S. 676Senate109th Congress (2005-2007)In Committee

GRAD Act

Introduced March 17, 2005

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SenateIntro Referral Latest Action

Read twice and referred to the Committee on Health, Education, Labor, and Pensions.

March 17, 2005

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SenateIntro Referral

Introduced in Senate

March 17, 2005

SenateIntro Referral

Sponsor introductory remarks on measure. (CR S3056-3057)

March 17, 2005

SenateIntro Referral

Read twice and referred to the Committee on Health, Education, Labor, and Pensions.

March 17, 2005

Floor Debate

23 members

What members said about S. 676 on the floor

10 Republicans13 Democrats
Susan M. Collins
Sen. Susan M. CollinsR-ME · Mar 17, 2005

Mr. President, I rise today with my friend and colleague, Senator Carper, to introduce the Postal Accountability and Enhancement Act of 2005, a bill designed to help the 225-year-old Postal Service…

Edward M. Kennedy
Sen. Edward M. KennedyD-MA · Mar 17, 2005

Mr. President, the entire world continues to wait for signs that the administration takes seriously its moral and legal responsibilities to eliminate torture and abuse. It is long past time for the…

Thomas R. Carper
Sen. Thomas R. CarperD-DE · Mar 17, 2005

Mr. President, I rise today to join my friend from Maine, Senator Collins, in introducing the Postal Accountability and Enhancement Act of 2005, legislation that makes the reforms necessary for the…

Byron L. Dorgan
Sen. Byron L. DorganD-ND · Mar 17, 2005

Mr. President, I rise today to introduce a piece of legislation, along with Mr. Graham, that I believe is needed to solve our long-term energy need. It is imperative that our Nation implements a…

Christopher J. Dodd
Sen. Christopher J. DoddD-CT · Mar 17, 2005

Mr. President, I am pleased to join Senator Hatch and Senator Brownback in introducing legislation to advance the use of umbilical cord blood for clinical applications and research. I first became…

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Daniel K. Akaka
Sen. Daniel K. AkakaD-HI · Mar 17, 2005

Mr. President, I rise today in support of the Hydrogen and Fuel Cell Technology Act of 2005, a bill to amend the Spark M. Matsunaga Hydrogen Research, Development, and Demonstration Act of 1990. A…

Carl Levin
Sen. Carl LevinD-MI · Mar 17, 2005

Mr. President, I join my colleagues, Senators Norm Coleman, Susan Collins and Jack Reed, in introducing the Central Contractor Registry Act of 2005. The purpose of this bipartisan bill is to…

Patrick J. Leahy
Sen. Patrick J. LeahyD-VT · Mar 17, 2005

Mr. President, our Nation has a proud history as the leading advocate of human rights around the world. Throughout this history, we have committed ourselves to numerous international human rights…

Orrin G. Hatch
Sen. Orrin G. HatchR-UT · Mar 17, 2005

Mr. President, I rise today to introduce the Tax Court Modernization Act. I am joined in this legislation by the Chairman and Ranking Democrat of the Finance Committee, Senator Grassley and Senator…

Tim Johnson
Sen. Tim JohnsonD-SD · Mar 17, 2005

Mr. President, I rise today to join twenty of my Senate colleagues in introducing landmark legislation that will double the amount of ethanol used in motor fuel by 2012. The Fuels Security Act of…

Norm Coleman
Sen. Norm ColemanR-MN · Mar 17, 2005

Mr. President, today I am reintroducing the Central Contractor Registry Act. This legislation is particularly relevant this week, as we debate a tough budget to restore fiscal discipline. Last year…

Arlen Specter
Sen. Arlen SpecterR-PA · Mar 17, 2005

Mr. President, I have sought recognition today to introduce a bill to authorize Federal funding for the rehabilitation of the Benjamin Franklin National Memorial. This memorial, an attraction for…

Mike DeWine
Sen. Mike DeWineR-OH · Mar 17, 2005

Mr. President, today I join our colleagues Senators Kennedy, Lugar, Collins, Smith, Cornyn, McCain, Snowe, Harkin, Durbin, Dodd, Lautenberg, Reed, Murkowski, Chafee and Specter to introduce a bill…

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Tom Harkin
Sen. Tom HarkinD-IA · Mar 17, 2005

Mr. President, today, along with my colleague, Senator Lugar, and a bipartisan coalition of 19 other Senators, am introducing important legislation to set an ambitious Renewable Fuels Standard for…

Jack Reed
Sen. Jack ReedD-RI · Mar 17, 2005

Mr. President, today I introduce the Liquefied Natural Gas Safety and Security Act of 2005. The siting of liquefied natural gas (LNG) import terminals is an issue that has taken on critical…

Sam Brownback
Sen. Sam BrownbackR-KS · Mar 17, 2005

Mr. President, I rise to speak on the Brownback- Landrieu Human Cloning Prohibition Act, which we introduce today. The Brownback-Landrieu Human Cloning Prohibition Act remains the only effective ban…

Barack Obama
Sen. Barack ObamaD-IL · Mar 17, 2005

Mr. President, I am pleased to join as a cosponsor of the Fuels Security Act of 2005, which sets a renewable fuels standard for the years 2006 to 2012. To lessen our dependence on foreign oil and…

Ted Stevens
Sen. Ted StevensR-AK · Mar 17, 2005

Mr. President, I have introduced today the Graduation Really Achieves Dreams, GRAD, Act, which will help improve our nation's graduation rate by authorizing a program that has a proven track…

Ted Stevens
Sen. Ted StevensR-AK · Mar 17, 2005

Mr. President, I have introduced today the Graduation Really Achieves Dreams, GRAD, Act, which will help improve our nation's graduation rate by authorizing a program that has a proven track…

Jon S. Corzine
Sen. Jon S. CorzineD-NJ · Mar 17, 2005

Mr. President, today I am introducing legislation to make India eligible for assistance under the Emergency Plan for AIDS Relief (PEPFAR). India is at a tipping point. A silent tsunami is at hand,…

John Ensign
Sen. John EnsignR-NV · Mar 17, 2005

Mr. President, today I introduced a bill that would expand access to speech-language pathology care. Speech-language pathology, or speech therapy, includes services for patients with speech, hearing…

Rick Santorum
Sen. Rick SantorumR-PA · Mar 17, 2005

Mr. President, I rise today to introduce the Workplace Religious Freedom Act. I am pleased to be joined in this effort by Senator Kerry and appreciate the work he has done on this bill over the…

Jim Bunning
Sen. Jim BunningR-KY · Mar 17, 2005

Mr. President, I rise today to introduce legislation that will resolve a longstanding inequity in the tax treatment of U.S. distilled spirits that penalizes the wholesalers, and some suppliers, of…

Max Baucus
Sen. Max BaucusD-MT · Mar 17, 2005

Mr. President, I rise today to support the United States Tax Court Modernization Act. I am pleased to be an original cosponsor of this important legislation along with Senators Hatch, Grassley and…

Bill Text

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Introduced in SenateIssued March 17, 2005

II

109th CONGRESS

1st Session

S. 676

IN THE SENATE OF THE UNITED STATES

March 17, 2005

Mr. Stevens (for himself, Mr. Frist, Mr. Specter, Mr. Alexander, Mr. DeWine, Mrs. Clinton, and Mrs. Hutchison) introduced the following bill; which was read twice and referred to the Committee on Health, Education, Labor, and Pensions

A BILL

To provide for Project GRAD programs, and for other purposes.

1.

Short title

This Act may be cited as the Graduation Really Achieves Dreams Act or the GRAD Act.

2.

Findings

Congress makes the following findings:

(1)

The national secondary school graduation rate is only 70 percent. For the class of 2001, the national graduation rate was only 51 percent for African-American students and 52 percent for Latino students.

(2)

In our Nation’s high poverty urban districts, as few as 1/3 of students graduate from secondary school. In these places, completion rates among certain disadvantaged groups of students are often lower still.

(3)

In rural areas, where 1/3 of American students attend school, only 58.8 percent of students attend institutions of higher education, compared with 68.2 percent of American students from urban and suburban areas.

(4)

Each school day, approximately 3,000 secondary school students drop out of school.

(5)

Alaska Natives have a substantially higher dropout rate than all other students in Alaska as a group. The dropout rate is 8.8 percent for Alaska Natives compared to 4.7 percent for the 2001–2002 school year for other students in Alaska.

(6)

The 6,000,000 secondary students who make up the lowest 25 percent in terms of achievement scores are 3.5 times more likely to drop out of secondary school than students in the next highest quarter of academic achievement, and are 20 times more likely to drop out than high achieving students.

(7)

Approximately 25 percent of secondary school students are reading at below basic levels. The problem is even more severe for poor students of color. The average minority or low-income 9th grader performs at only the 5th or 6th grade level in reading.

(8)

During the 2002–2003 school year Alaska Benchmark Examinations, significantly lower percentages of Alaska Natives were proficient in reading, writing, and mathematics at each of the 3 tested grade levels when compared to all other students. These achievement gaps persist into secondary school, where significantly lower percentages of Alaska Natives were proficient in the subjects tested on the Alaska High School Graduation Qualifying Examination in all grade levels where that test was administered in 2002–2003 school year.

(9)

Achievement gaps persist across racial and socioeconomic lines in rural schools. There are 2,500,000 poor children in rural areas and the child poverty rate in some rural areas is 2 to 3 times the national average.

(10)

Recruiting and retaining good teachers is an enormous challenge in rural areas. The average salary in rural districts is 13.4 percent lower than in nonrural areas, and teachers often teach more than 1 subject, teach in poor working conditions, live far from colleges, have little access to training, and face geographic and social isolation.

(11)

Low graduation rates and college attendance rates are evidence that, in the earlier grades, schools are not meeting the fundamental achievement needs of low-income, minority, and rural students.

(12)

Even those students who do graduate from secondary schools and go on to college are struggling because they lack the basic skills to succeed. Approximately 40 percent of all 4-year college students take a remedial course and 63 percent of all community college students are assigned to at least 1 remedial course.

(13)

A small percentage of low-income students who manage to enter college are able to complete a degree. Of students from families in the bottom 20 percent in terms of income who enter college, only 27 percent go on to complete a 2- or 4-year college degree within 8 years.

(14)

Graduation rates impact early drop-out rates in the military. The attrition rates in the military of both individuals who are not secondary school graduates and GED recipients are 8 percentage points higher than the attrition rate of secondary school graduates. As a result, the Armed Forces no longer accept secondary school dropouts and put less value on alternative certificates.

(15)

Students who fail to graduate from secondary school are more likely to engage in criminal activity than students who graduate. A 1-percent increase in secondary school graduation rates would save approximately $1,400,000,000 in costs associated with incarceration, or about $2,100 for each male secondary school graduate.

(16)

In today’s workplace, nearly 8 in 10 adults with baccalaureate degrees are employed, but for those who completed secondary school only, the number falls to about 6 in 10. And for students who dropped out of secondary school, the number drops further to 4 in 10.

(17)

Employment projections indicate that jobs requiring only a secondary school degree will grow by just 9 percent by the year 2008, while those jobs requiring a bachelor’s degree will grow by 25 percent and those jobs requiring an associate’s degree will grow by 31 percent.

(18)

Personalization of the school environment has been proven to increase success rates for low-performing secondary school students. Nearly 50 percent of middle school youth and 40 percent of secondary school youth report feelings of disengagement from school. Rates are even higher for teens and minorities in urban schools. These feelings result in failure to work hard, to seek assistance, or to take appropriate courses.

(19)

Effective research-based education programs that improve secondary school graduation rates are comprehensive in nature and include interventions that begin in kindergarten or earlier and span all the grades through grade 12.

3.

Definitions

In this Act:

(1)

At-risk

The term at-risk has the same meaning given such term in section 1432 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6472).

(2)

Feeder pattern

The term feeder pattern means a secondary school and the elementary schools and middle schools that channel students into that secondary school.

(3)

Elementary school; secondary school

The terms elementary school and secondary school have the meanings given such terms in section 9101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801).

(4)

Secretary

The term Secretary means the Secretary of Education.

4.

Project grad

(a)

Purposes

The purposes of this Act are—

(1)

to provide support and assistance to programs implementing integrated education reform services in order to improve secondary school graduation, college attendance, and college completion rates for at-risk students; and

(2)

to promote the establishment of new programs to implement such integrated education reform services.

(b)

Grant authorized

The Secretary is authorized to award a grant to Project GRAD USA (referred to in this Act as the grantee), a nonprofit educational organization that has as its primary purpose the improvement of secondary school graduation, college attendance, and college completion rates for at-risk students, to implement and sustain the integrated education reform services described in subsection (d)(3) at existing Project GRAD program sites and to promote the expansion of Project GRAD programs to new sites.

(c)

Requirements of grant agreement

The Secretary shall enter into an agreement with the grantee that requires that the grantee shall—

(1)

enter into subcontracts with nonprofit educational organizations that serve a substantial number or percentage of at-risk students (referred to in this Act as subcontractors), under which the subcontractors agree to implement the programs described in subsection (d) and provide matching funds for such programs;

(2)

directly carry out—

(A)

activities to implement and sustain the reading, mathematics, classroom management, social service, and college access programs described in subsection (d)(3);

(B)

activities to build the organizational and management capacity of the subcontractors to effectively implement and sustain the programs;

(C)

activities for the purpose of improving and expanding the programs, including activities to further articulate a program for 1 or more grade levels and across grade levels, to tailor a program for a particular target audience, and to provide tighter integration across programs;

(D)

activities for the purpose of implementing new Project GRAD program sites;

(E)

activities for the purpose of promoting greater public awareness of integrated education reform services to improve secondary school graduation, college attendance, and college completion rates for at-risk students; and

(F)

other activities directly related to improving secondary school graduation, college attendance, and college completion rates for at-risk students; and

(3)

use grant funds available under this Act to pay—

(A)

to subcontractors the amount determined under subsection (f); and

(B)

the costs associated with carrying out the activities described in paragraph (2).

(d)

Supported programs

(1)

Designation

The subcontractor programs referred to in subsection (c)(1) shall be known as Project GRAD programs.

(2)

Feeder patterns

Each subcontractor shall implement a Project GRAD program and shall, with the agreement of the grantee—

(A)

identify or establish not less than 1 feeder pattern of public schools; and

(B)

provide the integrated educational reform services described in paragraph (3) at the identified feeder pattern or feeder patterns.

(3)

Integrated education reform services

The services provided through a Project GRAD program shall include—

(A)

research-based programs in reading, mathematics, and classroom management;

(B)

campus-based social services programs, including a systematic approach to increase family and community involvement in the schools served by the Project GRAD program;

(C)

a college access program that includes—

(i)

providing college scholarships for students who meet established criteria;

(ii)

proven approaches for increasing student and family college awareness; and

(iii)

assistance for such students in applying for higher education financial aid; and

(D)

such other services identified by the grantee as necessary to increase secondary school graduation, college attendance, and college completion rates.

(e)

Grantee use of funds

Of the funds made available under this Act, not more than 8 percent, or $4,000,000, whichever is less, shall be used by the grantee to pay for administration of the grant, with the remainder of funds to be used for the purposes described in subsection (c) (1) and (2).

(f)

Grantee contribution and matching requirement

(1)

In general

The grantee shall provide to each subcontractor an average of $200 for each pupil served by the subcontractor in the Project GRAD program, adjusted to take into consideration—

(A)

the resources available in the area where the subcontractor will implement the Project GRAD program; and

(B)

the need for Project GRAD programs in such area to improve student outcomes, including reading and mathematics achievement and, where applicable, secondary school graduation, college attendance, and college completion rates.

(2)

Matching requirement

Each subcontractor shall provide funds for the Project GRAD program in an amount that is equal to the amount received by the subcontractor from the grantee. Such matching funds may be provided in cash or in kind, fairly evaluated.

(3)

Waiver authority

The grantee may waive, in whole or in part, the requirement of paragraph (2) for a subcontractor, if the subcontractor—

(A)

demonstrates that the subcontractor would not otherwise be able to participate in the program; and

(B)

enters into an agreement with the grantee with respect to the amount to which the waiver will apply.

(4)

Decrease in grantee share

Based on the funds or resources available to a subcontractor, the grantee may elect to provide the subcontractor with an amount that is less than the amount determined under paragraph (1).

(g)

Evaluation

(1)

Evaluation by the secretary

The Secretary shall select an independent entity to evaluate, every 3 years, the performance of students who participate in a Project GRAD program under this Act. The evaluation shall—

(A)

be conducted using the strongest possible research design for determining the effectiveness of the Project GRAD programs funded under this Act; and

(B)

compare reading and mathematics achievement and, where applicable, the secondary school graduation, college attendance, and college completion rates of students who participate in a Project GRAD program funded under this Act with those indicators for students of similar backgrounds who do not participate in such programs.

(2)

Evaluation by grantee and subcontractors

(A)

In general

The grantee shall require each subcontractor to prepare an in-depth report of the results and the use of funds of each Project GRAD program funded under this Act that includes—

(i)

data on the reading and mathematics achievement of students involved in the Project GRAD program;

(ii)

statistics on secondary school graduation, college attendance, and college completion rates; and

(iii)

such financial reporting as required by the Secretary to review the effectiveness and efficiency of the program.

(B)

Form of report

The report shall be in a form and include such content as shall be determined by the grantee, in consultation with the Secretary or the entity selected by the Secretary to evaluate the Project GRAD programs in accordance with paragraph (1).

(3)

Availability of evaluations

Copies of any evaluation or report prepared under this subsection shall be made available to—

(A)

the Secretary;

(B)

the chairperson and ranking member of the Committee on Health, Education, Labor, and Pensions of the Senate; and

(C)

the chairperson and ranking member of the Committee on Education and the Workforce of the House of Representatives.

5.

Authorization of appropriations

There are authorized to be appropriated to carry out this Act $27,000,000 for fiscal year 2006, and such sums as may be necessary for each of the 5 succeeding fiscal years.