113 S708 IS: Success in the Middle Act of 2013
U.S. Senate
2013-04-11
text/xml
EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.
1.This Act may be cited as the
Success in the Middle Act of
2013
.
2.Congress finds the following:
(1)International
comparisons indicate that students in the United States do not start out behind
students of other nations in mathematics and science, but that they fall behind
by the end of the middle grades.
(2)Just over
one-third of 8th grade students in the United States, and only 3 percent of
such students who are English language learners, can read with proficiency,
according to the 2011 National Assessment on Educational Progress
(NAEP).
(3)In mathematics,
just over one-third of students in 8th grade show skills at the NAEP proficient
level. The percentage of 8th grade students scoring above the basic level was
10 points higher in 2011 than in 2000, but for 4th grade students, the
percentage increased 18 points, almost double the increase for middle grades
students. In 8th grade, the gaps between the average mathematics scores of
white and black students and between white and Hispanic students were
approximately as wide in 2011 as in 1990.
(4)Only 13 percent
of 8th graders met all of the college readiness benchmarks on ACT’s EXPLORE
assessment, a measure which ACT found displays a stronger relationship with
college and career readiness than any other academic factor throughout
secondary school.
(5)Lack of basic
skills at the end of middle grades has serious implications for students.
Students who enter secondary school 2 or more years behind grade level in
mathematics and literacy have only a 50 percent chance of progressing on time
to the 10th grade; those not progressing are at significant risk of dropping
out of secondary school.
(6)Middle grades
students are hopeful about their future, with 93 percent believing that they
will complete secondary school and 86 percent anticipating that they will
attend an institution of higher education.
(7)Sixth grade
students who do not attend school regularly, who are subjected to frequent
disciplinary actions, or who fail mathematics or English have less than a 15
percent chance of graduating secondary school on time and a 20 percent chance
of graduating 1 year late. Without effective interventions and proper supports,
these students are at risk of subsequent failure in secondary school, or of
dropping out.
(8)Student
transitions from elementary school to the middle grades and to secondary school
are often complicated by poor curriculum alignment, inadequate counseling
services, and unsatisfactory sharing of student performance and academic
achievement data between grades.
(9)Middle grades
improvement strategies should be tailored based on a variety of performance
indicators and data, so that educators can create and implement successful
school improvement strategies to address the needs of the middle grades, and so
that teachers can provide effective instruction and adequate assistance to meet
the needs of at-risk students.
(10)To stem a dropout
rate nearly twice that of students without disabilities, students with
disabilities in the critical middle grades must receive appropriate academic
accommodations and access to assistive technology, high-risk behaviors such as
absenteeism and course failure must be monitored, and problem-solving skills
with broad application must be taught.
(11)Local educational
agencies and State educational agencies often do not have the capacity to
provide support for school improvement strategies. Successful models do exist
for turning around low-performing middle grades, and Federal support should be
provided to increase the capacity to apply promising practices based on
evidence from successful schools.
3.In this Act:
(1)The terms elementary school, 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)The term chronic absenteeism means a
student misses—
(A)10 percent of the
school days per school year; or
(B)not less than 20
school days per school year.
(3)The term digital literacy skills
has the meaning given the term in section 202 of the Museum and Library
Services Act (20 U.S.C. 9101).
(4)The term eligible entity means a partnership
that includes—
(A)not less than 1
eligible local educational agency; and
(B)(i)an institution of
higher education;
(ii)an educational service agency (as
defined in section 9101 of the Elementary and Secondary Education Act of 1965
(20 U.S.C. 7801)); or
(iii)a nonprofit organization with
demonstrated expertise in high-quality middle grades intervention.
(5)Eligible local
educational agencyThe term eligible local educational
agency means a local educational agency that serves not less than 1
eligible school.
(6)The term eligible school means an elementary
or secondary school that contains not less than 2 or more successive grades
beginning with grade 5 and ending with grade 8 and for which—
(A)a high proportion
of the middle grades students attending such school go on to attend a secondary
school with a graduation rate of less than 65 percent;
(B)more than 25
percent of the students who finish grade 6 at such school, or the earliest
middle grade level at the school, exhibit 1 or more of the key risk factors and
early risk identification signs, including—
(i)student
attendance below 90 percent;
(ii)a
failing grade in a mathematics or reading or language arts course;
(iii)2
failing grades in any courses; and
(iv)out-of-school
suspension or other evidence of at-risk behavior; or
(C)more than 50
percent of the middle grades students attending such school do not perform at a
proficient level on State student academic assessments required under section
1111(b)(3) of the Elementary and Secondary Education Act of 1965 (20 U.S.C.
6311(b)(3)) in mathematics or reading or language arts.
(7)Institution of
higher educationThe term institution of higher
education has the meaning given the term in section 101 of the Higher
Education Act of 1965 (20 U.S.C. 1001).
(8)The term middle grades means any of grades 5
through 8.
(9)Principles of
scientific researchThe term principles of scientific
research
has the meaning given the term in section 200 of the Higher
Education Act of 1965 (20 U.S.C. 1021).
(10)Scientifically
valid researchThe term scientifically valid
research has the meaning given the term in section 200 of the Higher
Education Act of 1965 (20 U.S.C. 1021).
(11)The
term Secretary means the Secretary of Education.
(12)The
term State means each of the 50 States, the District of Columbia,
and the Commonwealth of Puerto Rico.
(13)Student with a
disabilityThe term student with a disability means
a student who is a child with a disability, as defined in section 602 of the
Individuals with Disabilities Education Act (20 U.S.C. 1401).
<enum>I</enum><header>Middle grades
improvement</header>
<section id="HEFDD5299B28C48E5BD2A0F09B91E606B"><enum>101.</enum><header>Purposes</header><text display-inline="no-display-inline">The purposes of this title are to—</text>
<paragraph id="HE9E676010A2F4E21AA584D14DD6B54F4"><enum>(1)</enum><text>improve middle
grades student academic achievement and prepare students for rigorous secondary
school coursework so that such students will graduate from secondary school
college and career ready;</text>
</paragraph><paragraph id="id4F460DB2B8144CBFAFADE00FEBEF83A0"><enum>(2)</enum><text>ensure that
curricula and student supports for middle grades education align with the
curricula and student supports provided for elementary and secondary school
grades;</text>
</paragraph><paragraph id="H993C0A6DF03942808DD7179BE20C5886"><enum>(3)</enum><text>provide resources
to State educational agencies and local educational agencies to collaboratively
develop school improvement plans in order to deliver support and technical
assistance to schools serving students in the middle grades; and</text>
</paragraph><paragraph id="H32945FFD1DAE440C9F4B3DA28FAF636A"><enum>(4)</enum><text>increase the
capacity of States and local educational agencies to develop effective,
sustainable, and replicable school improvement programs and models and
evidence-based or, when available, scientifically valid student interventions
for implementation by schools serving students in the middle grades.</text>
</paragraph></section><section id="HACB5F0839EA143AAA5D43F518B584FB7"><enum>102.</enum><header>Formula grants
to State educational agencies for middle grades improvement</header>
<subsection id="HB569CB6F79B14431A1F1725A9A9B17E1"><enum>(a)</enum><header>In
general</header><text>From amounts appropriated under section 107, the
Secretary shall make grants under this title for a fiscal year to each State
educational agency for which the Secretary has approved an application under
subsection (f) in an amount equal to the allotment determined for such agency
under subsection (c) for such fiscal year.</text>
</subsection><subsection id="HC27EC12A134E4EEBA7DA31C1C027276C"><enum>(b)</enum><header>Reservations</header><text>From
the total amount made available to carry out this title for a fiscal year, the
Secretary—</text>
<paragraph id="HD833FDD601FE43998D3E39C2D26849A7"><enum>(1)</enum><text>shall reserve not
more than 1 percent for the Secretary of the Interior (on behalf of the Bureau
of Indian Affairs) and the outlying areas for activities carried out in
accordance with this section;</text>
</paragraph><paragraph id="H6C617D3DE12D45BA831E783A0DE793D5"><enum>(2)</enum><text>shall reserve 1
percent to evaluate the effectiveness of this title in achieving the purposes
of this title and ensuring that results are peer-reviewed and widely
disseminated, which may include hiring an outside evaluator; and</text>
</paragraph><paragraph id="H75D7B042B4EF4986A616F5897954418D"><enum>(3)</enum><text>shall reserve 5
percent for technical assistance and dissemination of best practices in middle
grades education to States and local educational agencies.</text>
</paragraph></subsection><subsection id="H057077943C7E43DAA8717B1DB488DCF1"><enum>(c)</enum><header>Amount of State
allotments</header>
<paragraph id="HA9184660C8624C8B903E5824C93948B7"><enum>(1)</enum><header>In
general</header><text>Except as provided in paragraph (2), of the total amount
made available to carry out this title for a fiscal year and not reserved under
subsection (b), the Secretary shall allot such amount among the States in
proportion to the number of children, aged 5 to 17, who reside within the State
and are from families with incomes below the poverty line for the most recent
fiscal year for which satisfactory data are available, compared to the number
of such individuals who reside in all such States for that fiscal year,
determined in accordance with section 1124(c)(1)(A) of the Elementary and
Secondary Education Act of 1965 (<external-xref legal-doc="usc" parsable-cite="usc/20/6333">20 U.S.C. 6333(c)(1)(A)</external-xref>).</text>
</paragraph><paragraph id="HC6376110E6454B42B107E3A2F56A7E2B"><enum>(2)</enum><header>Minimum
allotments</header><text>No State educational agency shall receive an allotment
under this subsection for a fiscal year that is less than
<fraction>1/2</fraction> of 1 percent of the amount made available to carry out
this title for such fiscal year.</text>
</paragraph></subsection><subsection id="HD18DEEAB86DD40B89CBD8DCE4AEFC7EF"><enum>(d)</enum><header>Special
rule</header><text>For any fiscal year for which the funds appropriated to
carry out this title are less than $500,000,000, the Secretary is authorized to
award grants to State educational agencies, on a competitive basis, rather than
as allotments described in this section, to enable such agencies to award
subgrants under section 104 on a competitive basis.</text>
</subsection><subsection id="HEBA7FF6057D144CB892C8EC29D479D03"><enum>(e)</enum><header>Reallotment</header>
<paragraph id="H8C7B45FF76964ADEAC8C050D43B24DD0"><enum>(1)</enum><header>Failure to
apply; application not approved</header><text>If any State educational agency
does not apply for an allotment under this title for a fiscal year, or if the
application from the State educational agency is not approved, the Secretary
shall reallot the amount of the State's allotment to the remaining States in
accordance with this section.</text>
</paragraph><paragraph id="H33945B3D28034E8CB80AADC76129735C"><enum>(2)</enum><header>Unused
funds</header><text>The Secretary may reallot any amount of an allotment to a
State if the Secretary determines that the State will be unable to use such
amount within 2 years of such allotment. Such reallotments shall be made on the
same basis as allotments are made under subsection (c).</text>
</paragraph></subsection><subsection id="H180384F8D335404AA00B4731F9C5DFC0"><enum>(f)</enum><header>Application</header><text>In
order to receive a grant under this title, a State educational agency shall
submit an application to the Secretary at such time, in such manner, and
accompanied by such information as the Secretary may reasonably require,
including a State middle grades improvement plan described in section
103(a)(4).</text>
</subsection><subsection id="HB2062EABF3654AB587CC900510C97AE4"><enum>(g)</enum><header>Peer review and
selection</header><text>The Secretary—</text>
<paragraph id="H606A7075CD4A484B94555C1D1F9872DE"><enum>(1)</enum><text>shall establish a
peer-review process to assist in the review and approval of proposed State
applications;</text>
</paragraph><paragraph id="H03C99BBE7B6C4A72AD8930CED84B161E"><enum>(2)</enum><text>shall appoint
individuals to participate in the peer-review process who are educators and
experts in identifying, evaluating, and implementing effective education
programs and practices (including in the areas of teaching and learning,
educational standards and assessments, school improvement, rates of suspension
and expulsion, and academic and behavioral supports for middle grades students,
and in addressing the needs of students with disabilities and English language
learners in the middle grades), which individuals may include recognized
exemplary middle grades teachers and middle grades principals who have been
recognized at the State or national level for exemplary work or contributions
to the field;</text>
</paragraph><paragraph id="HC5D4EE7E465C43EC9466512698668A95"><enum>(3)</enum><text>shall ensure that
States are given the opportunity to receive timely feedback, and to interact
with peer-review panels, in person or via electronic communication, on issues
that need clarification during the peer-review process;</text>
</paragraph><paragraph id="H46BA08EBE43F4648B8F9C720CD24B480"><enum>(4)</enum><text>shall approve a
State application submitted under this title not later than 120 days after the
date of submission of the application unless the Secretary determines that the
application does not meet the requirements of this title;</text>
</paragraph><paragraph id="H05B83BF9422B47AAB1D31DA600477FDA"><enum>(5)</enum><text>may not decline to
approve a State's application before—</text>
<subparagraph id="H583B8ADD68D44E2A8C378E65B8A8E812"><enum>(A)</enum><text>offering the State
an opportunity to revise the State's application;</text>
</subparagraph><subparagraph id="H8A6E46D3AAB943DC80F25608A6BF7E66"><enum>(B)</enum><text>providing the
State with technical assistance in order to submit a successful application;
and</text>
</subparagraph><subparagraph id="H620BAB540FFE41C2BE47A6787264C5C7"><enum>(C)</enum><text>providing a
hearing to the State; and</text>
</subparagraph></paragraph><paragraph id="HFF3DEC6D4AA7416A8553D0D4DA5B59E9"><enum>(6)</enum><text>shall direct the
Inspector General of the Department of Education to—</text>
<subparagraph id="id1F77978A298C442FB31F69E62FCBE962"><enum>(A)</enum><text>review final
determinations reached by the Secretary to approve or deny State
applications;</text>
</subparagraph><subparagraph id="id2ED00D450ADF43D3B32B75C7AF2C2731"><enum>(B)</enum><text>analyze the
consistency of the process used by peer-review panels in reviewing and
recommending to the Secretary approval or denial of such State applications;
and</text>
</subparagraph><subparagraph id="idD6D1ABAAF2184CFA9065033FBD293CDB"><enum>(C)</enum><text>report the
findings of this review and analysis to Congress.</text>
</subparagraph></paragraph></subsection></section><section id="H6F0F78D48C414C2EB5130AC053A409DA"><enum>103.</enum><header>State plan;
authorized activities</header>
<subsection id="HC0BD956FE4AB4E04881895C86E75F2CA"><enum>(a)</enum><header>Mandatory
activities</header>
<paragraph id="HBDBDBF91988240A98A21592045902FFC"><enum>(1)</enum><header>In
general</header><text>A State educational agency that receives a grant under
this title shall use the grant funds—</text>
<subparagraph id="HC7C5EBCC9C8B4BD3AE961DDFC71C419A"><enum>(A)</enum><text>to prepare and
implement the needs analysis and middle grades improvement plan, as described
in paragraphs (3) and (4), of such agency;</text>
</subparagraph><subparagraph id="HDE1FD2B3B36B4138B982E02E18CAB6C4"><enum>(B)</enum><text>to make subgrants
to eligible local educational agencies or eligible entities under section 104;
and</text>
</subparagraph><subparagraph id="H4B03982FD5BB41FAAA19EFB4E6396D6D"><enum>(C)</enum><text>to assist eligible
local educational agencies and eligible entities, when determined necessary by
the State educational agency or at the request of an eligible local educational
agency or eligible entity, in designing a comprehensive schoolwide improvement
plan and carrying out the activities under section 104.</text>
</subparagraph></paragraph><paragraph id="HCC1B8545051546EDB79AB6E8B44ABD1D"><enum>(2)</enum><header>Funds for
subgrants</header><text>A State educational agency that receives a grant under
this title shall use not less than 80 percent of the grant funds to make
subgrants to eligible local educational agencies or eligible entities under
section 104.</text>
</paragraph><paragraph id="HB6D25E96739B41748B79D552F1C0A666"><enum>(3)</enum><header>Middle grades
needs analysis</header>
<subparagraph id="H69C6784978184F409EA28AE45D98B5FF"><enum>(A)</enum><header>In
general</header><text>A State educational agency that receives a grant under
this title shall enter into a contract, or similar formal agreement, to work
with entities such as national and regional comprehensive centers (as described
in section 203 of the Educational Technical Assistance Act of 2002 (20 U.S.C.
9602)), institutions of higher education, or nonprofit organizations with
demonstrated expertise in high-quality middle grades reform, to prepare a plan
that analyzes how to strengthen the programs, practices, and policies of the
State in supporting students in the middle grades, including the factors, such
as local implementation, that influence variation in the effectiveness of such
programs, practices, and policies.</text>
</subparagraph><subparagraph id="H1BD30F1290E24CC484AF51272FFAE82B"><enum>(B)</enum><header>Preparation of
plan</header><text>In preparing the plan under subparagraph (A), the State
educational agency shall examine policies and practices of the State, and of
local educational agencies within the State, affecting—</text>
<clause id="H07C407A42F044DCEA9C6DF2145B9DADD"><enum>(i)</enum><text>middle grades
curriculum instruction and assessment;</text>
</clause><clause id="HBEF745D40A4746D2B3148B90F9655B74"><enum>(ii)</enum><text>education
accountability and data systems;</text>
</clause><clause id="H10294A0D44C44ACEA3B5726E774A5CE3"><enum>(iii)</enum><text>teacher quality
and equitable distribution;</text>
</clause><clause id="H36BA82452A944625A609FB715B7CE5B8"><enum>(iv)</enum><text>interventions
that support learning in school;</text>
</clause><clause id="idAE1F9F018DDE4F029BDAEA8235609449"><enum>(v)</enum><text>family and
community engagement in education; and</text>
</clause><clause id="id17FA58DA6F344B54B40C950BEC86B5CB"><enum>(vi)</enum><text>student and
academic support services, such as effective school library programs and school
counseling on the transition to secondary school and planning for entry into
postsecondary education and the workforce.</text>
</clause></subparagraph></paragraph><paragraph id="H398053F0110C4FA887DA31A552D46E04"><enum>(4)</enum><header>Middle grades
improvement plan</header>
<subparagraph id="H4CBA5FE1C2FF4B0BAEBFDB6F5EB35950"><enum>(A)</enum><header>In
general</header><text>A State educational agency that receives a grant under
this title shall develop a middle grades improvement plan that—</text>
<clause id="id2415C42C6F0C4E8DBBAFF539BCE37953"><enum>(i)</enum><text>shall be a
statewide plan to improve student academic achievement in the middle grades,
based on the needs analysis described in paragraph (3); and</text>
</clause><clause id="idE6486C6BCA3B4EFAAC9EBB1678875903"><enum>(ii)</enum><text>describes what
students are required to know and do to successfully—</text>
<subclause id="H3682572D4CDB4A269C39A05BF3EC60B8"><enum>(I)</enum><text>complete the
middle grades; and</text>
</subclause><subclause id="HDCF3497E9C8A49AC87A83DEFE23867BF"><enum>(II)</enum><text>make the
transition to succeed in academically rigorous secondary school coursework and
graduate from secondary school college and career ready.</text>
</subclause></clause></subparagraph><subparagraph id="HE1FEF2457A1E4A6B8314B953D0474B53"><enum>(B)</enum><header>Plan
components</header><text>A middle grades improvement plan described in
subparagraph (A) shall also describe how the State educational agency will do
each of the following:</text>
<clause id="H77F4858B70A643C3B0CCFCDBAA645BD8"><enum>(i)</enum><subclause commented="no" display-inline="yes-display-inline" id="id6C787A53E07141EAB51E86B4EF69C591"><enum>(I)</enum><text>Ensure that the
curricula and assessments for middle grades education are aligned with
secondary school curricula and assessments and prepare students to take
challenging secondary school courses and successfully engage in postsecondary
education.</text>
</subclause><subclause id="id60B33825B76E4A729F304A3144C7052C" indent="up1"><enum>(II)</enum><text>Ensure coordination, where applicable,
with the activities carried out through grants for P–16 education alignment
under section 6201(c)(1) of the America COMPETES Act (<external-xref legal-doc="usc" parsable-cite="usc/20/9871">20 U.S.C. 9871</external-xref>).</text>
</subclause><subclause id="id565A1BC5DAB7405B8F550568CFD479D6" indent="up1"><enum>(III)</enum><text>Ensure that the transition from
elementary school to the middle grades is supported through programs that
promote successful social, emotional, and cognitive development.</text>
</subclause></clause><clause id="H824AD6CA921244EA91B1AD442BC41F8F"><enum>(ii)</enum><text>Ensure that
professional development is provided to school leaders, teachers, and other
school personnel in—</text>
<subclause id="id580FD50DBBA441F6865D56E6AD228960"><enum>(I)</enum><text>addressing the
needs of diverse learners, including students with disabilities and English
language learners;</text>
</subclause><subclause id="id9317401E450B41BAAA8E2B16FAA873DA"><enum>(II)</enum><text>using
challenging and relevant research-based best practices and curricula;
and</text>
</subclause><subclause id="id1581DB82218F4579885E9647E8C7D078"><enum>(III)</enum><text>using data to
inform instruction.</text>
</subclause></clause><clause id="HBB244C894D554D259B822B0B12DE9FBF"><enum>(iii)</enum><text>Identify and
disseminate information on effective schools and instructional strategies for
middle grades students based on high-quality research.</text>
</clause><clause id="H998362E250964A5AA075B49353B4A709"><enum>(iv)</enum><text>Include specific
provisions for students most at risk of not graduating from secondary school,
including English language learners and students with disabilities.</text>
</clause><clause id="idAD383C4259A144A1938AD3B8AC3F767D"><enum>(v)</enum><text>Provide technical
assistance to eligible entities to develop and implement their early warning
indicator and intervention systems, as described in section
104(d)(2)(D).</text>
</clause><clause id="HCA05FA3E9FCB4FC9909C2F6C83438DC9"><enum>(vi)</enum><text>Define a set of
comprehensive school performance indicators that shall be used, in addition to
the indicators used to determine adequate yearly progress, as defined in
section 1111(b)(2)(C) of the Elementary and Secondary Education Act of 1965 (20
U.S.C. 6311(b)(2)(C)), to evaluate school performance, and guide the school
improvement process, such as—</text>
<subclause id="H463CF149FD674C53A9E060A986B8C0F5"><enum>(I)</enum><text>student attendance
and absenteeism;</text>
</subclause><subclause id="HC7C1FF08F0A14172B10D585D125A62A4"><enum>(II)</enum><text>earned on-time
promotion rates from grade to grade;</text>
</subclause><subclause id="H21F496A2F1654AF887000893D8854257"><enum>(III)</enum><text>percentage of
students failing a mathematics, reading or language arts, or science course, or
failing 2 or more of any courses;</text>
</subclause><subclause id="HCB6E6A4EE6974871BD61A6B83FE35998"><enum>(IV)</enum><text>teacher quality
and attendance measures;</text>
</subclause><subclause id="H957A90D2C96D476B8924AF934C9DE4DC"><enum>(V)</enum><text>in-school and
out-of-school suspension or other measurable evidence of at-risk behavior;
and</text>
</subclause><subclause id="H895FE01F7F3743D7BFD33F3CBC327664"><enum>(VI)</enum><text>additional
indicators proposed by the State educational agency, and approved by the
Secretary pursuant to the peer-review process described in section
102(g).</text>
</subclause></clause><clause id="H2A14E9D3B819487DAC9D9A5BD7048E2B"><enum>(vii)</enum><text>Ensure that such
plan is coordinated with State activities to turn around other schools in need
of improvement, including State activities to improve secondary schools and
elementary schools.</text>
</clause><clause id="idEF63F0F906C64823AE2ACB3C3E36D437"><enum>(viii)</enum><text>Ensure that
such plan includes specific provisions to improve family and community
engagement in education in the middle grades.</text>
</clause></subparagraph></paragraph></subsection><subsection id="H07B49EA796AB455B84DF8C4CB7A19B79"><enum>(b)</enum><header>Permissible
activities</header><text>A State educational agency that receives a grant under
this title may use the grant funds to—</text>
<paragraph id="H5999909D00FB47CE9B68D4B9F88A358D"><enum>(1)</enum><text>develop and
encourage collaborations among researchers at institutions of higher education,
State educational agencies, educational service agencies (as defined in section
9101 of the Elementary and Secondary Education Act of 1965 (<external-xref legal-doc="usc" parsable-cite="usc/20/7801">20 U.S.C. 7801</external-xref>)),
local educational agencies, and nonprofit organizations with demonstrated
expertise in high-quality middle grades interventions, to expand the use of
effective practices in the middle grades and to improve middle grades
education;</text>
</paragraph><paragraph id="H50CF0A1D037F4509B9465F46E704FB6C"><enum>(2)</enum><text>support local
educational agencies in implementing effective middle grades practices, models,
and programs that—</text>
<subparagraph id="id0F3CFCF90EE940979CDBFBBD4A55A124"><enum>(A)</enum><text>are
evidence-based or, when available, scientifically valid; and</text>
</subparagraph><subparagraph id="idE6BE6BED62F344BE8FC9067F57AFA102"><enum>(B)</enum><text>lead to improved
student academic achievement;</text>
</subparagraph></paragraph><paragraph id="HA7AD2A859B2C4D81980454CD04F49B4C"><enum>(3)</enum><text>support
collaborative communities of middle grades teachers, administrators, school
librarians, and researchers in creating and sustaining informational databases
to disseminate results from rigorous research on effective practices and
programs for middle grades education; and</text>
</paragraph><paragraph id="HF8C3AFB1424746C8AC6886A340B32098"><enum>(4)</enum><text>increase middle
grades student and academic support services, such as effective school library
programs and school counseling on the transition to secondary school and
planning for entry into postsecondary education and the workforce.</text>
</paragraph></subsection></section><section id="H2E6146E7A0824C90AE34143C2601ABA7"><enum>104.</enum><header>Competitive
subgrants to improve low-performing middle grades</header>
<subsection id="H5DA449A32FDD4DDFA47E71A2454F2D7E"><enum>(a)</enum><header>In
general</header><text>A State educational agency that receives a grant under
this title shall make competitive subgrants to eligible local educational
agencies and eligible entities to enable the eligible local educational
agencies and eligible entities to improve low-performing middle grades in
schools served by the agencies or entities.</text>
</subsection><subsection id="HDE14C5ADB827465BBDDD5D849B71C09F"><enum>(b)</enum><header>Priorities</header><text>In
making subgrants under subsection (a), a State educational agency shall give
priority to eligible local educational agencies or eligible entities based
on—</text>
<paragraph id="H23B07B08218A4AD081E8553F31DA60C2"><enum>(1)</enum><text>the respective
populations of children described in section 102(c)(1) served by the eligible
local educational agencies participating in the subgrant application process;
and</text>
</paragraph><paragraph id="H05855109322A4D8B848A5B74462A99D1"><enum>(2)</enum><text>the respective
populations of children served by the participating eligible local educational
agencies who attend eligible schools.</text>
</paragraph></subsection><subsection id="H94A95D904EC54860873D49B46F337051"><enum>(c)</enum><header>Application</header><text>An
eligible local educational agency or eligible entity that desires to receive a
subgrant under subsection (a) shall submit an application to the State
educational agency at such time, in such manner, and accompanied by such
information as the State educational agency may reasonably require,
including—</text>
<paragraph id="H1A187E56E7054FFB9CE3405868AB97C1"><enum>(1)</enum><text>a
comprehensive schoolwide improvement plan described in subsection (d);</text>
</paragraph><paragraph id="H8332C8B79E8D482AB43789F23CB25E11"><enum>(2)</enum><text>a
description of how activities described in such plan will be coordinated with
activities specified in plans for schoolwide programs under section 1114 of the
Elementary and Secondary Education Act of 1965 (<external-xref legal-doc="usc" parsable-cite="usc/20/6314">20 U.S.C. 6314</external-xref>) and school
improvement plans required under section 1116(b)(3) of such Act (20 U.S.C.
6316(b)(3)); and</text>
</paragraph><paragraph id="H72EDEC1E1CB543EEB47B5D290CB7ED6D"><enum>(3)</enum><text>a
description of how activities described in such plan will be complementary to,
and coordinated with, school improvement activities for elementary schools and
secondary schools in need of improvement that serve the same students within
the participating local educational agency.</text>
</paragraph></subsection><subsection id="H11E9BB6326BD435081F5CD85E4D00973"><enum>(d)</enum><header>Comprehensive
schoolwide improvement plan</header><text>An eligible local educational agency
or eligible entity that desires to receive a subgrant under subsection (a)
shall develop a comprehensive schoolwide improvement plan for the middle grades
that shall—</text>
<paragraph id="id8CB5C610D92E425CA232304830B7C623"><enum>(1)</enum><text>include the
information described in subsection (c)(2);</text>
</paragraph><paragraph id="id562D3FD7D79E48CCB3BB4B708ADCEE57"><enum>(2)</enum><text>describe how the
eligible local educational agency or eligible entity will—</text>
<subparagraph id="H8F65FF4F3157400C837C5309C82E9CBA"><enum>(A)</enum><text>identify eligible
schools;</text>
</subparagraph><subparagraph id="HB502DF5325A947D7A0EB43DD2AF2D84D"><enum>(B)</enum><text>ensure that funds
go to the highest priority eligible schools first, based on the eligible
schools' populations of children described in section 102(c)(1);</text>
</subparagraph><subparagraph id="H18C009E319154A30867D466081BAB5CC"><enum>(C)</enum><text>use funds to close
achievement gaps and improve the academic achievement of all students,
including English language learners and students with disabilities, in eligible
schools;</text>
</subparagraph><subparagraph id="ID12f2d3c0b8ee4f07b2026d909d61be70"><enum>(D)</enum><text>implement an
early warning indicator and intervention system to alert schools when students
begin to exhibit outcomes or behaviors that indicate the student is at
increased risk for low academic achievement or is unlikely to progress to
secondary school graduation, and to create a system of evidence-based
interventions to be used by schools to effectively intervene, by—</text>
<clause id="IDffb12ee8a3274cd5b383eec896628629"><enum>(i)</enum><text>identifying and
analyzing, such as through the use of longitudinal data of past cohorts of
students, the academic and behavioral indicators in the middle grades that most
reliably predict dropping out of secondary school, such as attendance, chronic
absenteeism, behavior measures (including suspensions, officer referrals, or
conduct marks), academic performance in core courses, and earned on-time
promotion from grade-to-grade;</text>
</clause><clause id="ID63d16cd79fa84df0b89b5d3c855ca45c"><enum>(ii)</enum><text>analyzing
student progress and performance on the indicators identified under clause (i)
to guide decisionmaking;</text>
</clause><clause id="ID23383fffb0ad4406a137f5b561f2dac1"><enum>(iii)</enum><text>analyzing
academic indicators to determine whether students are on track to graduate on
time, and developing appropriate evidence-based intervention; and</text>
</clause><clause id="ID615e60836a9140c1ad1fcf515cad9486"><enum>(iv)</enum><text>identifying or
developing a mechanism for regularly collecting and reporting—</text>
<subclause id="IDbbd1fd83965b4f23a37c2b99bb6ea740"><enum>(I)</enum><text>student-level
data on the indicators identified under clause (i);</text>
</subclause><subclause id="ID708587033e3a46f781d5e40e4abd0b8b"><enum>(II)</enum><text>student-level
progress and performance, as described in clause (ii);</text>
</subclause><subclause id="ID55f0dda3382d4569866e28df15a169c7"><enum>(III)</enum><text>student-level
data on the indicators described in clause (iii); and</text>
</subclause><subclause id="IDfeb47ea0e5a74bf0b0e6acff6f8796a7"><enum>(IV)</enum><text>information
about the impact of interventions on student outcomes and progress;</text>
</subclause></clause></subparagraph><subparagraph id="HFBDCF869CF864D349B0A69EA06D9E260"><enum>(E)</enum><text>increase academic
rigor and foster student engagement to ensure students are entering secondary
school prepared for success in a rigorous college- and career-ready curriculum,
including a description of how such readiness will be measured;</text>
</subparagraph><subparagraph id="HDEE5701A8B294A369CAF91621F185525"><enum>(F)</enum><text>implement a
systemic transition plan for all students and encourage collaboration among
elementary grades, middle grades, and secondary school grades to support the
successful transition between grades;</text>
</subparagraph><subparagraph id="idECFDB98B9788437BAECA34E09B50F9C8"><enum>(G)</enum><text>increase
community and family engagement in education in the middle grades to support
student success; and</text>
</subparagraph><subparagraph commented="no" id="idFD1185EDAEE346E7B3BF5740133AB139"><enum>(H)</enum><text>provide evidence
that the strategies, programs, supports, and instructional practices proposed
under the schoolwide improvement plan are new and have not been implemented
before by the eligible local educational agency or eligible entity; and</text>
</subparagraph></paragraph><paragraph commented="no" id="H596D460E5691446BAC467B0D7DF30748"><enum>(3)</enum><text>provide evidence
of an ongoing commitment to sustain the plan for a period of not less than 4
years.</text>
</paragraph></subsection><subsection id="H3BF3A50C57E54A29B75376650F0AFA02"><enum>(e)</enum><header>Review and
selection of subgrants</header><text>In making subgrants under subsection (a),
the State educational agency shall—</text>
<paragraph id="H0F42E19A27C0494387FBFFC127B6B69D"><enum>(1)</enum><text>establish a
peer-review process to assist in the review and approval of applications under
subsection (c); and</text>
</paragraph><paragraph id="HDAC529D24C9343899D4A30D7B8083783"><enum>(2)</enum><text>appoint
individuals to participate in the peer-review process who are educators and
experts in identifying, evaluating, and implementing effective education
programs and practices, including—</text>
<subparagraph id="id4D280ADEF27C433680F8D7C325C1719F"><enum>(A)</enum><text>experts in areas
of teaching and learning, educational standards and assessments, school
improvement, in addressing the needs of students with disabilities and English
language learners in the middle grades, and in the academic and behavioral
supports for middle grades students; and</text>
</subparagraph><subparagraph id="idAFE61B216D2A4F87BBD6AC752FBDEBFD"><enum>(B)</enum><text>recognized
exemplary middle grades teachers and principals who have been recognized at the
State or national level for exemplary work or contributions to the
field.</text>
</subparagraph></paragraph></subsection><subsection id="H439FE92546E34CC2B6260FA899CCD3FC"><enum>(f)</enum><header>Revision of
subgrants</header><text>If a State educational agency, using the peer-review
process described in subsection (e), determines that an application for a grant
under subsection (a) does not meet the requirements of this title, the State
educational agency shall notify the eligible local educational agency or
eligible entity of such determination and the reasons for such determination,
and offer—</text>
<paragraph id="H8EAED80F157A48DFB35C178EF530EA12"><enum>(1)</enum><text>the eligible local
educational agency or eligible entity an opportunity to revise and resubmit the
application; and</text>
</paragraph><paragraph commented="no" display-inline="no-display-inline" id="H4CA28A91756A472FBBA1F855CA62775B"><enum>(2)</enum><text>technical
assistance to the eligible local educational agency or eligible entity, by the
State educational agency or a nonprofit organization with demonstrated
expertise in high-quality middle grades interventions, to revise the
application.</text>
</paragraph></subsection><subsection id="H9DB8933B1D6543A48F5AF60F60081288"><enum>(g)</enum><header>Mandatory uses
of funds</header><text>An eligible local educational agency or eligible entity
that receives a subgrant under subsection (a) shall carry out the
following:</text>
<paragraph id="HBF79C514D3DF4946AC1FFDA16ED29504"><enum>(1)</enum><text>Align the
curricula for grades kindergarten through 12 for schools within the local
educational agency to improve transitions from elementary grades to middle
grades to secondary school grades.</text>
</paragraph><paragraph id="id17D3287CABAF478C90BD0D681A8386E1"><enum>(2)</enum><text>In each eligible
school served by the eligible local educational agency receiving or
participating in the subgrant:</text>
<subparagraph id="id206C7C577E9542DC9229E9D7F9107F68"><enum>(A)</enum><text>Align the
curricula for all grade levels within eligible schools to improve grade to
grade transitions.</text>
</subparagraph><subparagraph id="HA0AB667E4F5C4310954597677C2C2056"><enum>(B)</enum><text>Implement
evidence-based or, when available, scientifically valid instructional
strategies, programs, and learning environments that meet the needs of all
students and ensure that school leaders and teachers receive professional
development on the use of these strategies.</text>
</subparagraph><subparagraph id="H03F43B5243B64294A7FB51E89F3565E0"><enum>(C)</enum><text>Ensure that school
leaders, teachers, pupil service personnel, school librarians, and other school
staff understand the developmental stages of adolescents in the middle grades
and how to deal with those stages appropriately in an educational
setting.</text>
</subparagraph><subparagraph id="H12E93DB8F919492AA5B34260E013DB45"><enum>(D)</enum><text>Implement
organizational practices and school schedules that allow for effective
leadership, collaborative staff participation, professional development,
effective teacher instructional teaming, and parent and community
involvement.</text>
</subparagraph><subparagraph id="H7CB1245D85B24E37874C169BA72B5AFC"><enum>(E)</enum><text>Create a more
personalized and engaging learning environment for middle grades students by
developing a personal academic plan for each student and assigning not less
than 1 adult to help monitor student progress.</text>
</subparagraph><subparagraph id="H9CE4B700AE3944EFBEBBBC902D398E48"><enum>(F)</enum><text>Provide all
students, and the students' families, with information about, and assistance
with, the requirements for secondary school graduation, admission to an
institution of higher education, and career success.</text>
</subparagraph><subparagraph id="HE61387514D5D4F128D3794FAB25B7488"><enum>(G)</enum><text>Utilize data from
an early warning indicator and intervention system described in subsection
(d)(2)(D) to identify struggling students and assist the students as the
students transition from elementary school to middle grades to secondary
school.</text>
</subparagraph><subparagraph id="H17F4A33EE7544AB48D6A3B80F093D52F"><enum>(H)</enum><text>Implement academic
supports, such as effective school library programs, and effective and
coordinated additional assistance programs to ensure that students have a
strong foundation in reading, writing, mathematics, and science skills.</text>
</subparagraph><subparagraph id="HD6DCD553A51D4C65855A70717E33E962"><enum>(I)</enum><text>Implement
evidence-based or, when available, scientifically valid schoolwide programs and
targeted supports to promote positive academic outcomes, such as increased
attendance rates and the promotion of physical, personal, and social
development.</text>
</subparagraph><subparagraph id="HE6F7ACF6D9D24F14BF322CB8D4AB9598"><enum>(J)</enum><text>Develop and use
effective formative assessments to inform instruction.</text>
</subparagraph></paragraph></subsection><subsection id="H3E95B302974142F0A2828E7F133A468B"><enum>(h)</enum><header>Permissible uses
of funds</header><text>An eligible local educational agency or eligible entity
that receives a subgrant under subsection (a) may use the subgrant funds to
carry out the following:</text>
<paragraph id="HED93A00FA48944458550EABB090B7DC1"><enum>(1)</enum><text>Implement extended
learning opportunities in core academic areas including more instructional time
in literacy, mathematics, science, history, and civics in addition to
opportunities for language instruction and understanding other cultures and the
arts.</text>
</paragraph><paragraph id="HDDE2C59713884DF497DC9D049C0747A4"><enum>(2)</enum><text>Provide
evidence-based professional development activities with specific benchmarks to
enable teachers and other school staff to appropriately monitor academic and
behavioral progress of, and modify curricula and implement accommodations and
assistive technology services for, students with disabilities, consistent with
the students' individualized education programs under section 614(d) of the
Individuals with Disabilities Education Act (<external-xref legal-doc="usc" parsable-cite="usc/20/1414">20 U.S.C. 1414(d)</external-xref>).</text>
</paragraph><paragraph id="H6C67394F185E4B0781A0999E6AA44D40"><enum>(3)</enum><text>Employ and use
instructional coaches, including literacy, mathematics, and English language
learner coaches.</text>
</paragraph><paragraph id="H1AE1F85F36F54022B07D2E18E9558D37"><enum>(4)</enum><text>Provide
professional development for content-area teachers and school librarians on
working effectively with English language learners and students with
disabilities, as well as professional development for English as a second
language educators, bilingual educators, and special education
personnel.</text>
</paragraph><paragraph id="id0E69CDB92B804C83806B03FACBA82BE8"><enum>(5)</enum><text>Provide
professional development in areas that support decreasing rates of suspension
and expulsion.</text>
</paragraph><paragraph id="id88955528CEF34E208446A5D4D1709EBF"><enum>(6)</enum><text>Encourage and
facilitate the sharing of data among elementary grades, middle grades,
secondary school grades, and postsecondary educational institutions.</text>
</paragraph><paragraph id="HE33D96A539F54022BF408FA9CB585BC1"><enum>(7)</enum><text>Create
collaborative study groups composed of principals or middle grades teachers, or
both, among eligible schools within the eligible local educational agency
receiving or participating in the subgrant, or between such eligible local
educational agency and another local educational agency, with a focus on
developing and sharing methods to increase student learning and academic
achievement.</text>
</paragraph></subsection><subsection id="HC0317B9330A64C7E802AEC361C02C7D4"><enum>(i)</enum><header>Planning
subgrants</header>
<paragraph id="H7565C14B83B948B198D9ED4D5672D061"><enum>(1)</enum><header>In
general</header><text>In addition to the subgrants described in subsection (a),
a State educational agency may (without regard to the preceding provisions of
this section) make planning subgrants, and provide technical assistance, to
eligible local educational agencies and eligible entities that have not
received a subgrant under subsection (a) to assist the local educational
agencies and eligible entities in meeting the requirements of subsections (c)
and (d).</text>
</paragraph><paragraph id="HC436CF9D91AA4B2D85AC9F583904FF0A"><enum>(2)</enum><header>Amount and
duration</header><text>Each subgrant under this subsection shall be in an
amount of not more than $100,000 and shall be for a period of not more than 1
year in duration.</text>
</paragraph></subsection></section><section id="H0EA7FD4F32F54C8AB6CBBDBB3A2C4625"><enum>105.</enum><header>Duration of
grants; supplement not supplant</header>
<subsection id="H7D141294F2FA4DF1A3630EC59E5734E7"><enum>(a)</enum><header>Duration of
grants</header>
<paragraph id="H2A2C51DB18C34661B7827BDC177433B3"><enum>(1)</enum><header>In
general</header><text>Except as provided in paragraph (2), grants under this
title and subgrants under section 104(a) may not exceed 3 years in
duration.</text>
</paragraph><paragraph id="HCEB1F763F4B94EA0BC1E5D80DFCBEBDD"><enum>(2)</enum><header>Renewals</header>
<subparagraph id="H4B6867633CA7417B96CA46EEAB27840A"><enum>(A)</enum><header>In
general</header><text>Grants and subgrants under this title may be renewed in
2-year increments.</text>
</subparagraph><subparagraph id="H8480097B4C19429893955DB195AF2A4E"><enum>(B)</enum><header>Conditions</header><text>In
order to be eligible to have a grant or subgrant renewed under this paragraph,
the grant or subgrant recipient shall demonstrate, to the satisfaction of the
granting entity, that—</text>
<clause id="H5816457451C044DD89F419B4E9F60FFF"><enum>(i)</enum><text>the
recipient has complied with the terms of the grant or subgrant, including by
undertaking all required activities; and</text>
</clause><clause id="H01218F9737D24B419E918C06B736355C"><enum>(ii)</enum><text>during the period
of the grant or subgrant, there has been significant progress in—</text>
<subclause id="idB31414F80C4F42C296D0EB6EFD946480"><enum>(I)</enum><text>student academic
achievement, as measured by the annual measurable objectives established
pursuant to section 1111(b)(2)(C)(v) of the Elementary and Secondary Education
Act (<external-xref legal-doc="usc" parsable-cite="usc/20/6311">20 U.S.C. 6311(b)(2)(C)(v)</external-xref>); and</text>
</subclause><subclause id="idF9C7E36C074C47A2BD1EDE8EB9DE4AAE"><enum>(II)</enum><text>other key risk
factors such as attendance, rates of chronic absenteeism, and on-time
promotion.</text>
</subclause></clause></subparagraph></paragraph></subsection><subsection id="HC10A0345D0AC40B1932CEE3925FC568C"><enum>(b)</enum><header>Federal funds To
supplement, not supplant, non-Federal funds</header>
<paragraph id="H940569AF4ADC4A2FA31FCB31459946AC"><enum>(1)</enum><header>In
general</header><text>A State educational agency, eligible local educational
agency, or eligible entity shall use Federal funds received under this title
only to supplement the funds that would, in the absence of such Federal funds,
be made available from non-Federal sources for the education of pupils
participating in programs assisted under this title, and not to supplant such
funds.</text>
</paragraph><paragraph id="H5A1E0FEDFCA34D52BF798F3AAB6FC805"><enum>(2)</enum><header>Special
rule</header><text>Nothing in this title shall be construed to authorize an
officer, employee, or contractor of the Federal Government to mandate, direct,
limit, or control a State, local educational agency, or school's specific
instructional content, academic achievement standards and assessments,
curriculum, or program of instruction.</text>
</paragraph></subsection></section><section id="H097AB09165B244F3BE9A814FB1D2250F"><enum>106.</enum><header>Evaluation and
reporting</header>
<subsection id="HB4A797FA263F45F38979E91EEBA80130"><enum>(a)</enum><header>Evaluation</header><text>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—</text>
<paragraph id="H5283C9E1B25F4290B1FBEB94342255A9"><enum>(1)</enum><text>conduct an
evaluation of the State's progress regarding the impact of the changes made to
the policies and practices of the State in accordance with this title,
including—</text>
<subparagraph id="HB1CE37AA82D340888CF72B047A136BB3"><enum>(A)</enum><text>a description of
the specific changes made, or in the process of being made, to policies and
practices as a result of the grant;</text>
</subparagraph><subparagraph id="H59DADF3E028042B6B51F527D4DE5FD54"><enum>(B)</enum><text>a discussion of
any barriers hindering the identified changes in policies and practices, and
implementation strategies to overcome such barriers;</text>
</subparagraph><subparagraph id="HB5DE52FAEE414F5F838EE27ECA4B4D12"><enum>(C)</enum><text>evidence of the
impact of changes to policies and practices on behavior and actions at the
local educational agency and school level; and</text>
</subparagraph><subparagraph id="H1F6AD06B0DD94A1DB8335CA7754B061F"><enum>(D)</enum><text>evidence of the
impact of the changes to State and local policies and practices on improving
measurable learning gains by middle grades students;</text>
</subparagraph></paragraph><paragraph id="H661F7E621BB94D99BD2E260DC54ACCB2"><enum>(2)</enum><text>use the results of
the evaluation conducted under paragraph (1) to adjust the policies and
practices of the State as necessary to achieve the purposes of this title;
and</text>
</paragraph><paragraph id="HAA914510FF1A44A3902B54E8662198A0"><enum>(3)</enum><text>submit the results
of the evaluation to the Secretary.</text>
</paragraph></subsection><subsection id="H0A055758A4F74993929B842826A14672"><enum>(b)</enum><header>Availability</header><text>The
Secretary shall make the results of each State's evaluation under subsection
(a) available to other States and local educational agencies.</text>
</subsection><subsection id="H633EC3C71AD94BF6B9765BF596A855B4"><enum>(c)</enum><header>Local
educational agency reporting</header><text>On an annual basis, each eligible
local educational agency and eligible entity receiving a subgrant under section
104(a) shall report to the State educational agency and to the public
on—</text>
<paragraph id="HCDBF6C529861458A811A9D6805A8CCBD"><enum>(1)</enum><text>the performance on
the school performance indicators (as described in section 103(a)(4)(B)(vi))
for each eligible school served by the eligible local educational agency or
eligible entity, 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 (<external-xref legal-doc="usc" parsable-cite="usc/20/6311">20 U.S.C. 6311(b)(2)(C)(v)(II)</external-xref>); and</text>
</paragraph><paragraph id="HB9D657E9E20045A8B1B6160995E60DF7"><enum>(2)</enum><text>the use of funds
by the eligible local educational agency or eligible entity and each such
school.</text>
</paragraph></subsection><subsection id="HA4195B5313764B16815C43D704EB8E84"><enum>(d)</enum><header>State
educational agency reporting</header><text>On an annual basis, each State
educational agency receiving grant funds under this title shall report to the
Secretary and to the public on—</text>
<paragraph id="HE6B324B981D04F40B0739F3C9BF6E6F0"><enum>(1)</enum><text>the performance of
eligible schools in the State, based on the school performance indicators
described in section 103(a)(4)(B)(vi), in the aggregate and disaggregated by
the subgroups described in section 1111(b)(2)(C)(v)(II) of the Elementary and
Secondary Education Act of 1965 (<external-xref legal-doc="usc" parsable-cite="usc/20/6311">20 U.S.C. 6311(b)(2)(C)(v)(II)</external-xref>); and</text>
</paragraph><paragraph id="HB99EFDE81914437DA4E13286F831F370"><enum>(2)</enum><text>the use of the
funds by each eligible local educational agency in the State and by each
eligible school.</text>
</paragraph></subsection><subsection id="H5CFAB12398454823AA19F80F8F5874DB"><enum>(e)</enum><header>Report to
Congress</header><text>Every 2 years, the Secretary shall report to the public
and to Congress—</text>
<paragraph id="H7BEE350381054B9BBEA1F749AA15CB4F"><enum>(1)</enum><text>a
summary of the State reports under subsection (d); and</text>
</paragraph><paragraph id="HE30F6753CFB842B0AB306E928B0DEA6F"><enum>(2)</enum><text>the use of funds
by each State under this title.</text>
</paragraph></subsection></section><section id="H2F82685447CA4454AA5EB4BDA94E498E"><enum>107.</enum><header>Authorization
of appropriations</header><text display-inline="no-display-inline">There are
authorized to be appropriated to carry out this title $1,000,000,000 for fiscal
year 2014 and such sums as may be necessary for each of the 5 succeeding fiscal
years.</text>
</section><enum>II</enum><header>Research
recommendations</header>
<section id="H81729C04A0A44AC6B6CCF659DC62B705"><enum>201.</enum><header>Purpose</header><text display-inline="no-display-inline">The purpose of this title is to facilitate
the generation, dissemination, and application of research needed to identify
and implement effective practices that lead to continual student learning and
high academic achievement in the middle grades.</text>
</section><section id="HE4B3F7CBC6C440019B4E3A796AC74AEA"><enum>202.</enum><header>Research
recommendations</header>
<subsection id="H19E40E7E68EE4CABB78F165010CB037A"><enum>(a)</enum><header>Study on
promising practices</header>
<paragraph id="H6E77FA7043D94D42B95FF7B58168D109"><enum>(1)</enum><header>In
general</header><text>Not later than 60 days after the date of enactment of
this Act, the Secretary shall enter into a contract with the Center for
Education of the National Academies to study and identify promising practices
for the improvement of middle grades education.</text>
</paragraph><paragraph id="HEE1172469A064425A55FBA28003D753B"><enum>(2)</enum><header>Content of
study</header><text>The study described in paragraph (1) shall identify
promising practices currently being implemented for the improvement of middle
grades education. The study shall be conducted in an open and transparent way
that provides interim information to the public about criteria being used to
identify—</text>
<subparagraph id="H2346200AD98947D6A8D6F008C3A1D160"><enum>(A)</enum><text>promising
practices;</text>
</subparagraph><subparagraph id="H47A9A90C0FBB4EC18747C0F55F111020"><enum>(B)</enum><text>the practices that
are being considered; and</text>
</subparagraph><subparagraph id="H831F9CED212D4B7E9A6E5ACFC482967F"><enum>(C)</enum><text>the kind of
evidence needed to document effectiveness.</text>
</subparagraph></paragraph><paragraph id="HD8841A54628840639BC72D24014408A0"><enum>(3)</enum><header>Report</header><text>The
contract entered into pursuant to this subsection shall require that the Center
for Education of the National Academies submit to the Secretary, the Committee
on Health, Education, Labor, and Pensions of the Senate, and the Committee on
Education and the Workforce of the House of Representatives a final report
regarding the study conducted under this subsection not later than 1 year after
the date of the commencement of the contract.</text>
</paragraph><paragraph id="HF6EBD8AB854645A3A201577D01A1B292"><enum>(4)</enum><header>Publication</header><text>The
Secretary shall make public and post on the website of the Department of
Education the findings of the study conducted under this subsection.</text>
</paragraph></subsection><subsection id="HE95F2EE2366542E5AB5B91B509C496A0"><enum>(b)</enum><header>Synthesis study
of effective teaching and learning in middle grades</header>
<paragraph id="H5001796E012D459BA8EAD114085BC7F6"><enum>(1)</enum><header>In
general</header><text>Not later than 60 days after the date of enactment of
this Act, the Secretary shall enter into a contract with the Center for
Education of the National Academies to review existing research on middle
grades education, and on factors that might lead to increased effectiveness and
enhanced innovation in middle grades education.</text>
</paragraph><paragraph id="H21906E6E63B9434B86F883362580533C"><enum>(2)</enum><header>Content of
study</header><text>The study described in paragraph (1) shall review research
on education programs, practices, and policies, as well as research on the
cognitive, social, and emotional development of children in the middle grades
age range, in order to provide an enriched understanding of the factors that
might lead to the development of innovative and effective middle grades
programs, practices, and policies. The study shall focus on—</text>
<subparagraph id="HD0F3DBAC3BF144B4A0C6342EA9305A0B"><enum>(A)</enum><text>the areas of
curriculum, instruction, and assessment (including additional supports for
students who are below grade level in reading, writing, mathematics, and
science, and the identification of students with disabilities) to better
prepare all students for subsequent success in secondary school, postsecondary
education, and cognitively challenging employment;</text>
</subparagraph><subparagraph id="H960C638040724A59B3074EDBBC4451CA"><enum>(B)</enum><text>the quality of,
and supports for, the teacher workforce;</text>
</subparagraph><subparagraph id="HA824CE246C3049EE8D147BA052C7D26C"><enum>(C)</enum><text>aspects of student
behavioral and social development, and of social interactions within schools
that affect the learning of academic content;</text>
</subparagraph><subparagraph id="HA15D44EDC8D0459F9B1C932ED76EA4C6"><enum>(D)</enum><text>the ways in which
schools and local educational agencies are organized and operated that may be
linked to student outcomes;</text>
</subparagraph><subparagraph id="id39DFA21E32064F13B9D68F4C230F7358"><enum>(E)</enum><text>how development
and use of early warning indicator and intervention systems can reduce risk
factors for dropping out of school and low academic achievement; and</text>
</subparagraph><subparagraph id="HF14CEDEF169C46EC8BBA8EA7FEF8DC7B"><enum>(F)</enum><text>identification of
areas where further research and evaluation may be needed on these topics to
further the development of effective middle grades practices.</text>
</subparagraph></paragraph><paragraph id="H86AAF735D1844E6498479007E078B5D7"><enum>(3)</enum><header>Report</header><text>The
contract entered into pursuant to this subsection shall require that the Center
for Education of the National Academies submit to the Secretary, the Committee
on Health, Education, Labor, and Pensions of the Senate, and the Committee on
Education and the Workforce of the House of Representatives a final report
regarding the study conducted under this subsection not later than 2 years
after the date of commencement of the contract.</text>
</paragraph><paragraph id="HFF5B9F5417B04A2EBCC5AE7847068FB5"><enum>(4)</enum><header>Publication</header><text>The
Secretary shall make public and post on the website of the Department of
Education the findings of the study conducted under this subsection.</text>
</paragraph></subsection><subsection id="H7D72F1B946F54E62BAE7A006763E6BDA"><enum>(c)</enum><header>Other
activities</header><text>The Secretary shall carry out each of the
following:</text>
<paragraph id="HED5F00136AC84FF6AE8CDB0DF83B89D2"><enum>(1)</enum><text>Create a national
clearinghouse, in coordination with entities such as What Works and the Doing
What Works Clearinghouses, for research in best practices in the middle grades
and in the approaches that successfully take those best practices to scale in
schools and local educational agencies.</text>
</paragraph><paragraph id="HC94782696E204C349A672611677DDAB6"><enum>(2)</enum><text>Create a national
middle grades database accessible to educational researchers, practitioners,
and policymakers that identifies school, classroom, and system-level factors
that facilitate or impede student academic achievement in the middle
grades.</text>
</paragraph><paragraph id="H252D12849A14446A92C856F3627DC636"><enum>(3)</enum><text>Require the
Institute of Education Sciences to develop a strand of field-initiated and
scientifically valid research designed to enhance performance of schools
serving middle grades students, and of middle grades students who are most at
risk of educational failure, which may be coordinated with the regional
educational laboratories established under section 174 of the Education
Sciences Reform Act of 2002 (<external-xref legal-doc="usc" parsable-cite="usc/20/9564">20 U.S.C. 9564</external-xref>), institutions of higher education,
agencies recognized for their research work that has been published in
peer-reviewed journals, and organizations that have such regional educational
laboratories. Such research shall target specific issues such as—</text>
<subparagraph id="H0791AEB6BCB644A89FC607BDBAD88018"><enum>(A)</enum><text>effective
practices for instruction and assessment in mathematics, science, technology,
and literacy;</text>
</subparagraph><subparagraph id="HEC72C378F28D4650AB4F7D9807049959"><enum>(B)</enum><text>academic
interventions for adolescent English language learners;</text>
</subparagraph><subparagraph id="H505292835F3C46AB9B947399FAFB2DE0"><enum>(C)</enum><text>school improvement
programs and strategies for closing the academic achievement gap and decreasing
rates of suspension and expulsion;</text>
</subparagraph><subparagraph id="HBD214CE438124B09AF74C5742BB9FD85"><enum>(D)</enum><text>evidence-based or,
when available, scientifically valid professional development planning targeted
to improve pedagogy and student academic achievement;</text>
</subparagraph><subparagraph id="H6D6D948C092F43F5AFFE9B967BD111BD"><enum>(E)</enum><text>the effects of
increased learning or extended school time in the middle grades; and</text>
</subparagraph><subparagraph id="H8BB1D6FDF99C4F979C310D60946DE0F1"><enum>(F)</enum><text>the effects of
decreased class size or increased instructional and support staff.</text>
</subparagraph></paragraph><paragraph id="H5E6B05080CC14B5E97EE5274AEF413C8"><enum>(4)</enum><text>Strengthen the
work of the existing national research and development centers under section
133(c) of the Education Sciences Reform Act of 2002 (<external-xref legal-doc="usc" parsable-cite="usc/20/9533">20 U.S.C. 9533(c)</external-xref>), as of
the date of enactment of this Act, by adding an educational research and
development center dedicated to addressing—</text>
<subparagraph id="HE91F8CEA26444F178FDE90B465C6B1CC"><enum>(A)</enum><text>curricular,
instructional, and assessment issues pertinent to the middle grades (such as
mathematics, science, technological fluency, the needs of English language
learners, and students with disabilities);</text>
</subparagraph><subparagraph id="H682F154012204AE8978F61E9B60875D7"><enum>(B)</enum><text>comprehensive
reforms for low-performing middle grades; and</text>
</subparagraph><subparagraph id="H9C6B00D523A448DBB2BC96DFA8639A61"><enum>(C)</enum><text>other topics
pertinent to improving the academic achievement of middle grades
students.</text>
</subparagraph></paragraph><paragraph id="HFE5F42933D504C18B2F33CAB0998DB8F"><enum>(5)</enum><text>Provide grants to
nonprofit organizations, for-profit organizations, institutions of higher
education, and others to partner with State educational agencies and local
educational agencies to develop, adapt, or replicate effective models for
turning around low-performing middle grades.</text>
</paragraph></subsection></section><section id="H23AF6D322C6B4839A9B770F1E7EC5309"><enum>203.</enum><header>Authorization
of appropriations; reservations</header>
<subsection id="H4D68A19487C8473EAF3F32FFEA5931AD"><enum>(a)</enum><header>Authorization</header><text>There
are authorized to be appropriated to carry out this title $100,000,000 for
fiscal year 2014 and such sums as may be necessary for each of the 5 succeeding
fiscal years.</text>
</subsection><subsection id="HCF0CAED6CD3C46B2819F39B4106795A1"><enum>(b)</enum><header>Reservations</header><text>From
the total amount made available to carry out this title, the Secretary shall
reserve—</text>
<paragraph id="H63D1699B12F14ADB9948F2D355D230DD"><enum>(1)</enum><text>2.5 percent for
the studies described in subsections (a) and (b) of section 202;</text>
</paragraph><paragraph id="H235BFD3F610945F7A533E73F6D21E2AB"><enum>(2)</enum><text>5
percent for the clearinghouse described in section 202(c)(1);</text>
</paragraph><paragraph id="H1CCD090322CB4AADAC130E86C3FFF56C"><enum>(3)</enum><text>5
percent for the database described in section 202(c)(2);</text>
</paragraph><paragraph id="H18D576BC4C5D44D98B3673729731AB9A"><enum>(4)</enum><text>42.5 percent for
the activities described in section 202(c)(3);</text>
</paragraph><paragraph id="HFFE09864B32347A5954706CF5FAB4593"><enum>(5)</enum><text>15 percent for the
activities described in section 202(c)(4); and</text>
</paragraph><paragraph id="HFE8BD5D5D4174318A0DCF890ECD5F4A1"><enum>(6)</enum><text>30 percent for the
activities described in section 202(c)(5).</text>
</paragraph></subsection></section>