[Congressional Bills 110th Congress]
[From the U.S. Government Publishing Office]
[S. 1185 Introduced in Senate (IS)]
110th CONGRESS
1st Session
S. 1185
To provide grants to States to improve high schools and raise
graduation rates while ensuring rigorous standards, to develop and
implement effective school models for struggling students and dropouts,
and to improve State policies to raise graduation rates, and for other
purposes.
_______________________________________________________________________
IN THE SENATE OF THE UNITED STATES
April 23, 2007
Mr. Bingaman (for himself, Mr. Burr, and Mr. Kennedy) introduced the
following bill; which was read twice and referred to the Committee on
Health, Education, Labor, and Pensions
_______________________________________________________________________
A BILL
To provide grants to States to improve high schools and raise
graduation rates while ensuring rigorous standards, to develop and
implement effective school models for struggling students and dropouts,
and to improve State policies to raise graduation rates, and for other
purposes.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Graduation Promise Act of 2007''.
SEC. 2. DEFINITIONS.
In this Act:
(1) In general.--The terms ``local educational agency'',
``secondary school'', and ``State educational agency'' have the
meanings given the terms in section 9101 of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 7801).
(2) Graduation rate.--The term ``graduation rate'' (except
when used as part of the term ``averaged freshmen graduation
rate'') has the meaning given the term in section
1111(b)(2)(C)(vi) of the Elementary and Secondary Education Act
of 1965 (20 U.S.C. 6311(b)(2)(C)(vi)).
(3) High-priority.--The term ``high-priority'', when used
with respect to a secondary school, means a school that--
(A) has low student achievement; and
(B)(i) has a low graduation rate; or
(ii) feeds students into a high school that has a
low graduation rate.
(4) High school.--The term ``high school'' means a
secondary school in which the--
(A) entering grade of the school is not lower than
grade 6; and
(B) highest grade of the school is--
(i) grade 12; or
(ii) in the case of a secondary school
approved by a State to issue a regular diploma
concurrently with a postsecondary degree or
with not more than 2 years' worth of
postsecondary academic credit, grade 13.
(5) Institution of higher education.--The term
``institution of higher education'' has the meaning given the
term in section 101(a) of the Higher Education Act of 1965 (20
U.S.C. 1001(a)).
(6) Secretary.--The term ``Secretary'' means the Secretary
of Education.
(7) State.--The term ``State'' means each of the several
States of the United States, the District of Columbia, the
Commonwealth of Puerto Rico, the United States Virgin Islands,
Guam, American Samoa, the Commonwealth of the Northern Mariana
Islands, and the Republic of Palau.
TITLE I--HIGH SCHOOL IMPROVEMENT AND DROPOUT REDUCTION FUND
SEC. 101. FINDINGS.
The Senate finds the following:
(1) About a third of our Nation's high school students fail
to graduate in 4 years, and another third graduate without the
skills and knowledge needed to succeed in college or the
workplace. The outcomes for minority students are even worse:
only about 52 percent of Hispanic, 56 percent of African-
American, and 57 percent of Native-American students graduate
on time, compared to 78 percent of white students.
(2) More than a decade after Congress declared a national
goal that 90 percent of American high school students graduate
from high school we are far from that target and graduation
rates have stagnated.
(3) Half of the Nation's dropouts attend a ``dropout
factory''--schools where 40 percent or more of the freshman
class has disappeared by the time the students reach their
senior year. These schools, which are located in nearly every
State, primarily serve minority and poor students, and have
fewer resources and less qualified teachers than schools in
more affluent neighborhoods with larger numbers of white
students. In fact, almost half of African-American students and
nearly 40 percent of Latino students--compared to only 11
percent of white students--attend high schools in which
graduation is not the norm.
(4) If the Nation's high schools and colleges raise the
graduation rates of Hispanic, African-American, and Native-
American students to the levels of white students by 2020, the
potential increase in personal income across the Nation would
add, conservatively, more than $310,000,000,000 to the United
States economy.
(5) If the high school graduation rate for male students
increased by just 5 percent, the Nation could save almost
$5,000,000,000 a year in reduced spending on crime-related
expenses such as prisons and medical costs for victims. An
additional $2,700,000,000 could be generated in income if these
high school graduates went on to college at the same rate as
other male students.
(6) A high school diploma is increasingly important for
success in the 21st century economy. In fact, an estimated 80
percent of current jobs and approximately 90 percent of the
fastest-growing, highest-paying jobs require some sort of
education beyond high school.
(7) The Nation spends more than $1,400,000,000 a year to
provide remedial courses to community college students who
recently completed high school. And that figure does not
include the almost $2,300,000,000 that the economy loses
because students who take remedial courses, particularly in
reading, are more likely to leave college without getting a
degree, and thereby reduce their earning potential. Across the
Nation, 42 percent of community college freshmen and 20 percent
of freshmen in 4-year institutions enroll in at least 1
remedial course.
(8) Business and higher education consistently report that
students are leaving high school unprepared for the demands of
college and the workplace. According to a survey of the
National Association of Manufacturers, more than 80 percent of
manufacturing companies are experiencing a shortage of
qualified workers. More than two-thirds of manufacturing
companies said that businesses train employees to raise basic
skills, a sure sign that a high school education is deficient
even for the few jobs that require nothing further. Forty
percent of employers considered graduates deficient in their
overall preparation for the workplace.
(9) For decades, Federal funding has largely been spent on
grades Pre-K to 6 and higher education, with dramatically less
given the middle and high school grades. While children in
their early years must build a strong foundation for learning,
research also clearly demonstrates the need to continue the
investment at each stage of the education process or risk
losing much of the benefit of the early effort.
(10) The United States has made some progress in education
outcomes in the early years of education and in higher
education, but has seen decline in the middle and high school
years. In terms of demonstrating return on investment, where
Federal educational commitment has been made, positive outcomes
have resulted.
(11) Only 8 percent of title I of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.)
participants are high school students, leaving millions of
title I-eligible, high school students in low-performing
schools without the focused support, external assistance, and
resources for improvement that title I was created to provide.
Because title I funds serve as the trigger for school
improvement requirements in the Elementary and Secondary
Education Act of 1965, this also means that most low-income,
low-performing high schools are not required to (or supported
to) implement school improvement activities.
(12) While the Elementary and Secondary Education Act of
1965 (20 U.S.C. 6301 et seq.) includes a strong focus on
identifying low-performing schools, America still needs a
comprehensive strategy to support and improve chronically low-
performing schools and districts. School improvement strategies
should be tailored based on a variety of indicators and data,
so that educators can create and implement successful school
improvement strategies to address the needs of the individual
schools.
(13) Most districts and State educational agencies do not
necessarily have the capacity or infrastructure to guide,
support, and fund school improvement strategies where they are
needed, but good models for turning around low-performing high
schools do exist. Federal support should be used to build this
capacity based on evidence from successful high schools.
(14) If the Nation is to maintain and increase its
competitiveness in the global economy, it must invest in a
systemic approach to improving its high schools so that every
child graduates prepared for success.
SEC. 102. PURPOSES.
The purposes of this title are to--
(1) improve high school student academic achievement and
graduation rates;
(2) help States develop a high school improvement system to
deliver support and technical assistance to high-priority high
schools;
(3) ensure students graduate from high school with the
education and skills necessary to compete in a global economy;
and
(4) help build the capacity to develop and implement
research-based, sustainable, and replicable high school
improvement models and interventions for high-priority high
schools that engage the whole community.
SEC. 103. DEFINITIONS.
In this title:
(1) Adequate yearly progress.--The term ``adequate yearly
progress'' has the meaning given the term in section
1111(b)(2)(B) of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 6311(b)(2)(B)).
(2) Averaged freshmen graduation rate.--The term ``averaged
freshmen graduation rate'' means the estimate of the percentage
of high school students who graduate on time by dividing the
number of graduates with regular diplomas by the estimated size
of the incoming freshman class 4 years earlier, expressed as a
percentage, as calculated and reported by the National Center
for Education Statistics.
(3) Low-income local educational agency.--The term ``low-
income local educational agency'' means a local educational
agency in which not less than 15 percent of the students served
by such agency are from families with incomes below the poverty
line.
(4) Middle grades.--The term ``middle grades'' means grades
6 through 8.
(5) Poverty line.--The term ``poverty line'' means the
poverty line described in section 673 of the Community Services
Block Grant Act (42 U.S.C. 9902), applicable to a family of the
size involved.
(6) Technical assistance provider.--The term ``technical
assistance provider'' means a nonprofit entity with a proven
track record of significantly improving student achievement and
outcomes in high-priority high schools.
SEC. 104. GRANTS AUTHORIZED.
The Secretary is authorized to make grants to State educational
agencies with applications approved under section 109 to establish or
expand a differentiated high school improvement system that can improve
student achievement and graduation rates, and effectively target
resources and technical assistance to high-priority high schools.
SEC. 105. ALLOTMENT TO STATES.
(a) In General.--The Secretary shall make grants to State
educational agencies with applications approved under section 109 to
enable the States to carry out the activities specified in section 110.
Each grant shall consist of the allotment determined for a State under
subsection (b)(2).
(b) Determination of Allotments.--
(1) Reservation of funds.--From the total amount
appropriated for this Act, the Secretary shall reserve--
(A) 4 percent to--
(i) evaluate activities authorized under
this title, including supporting large-scale
randomized studies of planned variations in
school time, such as length of school day,
week, and year, teacher effectiveness, class
size, teacher training, performance or
placement incentives, and other major school
improvement inputs, in order to determine the
most effective strategies for improving student
achievement and outcomes for students attending
high-priority high schools; and
(ii) disseminate findings of such
evaluations;
(B) 2 percent to provide technical assistance and
ongoing regional training programs--
(i) to build the capacity of State
educational agencies and local educational
agencies to provide technical assistance to
improve high-priority high schools;
(ii) to develop the capacity of State
educational agencies to effectively manage a
differentiated high school improvement system
and analyze the capacity of local educational
agencies and high schools to effectively
implement proven high school reform strategies;
and
(iii) to develop, in middle schools served
by a local educational agency whose students go
on to attend high schools identified by the
local educational agency as in need of whole
school reforms or replacement, middle grade
early indicator warning systems consisting of
factors used to identify students who are
struggling academically and have poor
attendance records or have been suspended in or
before the middle grades or are likely to
struggle in high school or to not graduate and
provide supports to get such students back on
track; and
(C) 2 percent to enter into contracts with or
provide grants to technical assistance providers to
build their capacity to serve more high schools and to
support the development or enhancement of research-
based whole secondary school reform or new secondary
school models.
(2) State allotment.--From the total amount appropriated
under section 114 for a fiscal year and not reserved under
paragraph (1), the Secretary shall make allotments as follows:
(A) Low-income local educational agencies.--From
such amount, the Secretary shall allot to each State an
amount that bears the same ratio to 50 percent of the
sums being allotted as the percentage of students
enrolled in schools served by low-income local
educational agencies in the State bears to the total of
such percentages for all the States.
(B) Lowest calculation.--From such amount, the
Secretary shall allot to each State within the lowest
one-third averaged freshman graduation rate an amount
that bears the same ratio to 25 percent of the sums
being alloted as the number of students enrolled in
high schools in the State bears to the total of such
students in all of such States within the lowest one-
third averaged freshman graduation rate.
(C) Middle calculation.--From such amount, the
Secretary shall allot to each State within the middle
one-third averaged freshman graduation rate an amount
that bears the same ratio to 15 percent of the sums
being alloted as the number of students enrolled in
high schools in the State bears to the total of such
students in all of such States within the middle one-
third averaged freshman graduation rate.
(D) Highest calculation.--From such amount, the
Secretary shall allot to each State within the highest
one-third averaged freshman graduation rate an amount
that bears the same ratio to 10 percent of the sums
being alloted as the number of students enrolled in
high schools in the State bears to the total of such
students in all of such States within the highest one-
third averaged freshman graduation rate.
(3) Reallotment.--If any State does not apply for an
allotment under this subsection for any fiscal year, the
Secretary shall reallot the amount of the allotment to the
remaining States in accordance with this subsection.
(4) Matching funds.--A State educational agency that
receives a grant under this title shall provide matching funds,
from non-Federal sources, in an amount equal to 25 percent of
the amount of grant funds provided to the State under this
title (which may be provided in cash or in-kind, but not more
than 10 percent of the amount of grant funds may be provided
in-kind) to carry out the activities supported by the grant.
In-kind contributions shall be directed toward supporting State
educational agency technical assistance efforts or the
operation of the State's differentiated high school improvement
system.
SEC. 106. SECRETARIAL PEER REVIEW AND APPROVAL.
(a) In General.--The Secretary shall--
(1) establish a peer-review process to assist in the review
and approval of State plans;
(2) appoint individuals to the peer-review process who are
educators and experts in educational standards, assessments,
accountability, high school improvement, dropout prevention,
and other educational needs of high school students;
(3) approve a State plan submitted under this title not
later than 120 days after the date of the submission of the
plan unless the Secretary determines that the plan does not
meet the requirements of this title;
(4) if the Secretary determines that the State plan does
not meet the requirements of this title, immediately notify the
State of such determination and the reasons for such
determination;
(5) not decline to approve a State's plan before--
(A) offering the State an opportunity to revise the
State's plan;
(B) providing the State with technical assistance
in order to submit a successful application; and
(C) providing a hearing to the State; and
(6) have the authority to disapprove a State plan for not
meeting the requirements of this title.
(b) State Revisions.--A State plan shall be revised by the State
educational agency if required to do so by the Secretary to satisfy the
requirements of this title.
(c) Accuracy.--In approving a State plan, the Secretary shall
ensure that--
(1) the process the State educational agency proposes for
differentiating school improvement actions under section
109(b)(4) will assign high schools to each category in such a
way that accurately identifies schools and leads to the
implementation of the interventions necessary to meet student
needs; and
(2) the minimum expected growth targets proposed by the
State educational agency under section 109(b)(2)(B) are
meaningful, achievable, and demonstrate continuous and
substantial progress.
SEC. 107. TECHNICAL ASSISTANCE.
If the Secretary determines that a State does not have the capacity
to carry out high school improvement activities, the Secretary shall
offer technical assistance to carry out such activities to States
directly or through contracts with technical assistance providers.
SEC. 108. DIFFERENTIATED HIGH SCHOOL IMPROVEMENT SYSTEM.
(a) In General.--A State educational agency that receives a grant
under this title shall use such funds to establish or expand
differentiated high school improvement systems.
(b) System Requirements.--The systems described in subsection (a)
shall be designed to do the following:
(1) Identify high-priority high schools.--The system shall
be designed to identify high-priority high schools within the
State.
(2) Differentiate school improvement actions.--The system
shall be designed to differentiate school improvement actions
based on the amount and type of supports necessary to improve
student achievement and graduation rates in high schools within
the State.
(3) Locally driven improvement plans.--The system shall be
designed to provide resources to support evidence-based
activities chosen by local school improvement teams and based
on school performance data.
(4) Target funds.--The system shall be designed to target
resources and support to those high-priority high schools
within the State.
(5) Recognize progress.--The system shall be designed to
ensure that high schools making progress on school performance
indicators continue to implement effective school improvement
strategies identified in their current school improvement plan.
(6) Demonstrate commitment.--The system shall be designed
to ensure that high-priority high schools making progress on
school performance indicators continue to have the resources
and supports necessary to continue improving high school
graduation rates and student achievement.
(7) Build capacity.--The system shall be designed to build
the capacity of the State educational agencies and local
educational agencies to assist in improving student achievement
and graduation rates in high-priority high schools.
SEC. 109. STATE APPLICATION TO DEVELOP DIFFERENTIATED HIGH SCHOOL
IMPROVEMENT SYSTEMS.
(a) In General.--
(1) In general.--For a State to be eligible to receive a
grant under this title, the State educational agency shall
submit an application to the Secretary at such time, in such
manner, and containing such information as the Secretary may
reasonably require.
(2) Revised application.--The State educational agency
shall submit a revised application every 5 years based on an
evaluation of the activities conducted under this title.
(b) Contents.--Each application submitted under this section shall
include the following:
(1) School improvement process.--The State educational
agency shall describe how the State educational agency will use
funds authorized under this title to establish or expand a high
school improvement system described in sections 108 and 110.
(2) School performance indicators.--
(A) In general.--The State educational agency shall
define a set of comprehensive school performance
indicators that shall be used, in addition to the
indicators used to determine adequate yearly progress,
to analyze school performance, determine the amount and
type of support the school needs, and guide the school
improvement process, such as--
(i) student attendance rates;
(ii) earned on-time promotion rates from
grade to grade;
(iii) percent of students who have on-time
credit accumulation at the end of each grade;
(iv) percent of students failing a core,
credit-bearing mathematics, reading or language
arts, or science course, or failing 2 or more
of any course;
(v) percent of students taking a college
preparatory curriculum, which may include
percent of students taking Advanced Placement,
International Baccalaureate courses, or college
courses taken for dual credit;
(vi) teacher quality and attendance
measures;
(vii) student rates of college enrollment,
persistence, and attainment; and
(viii) additional indicators proposed by
the State educational agency and approved by
the Secretary as part of the peer-review
process described in section 110.
(B) Expected growth.--The State educational agency
shall define a minimum percent of expected annual
growth for each school performance indicator that
demonstrates continuous and substantial progress.
(3) Capacity evaluations.--
(A) State educational agency and local educational
agency capacity.--The State educational agency shall
describe how it will evaluate and ensure that the State
educational agency and local educational agency have
sufficient capacity to improve high-priority high
schools.
(B) High school capacity and needs assessment.--The
State educational agency shall describe how it will
ensure that each high school that does not make
adequate yearly progress for 2 consecutive years will
undergo a capacity and needs assessment as described in
section 111(e) and use such information to assist in
determining the amount of the subgrant awarded under
section 110(f).
(4) Differentiated school improvement.--The State
educational agency shall describe how data from the school
performance indicators described in paragraph (2) and
indicators used to determine adequate yearly progress will be
used by local educational agencies as criteria for placing high
schools that do not make adequate yearly progress for 2
consecutive years into 1 of the following school improvement
categories:
(A) Schools needing targeted interventions.--High
schools whose school performance indicators demonstrate
a need for targeted interventions to improve student
outcomes and make adequate yearly progress.
(B) Schools needing whole school reforms.--High
schools whose school performance indicators demonstrate
a need for comprehensive schoolwide reform to improve
student outcomes and make adequate yearly progress.
(C) Schools needing replacement.--High schools
whose school performance indicators demonstrate a need
for replacement, as described in section 112(d).
(D) Special rule.--States may propose systems of
differentiation aligned with their existing State
accountability systems that include additional
categories.
(E) Rule of construction.--Notwithstanding any
other provision of law, for purposes of this title, a
high school shall be designated as a school in need of
whole school reform or as a school in need of
replacement in the case that such high school has--
(i) a graduation rate of 60 percent or
less; or
(ii) achievement levels below the initial
baseline for measuring the percentage of
students meeting or exceeding the State's
proficient level of academic achievement in
either mathematics or English or language arts
in accordance with section 1111(b)(2)(E) of the
Elementary and Secondary Education Act of 1965
(20 U.S.C. 6311(b)(2)(E)).
(5) State review of local educational agency plans.--The
State educational agency shall describe the following:
(A) Review local educational agency plans.--The
State educational agency shall describe how it will
collect and review high school improvement plans of
local educational agencies using the peer-review
process described in section 110(b) submitted by local
educational agencies in accordance with section 111(e).
(B) Allocation of subgrants.--The State educational
agency shall describe how it will award subgrants to
local educational agencies using the peer-review
process described in section 110(b) in accordance with
section 110(f).
(C) Monitoring of school improvement plans.--The
State educational agency shall describe how it will
review and monitor the implementation of high school
improvement plans of high schools that do not meet the
expected growth targets set in accordance with
paragraph (2)(B) and defined in the school improvement
plan described in section 111(d).
(D) Provide technical assistance.--
(i) In general.--The State educational
agency shall describe how it will provide
technical assistance to local educational
agencies and high schools that need support to
implement high school improvement plans
described in section 111(d) and improve
graduation rates and student achievement,
including through the use of technical
assistance providers, where appropriate.
(ii) School improvement teams.--The State
educational agency shall describe how it will
assist school improvement teams described in
section 111(b), when needed, including how it
will--
(I) support and provide resources
and training to school improvement
teams;
(II) allocate staff to participate
on school improvement teams;
(III) provide technical assistance
to the school improvement teams; and
(IV) ensure that the school
improvement teams have access to
technical assistance providers when
needed.
(6) Demonstration of commitment.--The State educational
agency shall demonstrate how it will provide ongoing support to
high schools that need targeted interventions, whole school
reforms and replacement, and are making progress on school
performance indicators, to ensure continued improvement,
including the availability of funds from non-Federal sources.
(7) Middle grade early indicator warning system.--The State
educational agency shall demonstrate how it will work with
local educational agencies with low graduation rates to develop
middle grade early indicator warning systems consisting of
factors used to identify students who are struggling
academically and have poor attendance records or have been
suspended in or before the middle grades or are likely to
struggle in high school or to not graduate and, where
appropriate, provide supports to get such students back on
track.
(8) Evaluation of success.--The State educational agency
shall describe how, every 5 years, it will evaluate how the
activities assisted under this title have been successful in
improving student achievement and outcomes of the cohort of
students that entered 9th grade 4 years earlier.
SEC. 110. STATE EDUCATIONAL AGENCY USE OF FUNDS.
(a) In General.--A State educational agency that receives a grant
under section 105--
(1) may reserve not more than 10 percent of the grant funds
to carry out the activities under this title; and
(2) shall use not less than 90 percent of the grant funds
to make subgrants to local educational agencies in accordance
with subsection (b).
(b) State Educational Agency Peer Review.--A State educational
agency that receives a grant under this title shall review applications
submitted under section 111 and make awards in accordance with
subsection (f) with the assistance and advice of a panel who are
educators and experts in--
(1) educational standards, assessments, and accountability;
(2) high school improvement;
(3) dropout prevention; and
(4) other educational needs of high school students.
(c) Accuracy.--The State educational agency, in consultation with
the panel described in subsection (b), shall ensure the local
educational agency has designated the school improvement category
described in section 109(b)(4) for each high school served by the local
educational agency that did not make adequate yearly progress for 2
consecutive years in such a way that accurately identifies schools and
leads to the implementation of the interventions necessary to meet
student needs.
(d) Opportunity To Revise.--If the State educational agency, in
consultation with the panel described in subsection (b), determines
that the local educational agency's application does not meet the
requirements of this title, the State educational agency shall
immediately notify the local educational agency of such determination
and the reasons for such determination, and offer--
(1) the local educational agency an opportunity to revise
the application; and
(2) technical assistance to the local educational agency to
revise the application.
(e) Technical Assistance.--The State educational agency shall
provide technical assistance to a local educational agency requesting
such assistance in preparing the application and needs assessment
required under section 111.
(f) Award of Subgrants to Local Educational Agencies.--
(1) In general.--A State educational agency that receives a
grant under this title shall award subgrants to local
educational agencies with applications approved on the basis
of--
(A) the quality of the plan to improve student
graduation rates and student achievement in high
schools that have not made adequate yearly progress for
2 consecutive years; and
(B) the capacity of the local educational agency to
implement the plan.
(2) Amount.--A subgrant under this section shall be awarded
in an amount that is based on--
(A) the number and size of high schools served by
the local educational agency needing--
(i) targeted interventions;
(ii) whole school reforms; and
(iii) replacement;
(B) the types of reforms or interventions proposed;
(C) the resources available to the high schools to
implement the reforms or interventions proposed; and
(D) the resources available to the local
educational agency to implement the reforms or
interventions proposed.
(3) Priority.--The State educational agency shall first
award subgrants to local educational agencies serving high
schools needing whole school reforms and replacement. The State
educational agency shall award remaining subgrant funds to
local educational agencies serving high schools needing
targeted interventions.
(g) Authority To Intervene.--If the State educational agency
determines that a local educational agency does not have the capacity
to implement high school improvement activities described in the school
improvement plan, the State educational agency may intervene to
implement the high school improvement plans or enter into contracts
with technical assistance providers to assist local educational
agencies with the implementation of high school improvement plans.
(h) Implementation of State Educational Agency Application.--The
State educational agency shall use funds under this title to carry out
the activities included in the application described in section 109.
(i) Supplement, Not Supplant.--A State educational agency that
receives a grant under this title shall use the grant funds to
supplement, and not supplant, Federal and non-Federal funds available
to high schools.
SEC. 111. LOCAL EDUCATIONAL AGENCY IMPLEMENTATION OF SCHOOL IMPROVEMENT
SYSTEM.
(a) Differentiate High Schools.--A local educational agency that
applies for a subgrant under this title shall designate the category of
high school improvement, as described in section 109(b)(4), using data
from the school performance indicators as criteria, as prescribed by
the State educational agency, for each high school served by such
agency that does not make adequate yearly progress for 2 consecutive
years.
(b) School Improvement Teams.--
(1) In general.--To be eligible to receive a subgrant under
this title, a local educational agency shall convene a school
improvement team for each high school served by such agency
that does not make adequate yearly progress for 2 consecutive
years and is assigned to 1 of the school improvement categories
defined in section 109(b)(4), which--
(A) shall include--
(i) the building principal;
(ii) teachers representing different grade
levels or disciplines;
(iii) local educational agency staff;
(iv) parents, including parents of students
who have low graduation rates;
(v) community representatives, including
representatives of nonprofit organizations
serving young people and the business
community; and
(vi) pupil service representatives; and
(B) may include--
(i) technical assistance providers, where
appropriate; and
(ii) State educational agency staff when
requested by the local educational agency or
assigned by the State educational agency.
(2) Collaboration.--A local educational agency shall ensure
collaboration--
(A) of school improvement teams with personnel of
middle schools served by the local educational agency
whose students go on to attend high schools that are
designated as in need of targeted assistance, whole
school reform, or replacement, where appropriate; and
(B) between school improvement teams working at
different high schools served by the local educational
agency, to the extent appropriate.
(c) Develop Student Indicators.--To be eligible to receive a
subgrant under this title, a local educational agency shall develop a
set of indicators to determine the number and percent of students who
begin high school at high risk for not graduating high school with a
regular diploma and describe how the school improvement team will use
such indicators to determine the type and intensity of supports each
student needs. Such indicators shall include the number and percent of
9th grade students who--
(1) in the 8th grade--
(A) failed a credit-bearing mathematics or reading
or language arts course, or 2 or more of any course;
(B) attended school less than 90 percent of the
required time; and
(C) received an out-of-school suspension;
(2) repeat the 9th grade;
(3) enter the 9th grade over the average age; or
(4) have experienced interrupted formal education.
(d) Develop High School Improvement Plans.--The school improvement
team convened under subsection (b) shall use data from the school
performance indicators, the student indicators, measures used to
determine adequate yearly progress, the capacity and needs assessment
described in subsection (e), and other relevant data and knowledge of
the school to develop a multiyear school improvement plan for each
school. Such plan shall--
(1) identify annual benchmarks for school performance
indicators that meet or exceed the minimum percentage of
expected growth defined by the State educational agency in
section 109(b)(2)(B);
(2) define the evidence-based academic and nonacademic
interventions and resources necessary to meet annual benchmarks
and make adequate yearly progress;
(3) identify the roles of the State educational agency, the
local educational agency, the school, and technical assistance
providers and service providers, as appropriate, in providing
identified interventions and resources necessary to meet annual
benchmarks and make adequate yearly progress;
(4) provide for the involvement of business and community
organizations and other entities, including parents and
institutions of higher education, in the activities to be
assisted under this title; and
(5) describe and direct the use of--
(A) any additional funding to be provided by the
State educational agency, the local educational agency,
or other sources; and
(B) technical assistance providers, where
appropriate.
(e) High School Capacity and Needs Assessment.--
(1) In general.--To be eligible to receive a subgrant under
this title, a local educational agency shall submit, with the
application described in subsection (f), to the State
educational agency a capacity and needs assessment for each
high school served by such agency that does not make adequate
yearly progress for 2 consecutive years.
(2) Assessment.--The assessment under paragraph (1) shall
be conducted by a school improvement team described in
subsection (b) and the local educational agency and shall
include--
(A) a description and analysis of the school's
capacity to implement needed school improvement
activities identified in the school improvement plan,
including an analysis of--
(i) the number, experience, training level,
responsibilities, and stability of existing
administrative, instructional, and
noninstructional staff for each high school to
be assisted;
(ii) a review of the budget, including how
Federal, State, and local funds are currently
being spent for instruction and operations at
the school level for staff salaries,
instructional materials, professional
development, and student support services to
establish the extent to which existing
resources need to and can be reallocated to
support the needed school improvement
activities; and
(iii) additional resources and staff
necessary to implement the needed school
improvement activities described in section
112; and
(B) an analysis of the local educational agency's
capacity to provide technical assistance, additional
staff, and resources to implement the school
improvement plan to improve high school performance.
(3) Requirements.--The information provided in the capacity
and needs assessment in coordination with the school
improvement plan shall be used to determine the level and
direct the use of--
(A) funds requested by the local educational agency
for each high school to be assisted under this title;
(B) any additional funding to be provided by the
State educational agency, the local educational agency,
or other sources; and
(C) technical assistance providers, where
appropriate.
(f) Application.--
(1) In general.--To be eligible to receive a subgrant under
this title, a local educational agency--
(A) shall submit an application to the State
educational agency at such time, in such manner, and
containing such information as the State educational
agency may reasonably require; and
(B) may request technical assistance from the State
educational agency in preparing the application and the
capacity and needs assessment required under this
section.
(2) Contents.--Each application submitted under this
section shall use data from the capacity and needs assessment
required in subsection (e) and shall include the following:
(A) A description of how the local educational
agency used data from the school performance indicators
as criteria to designate the school improvement
category described in section 109(b)(4) for each high
school served by such agency that did not make adequate
yearly progress for 2 consecutive years.
(B) An identification of each high school served by
the local educational agency that did not make adequate
yearly progress for 2 consecutive years and the
designation of the school improvement category for each
such school, as described in section 109(b)(4).
(C) A description of the activities to be carried
out by the local educational agency under this title
and a description of how the activities will be
research-based and an explanation of why the activities
are expected to improve student achievement and
increase graduation rates.
(D) An assurance that the local educational agency
will use funds authorized under this title and received
from the State educational agency first to meet the
needs of high schools served by the local educational
agency that need whole school reforms or high schools
served by the local educational agency that need
replacement.
(E) A description of how the local educational
agency will provide for the involvement of parents,
business and community organizations, including
institutions of higher education, in the activities to
be assisted under this title, and the resources such
entities will make available to assist in such
activities.
(F) An assurance that the local educational agency
shall provide ongoing support and resources to high
schools that need whole school reforms and that need
replacement, and are making progress on school
performance indicators, to ensure continued
improvement.
(G) A description of how the local educational
agency will increase its capacity to improve high
schools with low student achievement and graduation
rates.
(H) A description of the options that will be
provided to high school students served by the local
educational agency, such as--
(i) programs for credit recovery for
overage or under-credited students; and
(ii) secondary-postsecondary learning
opportunities, including dual enrollment
programs and early college high schools.
(g) Implement High School Improvement Plans.--The local educational
agency shall use funds to ensure the implementation of school
improvement plans.
(h) Ensure Continuous High School Improvement.--
(1) In general.--The local educational agency shall ensure
the continuous improvement of high schools by evaluating the
progress of high schools in making the continuous and
substantial progress as defined in the school improvement plan
in accordance with the minimum expected growth set by the State
educational agency in section 109(b)(2)(B) and determining
whether the high school is on track or not on track as provided
in paragraphs (2) and (3).
(2) On track.--Each high school that is meeting the annual
benchmarks as defined in the school improvement plan shall
continue to implement school improvement activities in
accordance with the school improvement plan.
(3) Not on track.--For each high school that is not meeting
the annual benchmarks as defined in the school improvement
plan, the local educational agency shall--
(A) after 1 year, review the school improvement
plan, and develop and implement a new plan, as
appropriate;
(B) after 2 years, redesignate the school into a
different school improvement category, as described in
section 109(b)(4), either--
(i) as a school in need of whole school
reform; or
(ii) as a school in need of replacement;
and
(C) develop and submit to the State educational
agency for review a new school improvement plan, as
appropriate.
(i) Targeted Interventions for Feeder Middle Schools.--A local
educational agency that receives a subgrant under this title,
consistent with subsection (f)(2)(D), may use funds to--
(1) implement research- and evidence-based interventions to
improve middle schools served by such agency whose students go
on to attend high schools served by the local educational
agency that need whole school reforms or high schools served by
the local educational agency that need replacement; and
(2) establish an early indicator warning system consisting
of factors used to identify students who are struggling
academically and have poor attendance records or have been
suspended in or before the middle grades or are likely to
struggle in high school or to not graduate and provide supports
to get such students back on track.
(j) Supplement, Not Supplant.--A local educational agency that
receives a subgrant under this title shall use the subgrant funds to
supplement, and not supplant, Federal and non-Federal funds available
for high schools.
(k) Matching Funds.--
(1) In general.--A local educational agency receiving a
grant under this title shall provide matching funds, from non-
Federal sources, in an amount equal to not less than 15 percent
of the total subgrant award for the local educational agency,
which may be provided in cash or in-kind, to provide technical
assistance to high schools served by the local educational
agency in developing their high school improvement plans,
conducting the capacity and needs assessment, and in
implementing and monitoring the implementation of the high
school improvement plans.
(2) Waiver.--The Secretary may waive all or part of the
matching requirement described in paragraph (1) for any fiscal
year for a local educational agency if the Secretary determines
that applying the matching requirement to such local
educational agency would result in serious hardship or an
inability to carry out the authorized activities described in
section 110.
SEC. 112. SCHOOL IMPROVEMENT ACTIVITIES.
(a) In General.--Each school improvement team convened as described
in section 111 shall ensure that the school improvement activities
developed under the school improvement plan are implemented.
(b) Targeted Interventions.--A high school or local educational
agency, as determined by the school improvement team, shall implement
research-based targeted interventions, using data from the school
performance and student indicators and capacity evaluations for schools
identified for such interventions pursuant to section 111. The targeted
interventions shall be designed, at a minimum, to address the specific
problems identified by the indicators.
(c) Whole School Reforms.--The local educational agency or State
educational agency, with technical assistance from technical assistance
providers, as determined by the school improvement team, shall
implement research-based whole school reforms, using data from the
school performance indicators (as described in section 109(b)(2)) and
capacity evaluations (as described in section 109(b)(3)), to schools
designated as needing whole school reform pursuant to section 111. Such
reforms--
(1) shall address the comprehensive aspects of high school
reform, such as--
(A) attendance;
(B) student engagement, behavior, and effort;
(C) academic success; and
(D) teacher and administrator skill and
collaboration;
(2) shall address resource allocation, including--
(A) student supports;
(B) teacher and staff support;
(C) materials and equipment;
(D) time for collaboration; and
(E) the use of data;
(3) shall be designed to address--
(A) the multiple layers of school improvement
demonstrated by research and best practice;
(B) schoolwide needs;
(C) students who need targeted assistance; and
(D) students who need intensive interventions;
(4) shall include activities that serve to--
(A) personalize the school experience, increase
student engagement, attendance, and effort, and enable
schools to provide the level and intensity of student
support needed, by creating constructs, such as--
(i) smaller schools or smaller units within
schools with their own leadership, such as 9th
grade transition programs or academies, and
upper grade programs or academies, including
career academies;
(ii) thematic small-learning communities;
(iii) teams of teachers who work
exclusively with small groups of students; or
(iv) using extended periods, such as block
scheduling, to reduce the number of students
for whom teachers are responsible and the
number of courses students are taking at any
one time;
(B) improve curriculum and instruction, such as--
(i) implementing a college- and work-ready
curriculum for all students;
(ii) adopting well-designed curriculum and
instructional materials aligned to high
academic standards for all students, including
students with diverse learning needs;
(iii) offering extended learning
opportunities, both in school and through
after-school and summer programs;
(iv) emphasizing intensive core academic
preparation and college and work-ready skills
development;
(v) increasing rigor through advanced
placement courses, international baccalaureate
courses, dual enrollment, and early college
high schools opportunities;
(vi) creating contextual learning
opportunities aligned with college and work
readiness, such as through a high-quality
career and technical education (as defined in
section 3 of the Carl D. Perkins Career and
Technical Education Act of 2006 (20 U.S.C.
2302)) option for upper grades;
(vii) collecting and using comprehensive
data, including formative assessments;
(viii) offering mentoring and tutoring; and
(ix) implementing pedagogies that actively
engage students in the learning process;
(C) increase teacher and principal effectiveness
through activities such as--
(i) providing teacher and administrator
supports and research-based, ongoing
professional development tied to needs
identified in the school improvement plan;
(ii) providing regular opportunities for
teachers of core academic subjects to--
(I) meet together in both subject
area and interdisciplinary groups;
(II) review student achievement
data; and
(III) plan instruction;
(iii) implementing a schoolwide literacy or
mathematics plan that may include hiring
literacy or mathematics coaches; and
(iv) developing administrator learning
networks and supports;
(D) increase student supports, such as--
(i) student advisories;
(ii) 9th grade transition programs;
(iii) credit completion recovery programs;
(iv) additional counselors, social workers,
and mental and behavioral health service
providers;
(v) student advocates;
(vi) strengthening involvement of parents
in the academic life of students;
(vii) school-family-community partnerships;
(viii) wraparound social services;
(ix) before and after school programs; or
(x) additional supports for students with
diverse learning needs, including students with
disabilities and English language learners;
(E) improve middle schools within a local
educational agency whose students go on to attend such
high schools and establish an early indicator warning
system consisting of factors used to identify students
who are struggling academically and have poor
attendance records or have been suspended in or before
the middle grades or are likely to struggle in high
school or not to graduate and provide supports to get
them back on track; and
(F) provide the local educational agency or high
school with flexible budget and hiring authority where
needed to implement improvements; and
(5) may include other activities designed to address whole
school needs, such as implementing a comprehensive reform
model.
(d) Replacement.--The local educational agency or the State
educational agency, with assistance from technical assistance
providers, shall replace high schools, using data from the school
performance indicators and high school capacity and needs assessment
(described in paragraphs (2) and (3) of section 109(b), respectively)
designated as needing replacement pursuant to section 111. Replacement
shall be implemented--
(1) by replacing such schools with 1 or more new small
schools using effective school models with evidence of success
with students with similar academic challenges and outcomes to
those attending the school being replaced;
(2) by reopening such schools after combining the
assignment of a new administrative team that has the authority
to select a new teaching staff with the use of research-based
strategies through--
(A) the implementation of a whole school reform
model with evidence of success with students with
similar academic outcomes to those attending the school
being replaced; and
(B) increasing learning time;
(3) by closing such schools and reassigning the students to
high schools that have made adequate yearly progress for the
past 2 years; or
(4) by otherwise replacing such schools.
SEC. 113. EVALUATION AND REPORTING.
(a) Local Educational Agency Reporting.--On an annual basis, each
local educational agency receiving funds under this title shall report
to the State educational agency and to the public on--
(1) the designated category of school improvement for each
high school served by the local educational agency under this
title;
(2) the school performance indicators (as described in
section 109(b)(2)) for each school served under this title, in
the aggregate and disaggregated by the subgroups described in
section 1111(b)(2)(C)(v)(II) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6311(b)(2)(C)(v)(II));
(3) progress in meeting the benchmarks for each high school
served pursuant to this title; and
(4) the use of funds by the local educational agency and
each such school.
(b) State Educational Agency Reporting.--On an annual basis, each
State educational agency receiving funds under this title shall report
to the Secretary and to the public on--
(1) the school performance indicators (as described in
section 109(b)(2)), in the aggregate and disaggregated by the
subgroups described in section 1111(b)(2)(C)(v)(II) of the
Elementary and Secondary Education Act of 1965 (20 U.S.C.
6311(b)(2)(C)(v)(II));
(2) progress in meeting the benchmarks for each high school
served pursuant to this title;
(3) the high schools that have changed school improvement
categories in accordance with section 111(h); and
(4) the use of funds by each local educational agency and
each school served with such funds.
(c) Report to Congress.--Every 2 years, the Secretary shall report
to Congress and to the public--
(1) a summary of the State reports; and
(2) on the use of funds by each State under this title.
SEC. 114. AUTHORIZATION OF APPROPRIATIONS.
There is authorized to be appropriated to carry out the activities
authorized under this title, $2,400,000,000 for fiscal year 2008 and
each of the 4 succeeding fiscal years.
TITLE II--DEVELOPMENT OF EFFECTIVE SCHOOL MODELS
SEC. 201. FINDINGS AND PURPOSES.
(a) Findings.--The Senate finds the following:
(1) With close to a third of our Nation's high school
students failing to graduate in 4 years, and another third
graduating without the skills and knowledge needed to succeed
in college or the workplace, new models of high school are
clearly needed, especially for struggling students who are not
on track to a high school diploma.
(2) Researchers have identified leading indicators that,
taken together, are as much as 85 percent predictive of which
9th graders will not graduate from high school 4 years later.
(3) In the 2000 high schools nationwide with estimated 4-
year graduation rates of 60 percent or lower, 80 percent of the
9th graders are significantly behind in skills or credits. By a
conservative estimate, this adds up to not fewer than 500,000
students who are not on track to graduation.
(4) Poor outcomes for struggling students are endemic in
cities, towns, and rural areas across the country. Graduation
rates for students who are not on-track to an on-time
graduation in ninth grade are as low as 20 percent.
(5) Schools designed to accelerate students' learning and
get them on track to a college-ready diploma make a difference.
The Early College High School Initiative has started 130
schools serving approximately 16,000 students in 23 States.
Early results indicate that in the first programs to graduate
students, over 95 percent earned a high school diploma, over 57
percent earned an associate's degree, and over 80 percent were
accepted at a 4-year college
(6) Most States and districts have limited capacity to
expand and spread proven practices and models for improving
graduation rates within a high standards environment.
(7) The Nation's young people understand the value of
education and will persist, often against considerable odds, to
further their education. From 1980 to 2002, a period of time
with no discernible increase in the country's graduation rates,
the percentage of 10th graders aspiring to a bachelor's degree
or higher increased from 40 percent to 80 percent, with the
largest increase among low-income youth.
(8) Young people who fall behind and drop out of high
school often report that they regret leaving and wish they had
been encouraged and supported to work harder while they were in
school. Many persevere despite a lack of school options or
pathways designed to help them succeed. Close to 60 percent of
dropouts eventually earn a high school credential--in most
cases a GED certificate. Almost half of these students--44
percent--later enroll in 2-year or 4-year colleges, but despite
their efforts fewer than 10 percent earn a postsecondary
degree.
(b) Purposes.--The purposes of this title are--
(1) to facilitate the development and implementation of
effective secondary school models for struggling students and
dropouts; and
(2) to build the capacity of State educational agencies,
local educational agencies, nonprofit organizations, and
institutions of higher education to implement effective
secondary school models for struggling students and dropouts.
SEC. 202. DEFINITIONS.
In this title:
(1) Dropout.--The term ``dropout'' means an individual
who--
(A) is not older than 21;
(B)(i) is not attending any school; or
(ii) prior to attending a school based on an
effective school model, was not attending any school;
and
(C) has not received a secondary school regular
diploma or its recognized equivalent.
(2) Effective school model.--The term ``effective school
model'' means--
(A) an existing secondary school model with
demonstrated effectiveness in improving student
academic achievement and outcomes for struggling
students or dropouts; or
(B) a proposed new secondary school model design
that is based on research-based organizational and
instructional practices for improving student academic
achievement and outcomes for struggling students or
dropouts.
(3) Eligible entity.--The term ``eligible entity'' means--
(A) a local educational agency, nonprofit
organization, or institution of higher education--
(i) that proposes to enhance or expand an
existing effective school model for struggling
students or dropouts; or
(ii) that has a track record of serving
struggling students or dropouts and proposes to
develop a new effective school model for
struggling students or dropouts; or
(B) a partnership involving 2 or more entities
described in subparagraph (A).
(4) Struggling student.--The term ``struggling student''--
(A) means a high school-aged student who is not
making sufficient progress toward graduating from
secondary school with a regular diploma in the standard
number of years; and
(B) includes a student who--
(i) has been retained in grade level;
(ii) is under-credited, defined as a high
school student who lacks either the necessary
credits or courses, as determined by the
relevant local educational agency and State
educational agency, to graduate from secondary
school with a regular diploma in the standard
number of years; or
(iii) is a late entrant English language
learner, defined as a high school student who--
(I) enters a school served by a
local educational agency at grade 9 or
higher; and
(II) is identified by the local
educational agency as being limited
English proficient and as having
experienced interrupted formal
education.
SEC. 203. GRANTS AUTHORIZED.
(a) In General.--The Secretary is authorized to award grants, on a
competitive basis, to eligible entities to enable the eligible entities
to develop and implement, or replicate, effective school models for
struggling students and dropouts.
(b) Period of Grant.--A grant awarded under this section shall be
for a period of 3 years.
SEC. 204. APPLICATION.
(a) In General.--Each eligible entity desiring a grant under this
title shall submit an application to the Secretary at such time, in
such manner, and containing such information as the Secretary may
require.
(b) Contents.--Each application submitted under this section shall
include a description of--
(1) how the eligible entity will carry out the mandatory
activities under section 206(a);
(2) the research or evidence concerning the effective
school model that the eligible entity proposes to develop and
implement or replicate, including--
(A) for an existing effective school model
described in section 203(2)(A), the evidence that the
model has improved academic outcomes for struggling
students or dropouts; or
(B) for a proposed effective school model described
in section 203(2)(B), the research that supports the
key organizational and instructional practices of the
proposed effective school model;
(3) the eligible entity's school design elements and
principles that will be used in the effective school model,
including--
(A) the academic program;
(B) the instructional practices;
(C) the methods of assessment; and
(D) student supports and services, such as those
provided by the school or offered by other
organizations and agencies in the community, to support
positive student academic achievement and outcomes;
(4) how the eligible entity will use student data from the
local educational agency or State educational agency--
(A) to demonstrate the need for and projected
benefits of the effective school model; and
(B) in the implementation of the model, in order to
improve academic outcomes for struggling students or
dropouts;
(5) for each school in which the eligible entity implements
or replicates an effective school model under this title, how
the eligibility entity will sustain the implementation or
replication of the effective school model, including the
financing mechanism to be used;
(6) how the eligible entity will collect data and
information to assess the performance of the effective school
model and will make necessary adjustments to ensure continuous
and substantial improvement in student academic achievement and
outcomes; and
(7) how the eligible entity will make the performance data
available to State educational agencies, local educational
agencies, and schools serving struggling students or dropouts.
SEC. 205. SECRETARIAL PEER REVIEW AND APPROVAL.
The Secretary shall--
(1) establish a peer-review process to assist in the review
and approval of applications submitted by eligible entities
under section 204; and
(2) appoint individuals to the peer-review process who are
experts in high school reform, dropout prevention and recovery,
new school development for struggling students and dropouts,
and adolescent and academic development.
SEC. 206. USE OF FUNDS.
(a) Mandatory Use of Funds.--An eligible entity receiving a grant
under this title shall use grant funds to--
(1) enhance and expand, or replicate, an existing effective
school model described in section 202(2)(A), or develop a
proposed effective school model described in section 202(2)(B),
for struggling students and dropouts;
(2) assess the progress of the implementation or
replication of the effective school model and make necessary
adjustments to ensure continuous improvement;
(3) provide opportunities for professional development
associated with the continuous improvement and implementation
or replication of the effective school model;
(4) collect data and information on the school model's
effectiveness in improving student academic achievement and
outcomes for struggling students and dropouts and disseminate
such data and information to State educational agencies, local
educational agencies, and schools; and
(5) build the capacity of the eligible entity to--
(A) sustain the implementation or replication of
the effective school model assisted under paragraph (1)
after the grant period has ended; and
(B) replicate the effective school model.
(b) Optional Use of Funds.--An eligible entity receiving a grant
under this title may use grant funds to--
(1) identify and create partnerships needed to improve the
academic achievement and outcomes of the students attending a
school assisted under this title;
(2) support family and community engagement in the
effective school model; and
(3) carry out any additional activities that the Secretary
determines are within the purposes described in section 201.
SEC. 207. EVALUATION AND REPORTING.
(a) Contents of Report.--Each eligible entity receiving a grant
under this title shall annually report to the Secretary on--
(1) the data and information being gathered to assess the
effective school model's effectiveness in improving student
academic achievement and outcomes for struggling students and
dropouts;
(2) the implementation status of the models, any barriers
to implementation, and actions taken to overcome the barriers;
(3) any professional development activities to build the
capacity of--
(A) the eligible entity to sustain or replicate the
effective school model; or
(B) the staff of a school assisted under this title
to implement or improve the effective school model;
(4) the progress made in improving student academic
achievement and outcomes in the effective school models for
struggling students and dropouts; and
(5) the use of grant funds by the eligible entity.
(b) Independent Evaluations.--The Secretary shall reserve not more
than $5,000,000 to carry out an independent evaluation of the grant
program under this title and the progress of the eligible entities
receiving grants under this title.
SEC. 208. AUTHORIZATION OF APPROPRIATIONS.
There is authorized to be appropriated to carry out this title
$60,000,000 for fiscal year 2008 and each of the 4 succeeding fiscal
years.
TITLE III--STRENGTHENING STATE POLICIES
SEC. 301. FINDINGS AND PURPOSES.
(a) Findings.--The Senate finds the following:
(1) Frontrunner States have begun to move more aggressively
on the dual challenge of raising high school graduation rates
while also raising the standards to the level of a college and
work-ready diploma.
(2) Seven States are publically reporting 4-year cohort
graduation rates and 20 States plan to publically report by
2008.
(3) Thirteen States now require students to take a college-
and work-ready course of study to earn a diploma, up from just
3 in 2006. Another 16 States report that they plan to raise
requirements during 2007.
(4) States that act aggressively to raise graduation rates
without conceding ground on academic proficiency are gaining
traction in such cutting- edge policy areas as: dual enrollment
to support early college high schools that lead to high school
diplomas and 2 years of postsecondary credit; expanding high
school accountability to include indicators to reward schools
for keeping struggling students in school and on track to
proficiency; the development of new secondary educational
options, including both small school models and recovery or
alternative models for struggling students and dropouts.
(5) Even frontrunner States have not yet adopted a
comprehensive set of policies to support high standards and
high graduation rates. They lack the supports and resources to
track implementation of the policies they have put in place or
to partner with districts to build further capacity to carry
out evidence-based practices and programming.
(6) Past Federal educational initiatives have been
effective in supporting and accelerating bolder, more strategic
action with positive results, for example the National Science
Foundation State Systemic Initiative.
(7) Supporting frontrunner States to become laboratories of
innovation and models for other States will accelerate the
number of young people graduating from high schools across the
Nation who are college and career ready.
(b) Purposes.--The purposes of this title are to--
(1) provide incentives for States to strengthen and develop
new State policies in order to substantially raise the
graduation rate in the State while ensuring rigorous secondary
education content standards and assessments; and
(2) evaluate the effectiveness of such changes to the State
policies.
SEC. 302. SYSTEMIC INITIATIVE TO IMPROVE HIGH SCHOOL GRADUATION RATE.
(a) Grant Program Authorized.--The Secretary is authorized to award
grants, on a competitive basis, to States that meet the requirements of
section 303 to enable such States to design and align State policies in
order to act as laboratories of innovation by reducing barriers and
creating incentives to improve outcomes for high school students.
(b) Number of Grants; Duration.--
(1) Number of grants.--For each of the first 3 consecutive
years of the grant program under this title, the Secretary
shall award 4 or more grants under this title, except that the
Secretary shall award a total of not more than 20 grants under
this title for all 3 such years.
(2) Duration of grant.--Each grant awarded under this title
shall be for a period of 5 years.
SEC. 303. ELIGIBLE STATE.
To be eligible to receive a grant under this title, a State shall
comply with each of the following:
(1) The State shall receive a grant under title I and carry
out the activities required under such title.
(2) The State shall have implemented, or be in the process
of developing, a statewide longitudinal data system with
individual student identifiers.
(3) The Governor of the State and any individual, entity,
or agency designated under section 304(a) by the Governor shall
regularly consult with each other and with the State board of
education, the State educational agency, the head of the State
higher education entity, the head of career and technical
education in the State, and other agencies as appropriate,
regarding carrying out the activities required under this
title.
(4) The State shall meet any additional criteria determined
by the Secretary to be necessary to carry out the purposes of
this title.
SEC. 304. APPLICATION.
(a) In General.--If a State desires a grant under this title, the
Governor of the State, or an individual, entity, or agency designated
by the Governor, shall submit an application to the Secretary at such
time, in such manner, and containing such information as the Secretary
may require.
(b) Contents.--Each application submitted under this section shall
include the following:
(1) A description of the State's plan to conduct the policy
gap and impact analysis described in section 305(1).
(2) A description of the State's plan for using the
findings of the policy gap and impact analysis to strengthen
the policies of the State in effect as of the date of enactment
of this Act.
(3) A description of how the State will ensure that the
State elementary and secondary education content standards and
academic assessments described in section 1111(b) of the
Elementary and Secondary Education Act of 1965 (20 U.S.C.
6311(b)) are aligned to college and work readiness.
(4) A description of how the State will ensure that all
students have access to a college preparatory curriculum.
(5) A plan to ensure the statewide longitudinal student
data system, other statewide data systems, and data protocols
are designed and implemented in such a way that allows for data
interoperability and portability across local educational
agencies and among pre-kindergarten through grade 12 systems,
institutions of higher education, and systems that identify
whether students enter the Armed Forces.
(6) A plan to grant additional flexibility and autonomy to
schools and local educational agencies working to increase the
graduation rates and college readiness of secondary school
students.
(7) A plan to stimulate the development of multiple
pathways and expanded educational options to help secondary
students, including struggling students and dropouts, attain a
secondary school diploma that prepares the student with the
necessary skills to succeed in higher education and work.
(8) An assurance that the following stakeholders are
committed to achieving the goals and objectives set forth in
the grant application:
(A) The Governor of the State.
(B) The chief executive officer of the State higher
education coordinating board.
(C) The chief State school officer.
(D) The head of the State Board of Education.
(E) The head of career and technical education in
the State.
(F) Other agency heads, as determined appropriate
by the Governor and the individuals, entities, and
agencies involved in the consultation under section
303(3).
SEC. 305. USE OF FUNDS.
A State receiving a grant under this title shall carry out the
following:
(1) Conduct, or enter into a contract with a third party to
conduct, a policy gap and impact analysis to determine how to
strengthen the policies of the State in order to substantially
raise the graduation rate in the State while ensuring rigorous
secondary education content standards and assessments. Such
analysis shall--
(A) examine the policies of the State, and of the
local educational agencies within the State,
affecting--
(i) school funding;
(ii) data capacity;
(iii) accountability systems;
(iv) interventions in high-priority
secondary schools;
(v) new school development; and
(vi) the dissemination and implementation
of effective local school improvement
activities throughout the State; and
(B) provide recommendations regarding how the State
can strengthen the policies of the State to
substantially raise the graduation rate in the State
while ensuring rigorous postsecondary and work-ready
academic standards, including recommendations on--
(i) innovative finance models, such as
weighted student funding;
(ii) data capacity that enables
longitudinal and cross-sectoral analysis of
State education and other systems, such as
juvenile justice, social services, and early
childhood;
(iii) improving a differentiated system of
supports, sanctions, and interventions for
high-priority high schools;
(iv) the development of additional
secondary educational options, including both
the development of small school models and
recovery or alternative models for struggling
students and dropouts;
(v) additional accountability measures in
the State accountability system;
(vi) dual student enrollment in secondary
schools and institutions of higher education;
and
(vii) the development of school-family-
community partnerships to improve student
achievement.
(2) Implement or enact--
(A) the changes to the policies of the State
recommended by the policy gap and impact analysis under
paragraph (1)(B); and
(B) any additional changes to the policies of the
State necessary to enable the State to carry out all of
the plans described in the application under subsection
(b).
(3) Develop a system to--
(A) measure how the changes to the policies of the
State carried out under this title improve student
outcomes at the State and local levels; and
(B) adjust the policies of the State accordingly in
order to achieve the desired policy targets and student
outcomes at the State and local levels.
(4) Devote resources to ensure the sustainability of the
activities carried out under this title and the long-term
success of the secondary schools within the State.
SEC. 306. EVALUATION AND REPORTING.
(a) Evaluation and Report.--Not later than 180 days after the date
of enactment of this Act, and annually thereafter for the period of the
grant, each State receiving a grant under this title shall--
(1) conduct an evaluation of the State's progress regarding
the impact of the changes made to the policies of the State in
accordance with this title, on substantially raising the
graduation rate in the State while ensuring rigorous
postsecondary and work-ready academic standards, including--
(A) a description of the specific changes made, or
in the process of being made, to policies as a result
of the grant;
(B) a discussion of any barriers hindering the
identified changes in policies, and strategies to
overcome such barriers;
(C) evidence of the impact of changes to policies
on desired behavior and actions at the local
educational agency and school level;
(D) after the first year of the grant period, a
description of how the results of the previous year's
evaluation were used to adjust policies of the State as
necessary to achieve the purposes of this title; and
(E) evidence of the impact of the changes to
policies in accordance with this title on improving
graduation rates or other measures, such as percent of
students who are making sufficient progress toward
graduating secondary school in the standard number of
years;
(2) use the results of the evaluation conducted under
paragraph (1) to adjust the policies of the State as necessary
to achieve the purposes of this title; and
(3) submit the results of the evaluation to the Secretary.
(b) Availability.--The Secretary shall make the results of each
State's evaluation under subsection (a) available to other States and
local educational agencies.
SEC. 307. AUTHORIZATION OF APPROPRIATIONS.
There is authorized to be appropriated to carry out this title
$40,000,000 for fiscal year 2008 and the 4 succeeding fiscal years.
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