under ESEA title VII.
(Sec. 715) Revises provisions for grants to develop, publish, and disseminate instructional materials to include materials in other low-incidence languages in the United States for which instructional materials are not readily available.
(Sec. 716) Revises the Training for All Teachers Program to require that program grants be used to conduct high-quality, long-term professional development activities relating to meeting the needs of LEP students. Includes among such activities: (1) developing induction programs; (2) implementing school-based collaborative efforts; (3) coordinating activities with other programs; (4) implementing education technologies to improve instruction; (5) establishing professional networks; and (6) developing curricular materials.
(Sec. 718) Repeals a requirement that BEA professional development activities must assist educational personnel in meeting State and local certification requirements for bilingual education and, wherever possible, lead to college or university credit.
(Sec. 719) Requires program evaluations to provide information regarding the number of participants, the effectiveness of the program, and the teaching effectiveness of graduates of the program.
(Sec. 722) Revises ESEA title VII part B Foreign Language Assistance Program (FLAP, the Foreign Language Assistance Act of 1994) to provide for special consideration to grant applications describing programs which: (1) make effective use of technology; (2) promote innovative activities, such as foreign language immersion or content-based instruction; or (3) are carried out through a consortium of the SEA or LEA grantee and an elementary or secondary school. (This bill does not extend the authorization of appropriations for the Foreign Language Assistance Program.)
(Sec. 724) Revises ESEA title VII part C Emergency Immigrant Education with respect to State administrative costs. Changes the percentage to two percent if the SEA distributes funds to LEAs competitively.
(Sec. 726) Extends through FY 2005 the authorization of appropriations for the Emergency Immigrant Education program.
Title VIII: Impact Aid - Impact Aid Act - Reauthorizes and revises ESEA title VIII Impact Aid programs.
(Sec. 802) Eliminates the program purpose of providing financial assistance to LEAs that experience sudden or substantial increases or decreases in enrollments because of military realignments.
(Sec. 803) Revises the program of payments to LEAs relating to Federal acquisition of real property (which makes that property non-taxable) with respect to: (1) fiscal years in which insufficient funds are appropriated; (2) special payments; (3) additional assistance for certain LEAs; (4) data requirements for preliminary and final payments; and (5) LEA eligibility with respect to old, combined, and new Federal property.
(Sec. 804) Revises the program of payments for eligible federally connected children. Modifies the formula for such payments to increase weights given to certain groups of federally connected children. Includes under such program's LEA payment formula, as eligible children who resided on Federal property and had a parent on active duty in the uniformed services military personnel, those children who: (1) would have resided in housing on Federal property except that such housing was undergoing renovation or rebuilding for not more than two fiscal years (current law only refers to renovation); or (2) reside in housing initially acquired or constructed under the military Build-to-Lease program housing, if such property is within the fenced security perimeter of a military facility, with appropriate reductions in such payments with respect any such housing which is not federally-owned and which is subject to State or local taxation.
Establishes a separate (rather than the current additional) program of basic support payments for LEAs heavily impacted by the presence of federally connected children in their schools. Prohibits an LEA from receiving a basic support payment under both the standard and the heavily impacted programs.
Sets forth: (1) eligibility requirements for continuing and for new heavily impacted LEAs; and (2) maximum payment amounts for regular and for large heavily impacted LEAs.
Sets forth a revised formula for computing each LEA's learning opportunity threshold (LOT), a factor used in determining actual amounts of basic support payments when sufficient funds are not available to pay the maximum amounts, in the case of LEAs with total enrollments of less than one thousand students and per-pupil expenditures less than their State average.
(Sec. 805) Repeals provisions for payments for sudden and substantial increases in attendance of military dependents.
(Sec. 806) Revises requirements for eligibility for and allocation of school construction and renovation payments to certain categories of LEAs, including those receiving basic support payments and impacted by military dependent children or children living on Indian lands. Requires that 20 percent of specified funds be used for such construction payments, with the other 80 percent to be used for school facility modernization grants for specified types of LEAs. Sets forth award criteria for such grants, including certain emergency grants.
(Sec. 812) Includes under the definition of Federal property, as a basis of eligibility for Impact Aid payments, affordable housing assisted under the Native American Housing Assistance and Self-Determination Act of 1996.
(Sec. 813) Extends through FY 2005 the authorization of appropriations for Impact Aid programs, including: (1) payments for Federal acquisition of real property; (2) basic support payments for LEAs and for heavily impacted LEAs; (3) payments for children with disabilities; (4) construction; (5) facilities maintenance; and (6) additional assistance for certain LEAs impacted by Federal property acquisition.
Repeals the authorization of appropriations for Impact Aid payments for increases in military children.
Title IX: Indian, Native Hawaiian, and Alaska Native Education - Revises and reauthorizes ESEA title IX Indian, Native Hawaiian, and Alaska Native Education.
(Sec. 901) Revises title IX part A (Indian Education) subpart 1 formula grants to LEAs. Adds as authorized activities those that: (1) promote incorporation of culturally responsive teaching and learning strategies into the LEA's educational program; (2) incorporate American Indian and Alaska Native specific curriculum content, consistent with State standards, into the LEA's curriculum; (3) promote coordination and collaboration between tribal, Federal, and State public schools in areas that will improve American Indian and Alaska Native student achievement; and (4) provide family literacy services. Limits to five percent the portion of such funds which may be used for administrative costs.
Allows LEAs receiving subpart 1 grants to submit plans to the Secretary for demonstration projects for the integration of education and related services provided to Indian students.
Authorizes approved applicants to consolidate their federally funded education and related services programs, or portions of programs, serving Indian students in a manner that integrates the program services involved into a single, coordinated, comprehensive program and reduces administrative costs by consolidating administrative functions.
Authorizes the Secretary to use either the count certified by the Bureau of Indian Affairs (BIA), or the count of the number of students for whom the school has eligibility forms when awarding grants or contracts to tribal schools. Allows LEAs to select, within limits, a particular date or period for counting the number of children they will claim.
Revises part A subpart 2 Special Programs and Projects to Improve Educational Opportunities for Indian Children. Requires applications for dissemination grants to include: (1) information demonstrating that the proposed program is research-based, which may include culturally-appropriate modifications; and (2) a description of how the applicant will incorporate the proposed activities into the ongoing school program after the grant period is over. Limits to five percent the portion of such funds that may be spent on administrative costs.
Revises subpart 2 provisions for professional development grants for both pre-service and in-service teacher training for Indian individuals. Limits the individual service obligation to include only those who receive pre-service training. Establishes a new program of grants to consortia to provide high-quality in-service training to teachers, including those who are not Indians, in schools of LEAs with substantial numbers of Indian children enrolled, in order to meet the needs of such children. Gives preference for such grants to consortia that include Indian tribes, organizations, and institutions.
Reauthorizes subpart 2 provisions for fellowships for Indian students and for gifted and talented Indian students.
Extends through FY 2005 the authorization of appropriations for grants to tribes for education administrative planning and development.
Reauthorizes provisions for subpart 3 Special Programs Relating to Adult Education for Indians; and subpart 4 National Research Activities.
Retains provisions for subpart 5 Federal Administration (including the National Advisory Council on Indian Education, peer review, preference for Indian applicants, and minimum grant criteria), but does not extend the authorization of appropriations for subpart 5.
Extends through FY 2005 the authorization of appropriations for the following part A Indian Education provisions: (1) subpart 1 formula grants to LEAs; (2) subpart 2 Special Programs and Projects to Improve Educational Opportunities for Indian Children; (3) subpart 3 Special Programs Relating to Adult Education for Indians; and (4) subpart 4 National Research Activities.
Revises title IX part B, Native Hawaiians (the Native Hawaiian Education Act). Revises provisions for the composition of the Native Hawaiian Education Council for the entire State of Hawaii. Provides that each of the seven specified islands shall have its own native Hawaiian education island council as well.
Revises and consolidates program authority for assistance to programs similar to the following current part B Native Hawaiian programs: (1) Family-Based Education Centers; (2) the Higher Education program; (3) Gifted and Talented; (4) Special Education for students with disabilities or otherwise in need of special education services; Curriculum Development, Teacher Training and Recruitment program; and (5) Community-Based Education Learning Centers. Gives priority to projects addressing: (1) beginning reading and literacy among kindergarten through third grade students; (2) needs of at-risk children and youth; (3) needs in fields or disciplines in which Native Hawaiians are underemployed; and (4) the use of the Hawaiian language in instruction. Includes as authorized activities research, evaluation, and family literacy services. Limits to five percent the portion of part B funds that may be used for administrative costs.
Extends through FY 2005 the authorization of appropriations for part B Native Hawaiian education programs.
Revises title IX part C, Alaska Native Education (the Alaska Native Educational Equity, Support, and Assistance Act). Consolidates program authority for programs similar to current part C programs for: (1) the Educational Planning, Curriculum Development, Teacher Training, and Recruitment program; (2) the Home-Based Education for Preschool Children program; and (3) Student Enrichment. Includes as authorized activities research, evaluation, and family literacy services. Makes specified components of home instruction programs permissible rather than mandatory. Limits to five percent the portion of part C funds that may be used for administrative costs.
Extends through FY 2005 the authorization of appropriations for part C Alaska Native Education Programs.
Title X: General Provisions - Redesignates ESEA title X as General Provisions (currently the name of title XIV). (Replaces the current title X Programs of National Significance and, elsewhere in this Act, redesignates parts of current title X as described below in section 10006.)
(Sec. 10001) Redesignates, as part A of title X, Uniform Provisions (currently part A of title XIV).
Provides that nothing in ESEA shall be construed to prohibit recruiters for the U. S. Armed Forces from receiving the same access to secondary school students, and to directory information concerning such students, as is provided to postsecondary educational institutions or to prospective employers of such students.
Requires the same consideration to be given BIA-operated schools as to LEAs, for purposes of any competitive program under ESEA.
(Sec. 10002) Redesignates, as part B of title X, Evaluations (currently part G of title XIV).
Directs the Secretary to provide for a study conducted by the National Academy of Sciences regarding the relationship between time and learning, including cost estimates for increasing time in school and analyses of: (1) the impact of increasing education time on student learning; (2) how schools, teachers and students use time and the quality of instructional activities; and (3) how time outside of school may be used to enhance student learning.
(Sec. 10003) Renames as America's Education Goals the National Educational Goals (currently in part A of title II of the Goals 2000: Educate America Act, which is repealed by this Act). Redesignates provisions for the Goals as ESEA title X part C. Eliminates references to attaining the Goals by a certain date.
(Sec. 10004) Renames the National Education Goals Panel as America's Education Goals Panel, and makes it ESEA title X part D. Requires the Panel to work with the Secretary to disseminate information regarding best practices. Extends through FY 2005 the authorization of appropriations for the Panel.
(Sec. 10005) Redesignates, as part E of title X of ESEA, provisions for Comprehensive Regional Assistance Centers (currently part A of title XIII). Extends through FY 2005 the authorization of appropriations for such Centers.
(Sec. 10006) Repeals specified parts of title X (but redesignates them as indicated elsewhere in this Act).
Title XI: Amendments to Other Laws - Part A: Repeals - Repeals the Goals 2000: Educate America Act. (Incorporates such Act's National Education Goals in new ESEA provisions relating to America's Education Goals).
(Sec. 11102) Repeals provisions, under part B of title VIII of the Higher Education Amendments of 1998, for an Advanced Placement Incentive Program (ASIP). (Replaces such discretionary grants program with a revised ASIP of mandatory grants under a new part E of title III of ESEA.)
Part B: Education for Homeless Children and Youth - Amends the Stewart B. McKinney Homeless Assistance Act to revise the Education of Homeless Children and Youth (EHCY) program under subtitle B of title VII of such Act.
(Sec. 11202) Revises provisions for grants for State and local activities for EHCY to eliminate Palau as one of the entities for which funds are reserved.
Prohibits States from segregating homeless students in separate schools, or in separate programs within schools, on the basis of such child or youth's status as homeless, except as provided in cases of health or safety emergency or to provide temporary, special, or supplementary services to meet such students' unique needs.
Revises the functions of the Coordinator of Education of Homeless Children and Youth in each State to: (1) eliminate the requirement that the coordinator estimate the number of homeless children in the State or the number of youth served; (2) allow the Secretary to set reporting dates for the collection and transmittal of data gathered by such coordinators; (3) provide for collaboration in as well as coordination of services; and (4) include LEA liaisons for homeless children and youth and community organizations representing such children and their families among those involved in such coordination and collaboration.
Requires State plans to contain assurances that: (1) SEAs and LEAs will ensure that homeless children are not segregated or stigmatized; and (2) LEAs serving school districts in which homeless children and youth reside or attend school will post public notice of their educational rights in locations serving them (such as family shelters and soup kitchens), and designate an appropriate staff person to serve as liaison for them.
Requires local liaisons to: (1) coordinate and collaborate with State coordinators and community and school personnel responsible for the education of homeless children and youth; and (2) assist in the resolution of disputes.
(Sec. 11203) Revises requirements for EHCY grants to LEAs. Requires that services provided with such grant funds, whether provided through school programs or at other facilities, be designed to expand or improve services provided under the school's regular academic program, but not replace that program. Allows schools, if such services are provided on school grounds, to use such funds to provide the same services to other children and youth who are determined by the LEA to be at risk of failing in or dropping out of schools. Prohibits schools, if such services are provided on school grounds, from doing so within school settings that segregate homeless students from other students, except as is necessary for short periods of time for health or safety emergencies or to provide temporary, special, or supplementary services to meet such students' unique needs.
Requires such LEA grant applications to include an assessment of the educational and related needs of homeless youth (which may be undertaken as part of needs assessments for other disadvantaged groups). Requires grant awards to be competitive and based on both need and LEA application quality. Sets forth factors for SEAs to consider in determining LEA application quality.
(Sec. 11204) Directs the Secretary to: (1) issue and publish school enrollment guidelines for States with respect to homeless children and youth; (2) collect and disseminate specified types of data on education and related services for homeless children and youth; (3) coordinate such collection and dissemination with all entities that receive assistance and administer programs under the EHCY program; and (4) report to the President and appropriate congressional committees on the status of the education of homeless children and youth.
(Sec. 11206) Extends through FY 2005 the authorization of appropriations for the EHCY program.
Part C: Albert Einstein Distinguished Educators - Amends the Albert Einstein Distinguished Educator Act of 1994 (which is part A of title V of the Improving America's Schools Act of 1994) to reduce from three to two the number of Albert Einstein Distinguished Educator Fellowships in the Department of Energy that will be given first priority, if the specified number of such fellowships is reduced for any fiscal year.
Extends through FY 2005 the authorization of appropriations for the Fellowship program.