Title II — S. 940 (Introduced in Senate)

Sec. 201 Purposes

The purposes of this title are—

(1)

to facilitate the development and implementation of effective secondary school models for struggling students and dropouts in order to raise secondary school graduation rates and more effectively prepare students for postsecondary education and the workforce; 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)

is not attending any school; and

(C)

has not received a secondary school 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 off-track 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 off-track 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 off-track students or dropouts; or

(B)

a partnership involving 2 or more entities described in subparagraph (A).

(4)

Late entrant English language learner— The term late entrant English language learner means a high school student who—

(A)

enters a school served by a local educational agency at grade 9 or higher; and

(B)

is identified by the local educational agency as being limited English proficient and as having experienced interrupted formal education.

(5)

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 an undercredited student; or

(iii)

is a late entrant English language learner.

(6)

Undercredited student— The term undercredited student means 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.

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 5 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 202(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 202(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 career and technical education program, if applicable;

(C)

the instructional practices;

(D)

the methods of assessment; and

(E)

student supports and services, such as the supports and services 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 to evaluate and 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—

(1)

to identify and create partnerships needed to improve the academic achievement and outcomes of the students attending a school assisted under this title;

(2)

to support family and community engagement in the effective school model; and

(3)

to 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.

(c)

Report to Congress— The Secretary shall submit a report to Congress—

(1)

on the activities carried out with grant funds under this title; and

(2)

that includes, for the purpose of making publicly available, effective secondary school models for struggling students and dropouts developed with grant funds 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 2014 and each of the 4 succeeding fiscal years.

Title II — Development of effective school models

II Development of effective school models