<enum>I</enum><header>High school improvement and dropout reduction fund</header> <section id="H3CBC3CB20DCB42ED9DF743D4F01DFE1"><enum>101.</enum><header>Findings</header><text display-inline="no-display-inline">The Senate finds the following:</text> <paragraph id="H65DFB2F23B3A4FD59F107C7266147BD1"><enum>(1)</enum><text>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.</text> </paragraph><paragraph id="H3D76CE7E83E4429398F192C7E556371"><enum>(2)</enum><text>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.</text> </paragraph><paragraph id="H3CFA1E560AAF4759B5A14800D57EB94C"><enum>(3)</enum><text>Half of the Nation’s dropouts attend a <quote>dropout factory</quote>—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.</text> </paragraph><paragraph id="H12291B26C42A4692A7B116DB235C21D"><enum>(4)</enum><text>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.</text> </paragraph><paragraph id="HB35641B577FF4B41AD9FF23CBF856000"><enum>(5)</enum><text>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.</text> </paragraph><paragraph id="H9B3FC3ADAC5D4CD797581D2354C63CA6"><enum>(6)</enum><text>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.</text> </paragraph><paragraph id="H50A72DE1F3A4499700A851CE5897B5A4"><enum>(7)</enum><text>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 one remedial course.</text> </paragraph><paragraph id="H2FA1D815C8464107BD2200E35DD799F2"><enum>(8)</enum><text>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.</text> </paragraph><paragraph id="H17B30EB00242408981DAE9FFA3B885E"><enum>(9)</enum><text>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.</text> </paragraph><paragraph id="HFC95C93118824446AE39AB40D1EAB12D"><enum>(10)</enum><text>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.</text> </paragraph><paragraph id="H05D0E990319044E3A5BA1924908DFE5D"><enum>(11)</enum><text>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.</text> </paragraph><paragraph id="HEF6959953160447894FC7D6BC45DF5F"><enum>(12)</enum><text>While the Elementary and Secondary Education Act of 1965 (<external-xref legal-doc="usc" parsable-cite="usc/20/6301">20 U.S.C. 6301 et seq.</external-xref>) 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.</text> </paragraph><paragraph id="H940BD33580ED4CE88FF69EEF52BEAC8F"><enum>(13)</enum><text>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.</text> </paragraph><paragraph id="H23FDC388DCD341D3B7C6DBC82B46C4CC"><enum>(14)</enum><text>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.</text> </paragraph></section><section id="HD005C79630D64AA9B4CF2D8CFE76C2B"><enum>102.</enum><header>Purposes</header><text display-inline="no-display-inline">The purposes of this title are to—</text> <paragraph id="H5DFB10C8063645DC8276D16711DE8B7F"><enum>(1)</enum><text>improve high school student academic achievement and graduation rates;</text> </paragraph><paragraph id="HFCEB731DA7FA4BD9BA61384E48E4D062"><enum>(2)</enum><text>help States develop a high school improvement system to deliver support and technical assistance to high-priority high schools;</text> </paragraph><paragraph id="H327CB79E6AA5451586DC0F6BE06D09F"><enum>(3)</enum><text>ensure students graduate from high school with the education and skills necessary to compete in a global economy; and</text> </paragraph><paragraph id="H671423F13470459EA9C9AB3C5D48A364"><enum>(4)</enum><text>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.</text> </paragraph></section><section id="H4F425D17BFDA4CB0A1EAE83C008EA258"><enum>103.</enum><header>Definitions</header><text display-inline="no-display-inline">In this title:</text> <paragraph commented="no" id="H17C7DB3899BE4B668800B4E4D7371441"><enum>(1)</enum><header>Adequate yearly progress</header><text>The term <term>adequate yearly progress</term> has the meaning given the term in section 1111(b)(2)(B) 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)(B)</external-xref>).</text> </paragraph><paragraph commented="no" id="H9BBED2F949F443BF9EA643C219B08465"><enum>(2)</enum><header>Averaged freshmen graduation rate</header><text>The term <term>averaged freshmen graduation rate</term> 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.</text> </paragraph><paragraph commented="no" id="H8E785F713F3F4DFFAF47B1C9D9BB0C7"><enum>(3)</enum><header>Low-income local educational agency</header><text>The term <term>low-income local educational agency</term> 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.</text> </paragraph><paragraph commented="no" id="H8A4442D7F967411A88C7F7FF18A866B"><enum>(4)</enum><header>Middle grades</header><text>The term <term>middle grades</term> means grades 6 through 8.</text> </paragraph><paragraph commented="no" display-inline="no-display-inline" id="H059C7734136047A4A88639E289938B84"><enum>(5)</enum><header>Poverty line</header><text display-inline="yes-display-inline">The term <term>poverty line</term> means the poverty line described in section 673 of the Community Services Block Grant Act (<external-xref legal-doc="usc" parsable-cite="usc/42/9902">42 U.S.C. 9902</external-xref>), applicable to a family of the size involved.</text> </paragraph><paragraph commented="no" id="H1C2B44FC3F05429D82B8B233355D005E"><enum>(6)</enum><header>Technical assistance provider</header><text>The term <term>technical assistance provider</term> means a nonprofit entity with a proven track record of significantly improving student achievement and outcomes in high-priority high schools.</text> </paragraph></section><section id="HFEF888EB01D449F9A9AECD0074641719"><enum>104.</enum><header>Grants authorized</header><text display-inline="no-display-inline">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.</text> </section><section id="H3F1DAD32DFBE4A6EB5BF3620F55FE393"><enum>105.</enum><header>Allotment to states</header> <subsection id="HFB785CBBFF6F4B6BA7A0E1B98FFEF05"><enum>(a)</enum><header>In general</header><text>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).</text> </subsection><subsection id="H5DD35AFFE133452396407C330122F0D"><enum>(b)</enum><header>Determination of allotments</header> <paragraph id="HB59BED2010B24DA288947E0061CDB8D9"><enum>(1)</enum><header>Reservation of funds</header><text>From the total amount appropriated for this Act, the Secretary shall reserve—</text> <subparagraph id="H2C6527DB6A1A4F288DD31B4622BDC62B"><enum>(A)</enum><text>4 percent to—</text> <clause id="HD687F2A4EA5F4B4D9CA326C0D7A19181"><enum>(i)</enum><text>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</text> </clause><clause id="H7E20C0AEF4FD45E48E512E3BBD1F00CF"><enum>(ii)</enum><text>disseminate findings of such evaluations;</text> </clause></subparagraph><subparagraph id="H2AAE1264CDD748368317975F061C309C"><enum>(B)</enum><text>2 percent to provide technical assistance and ongoing regional training programs—</text> <clause id="H26B3531769D6496A9DE2C537520199BB"><enum>(i)</enum><text>to build the capacity of State educational agencies and local educational agencies to provide technical assistance to improve high-priority high schools;</text> </clause><clause id="HB6A11CD4A20945A8875E90359CF82CAB"><enum>(ii)</enum><text>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</text> </clause><clause id="HE1612944057045D3AF69BC4B4E1F3100"><enum>(iii)</enum><text>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</text> </clause></subparagraph><subparagraph id="H6435FD4ED2604E82A805E7F4E2D00A5"><enum>(C)</enum><text>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.</text> </subparagraph></paragraph><paragraph id="H946C07B037A342A7A6A9A23C11C9F384"><enum>(2)</enum><header>State allotment</header><text>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:</text> <subparagraph id="H505380A03F9C43A9AA7D325697F6C6C9"><enum>(A)</enum><header>Low-income local educational agencies</header><text>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.</text> </subparagraph><subparagraph id="HF8837182C12041B68E5F8C00F0C5A59F"><enum>(B)</enum><header>Lowest calculation</header><text>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 allotted 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.</text> </subparagraph><subparagraph id="HC38CFF7D937149EC9773CE61A2D277C9"><enum>(C)</enum><header>Middle calculation</header><text>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 allotted 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.</text> </subparagraph><subparagraph id="H731E2D10777045AAAEB6DFB47062F46F"><enum>(D)</enum><header>Highest calculation</header><text>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 allotted 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.</text> </subparagraph></paragraph><paragraph id="H486ECE3D272B4945A41C1D3DD9CDF0E9"><enum>(3)</enum><header>Reallotment</header><text>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.</text> </paragraph><paragraph commented="no" id="H887811A6162A4C09952EE6355332D3F"><enum>(4)</enum><header>Matching funds</header><text>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.</text> </paragraph><paragraph id="HE7D5044D69A7424EADE8E4C3001E62FC"><enum>(5)</enum><header>Five-year period</header><text>Allotments determined under this section shall determine allotments for the next consecutive five years.</text> </paragraph></subsection></section><section id="H797374BE1F0F4A708EAFFA765847FF4"><enum>106.</enum><header>Secretarial peer review and approval</header> <subsection id="H9C73DE82E32946B2A003AA843D9BE93B"><enum>(a)</enum><header>In general</header><text>The Secretary shall—</text> <paragraph id="H067BFB0A3E9D4FFD8C871CB6A7FC4663"><enum>(1)</enum><text>establish a peer-review process to assist in the review and approval of State plans;</text> </paragraph><paragraph id="HD744B50C70E84D0597128F2EE2FAD88"><enum>(2)</enum><text>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;</text> </paragraph><paragraph id="H329628FE4A82418584CC149200357183"><enum>(3)</enum><text>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;</text> </paragraph><paragraph id="H4FA879D0E77A4DBB00B421E6D100C819"><enum>(4)</enum><text>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;</text> </paragraph><paragraph id="H6701840A37514298872D458FC484555B"><enum>(5)</enum><text>not decline to approve a State's plan before—</text> <subparagraph id="H433FC143635D4F6193798C66AE022F3B"><enum>(A)</enum><text>offering the State an opportunity to revise the State's plan;</text> </subparagraph><subparagraph id="H048AC7E9654842D8A6DFB4F68B399C13"><enum>(B)</enum><text>providing the State with technical assistance in order to submit a successful application; and</text> </subparagraph><subparagraph id="H4CA03FA698ED463F8E5C059D257B21BA"><enum>(C)</enum><text>providing a hearing to the State; and</text> </subparagraph></paragraph><paragraph id="H0E20211F99A2415DB8725469EB0042AE"><enum>(6)</enum><text>have the authority to disapprove a State plan for not meeting the requirements of this title.</text> </paragraph></subsection><subsection id="H5F74A6F54FB049ABA86200AB470236E"><enum>(b)</enum><header>State revisions</header><text>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.</text> </subsection><subsection id="H682CC71B0D8C4EE7BAAD83B0B905D8F"><enum>(c)</enum><header>Accuracy</header><text>In approving a State plan, the Secretary shall ensure that—</text> <paragraph id="H9CC2F581A1A045B3B200041DE2CC9E44"><enum>(1)</enum><text>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</text> </paragraph><paragraph id="HFDC20AFF8B734EEC88D0005EDF8036C5"><enum>(2)</enum><text>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.</text> </paragraph></subsection></section><section id="H3615D6A4F8D54049B098F5471147A24B"><enum>107.</enum><header>Technical assistance</header><text display-inline="no-display-inline">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.</text> </section><section id="HA4133849ABFE45EA8D2FD06150EC3589"><enum>108.</enum><header>Differentiated high school improvement system<italic></italic></header> <subsection id="H55F93AA3B24A4E9E80A51963FD798E7D"><enum>(a)</enum><header>In general</header><text>A State educational agency that receives a grant under this title shall use such funds to establish or expand differentiated high school improvement systems.</text> </subsection><subsection id="HC0BA95DB336A4219B821CACF5E32ED96"><enum>(b)</enum><header>System requirements</header><text>The systems described in subsection (a) shall be designed to do the following:</text> <paragraph id="HFCA442961DB04ABA964185A8BF85FBB"><enum>(1)</enum><header>Identify high-priority high schools</header><text>The system shall be designed to identify high-priority high schools within the State.</text> </paragraph><paragraph id="H9B779D65CEF943DEA9620050F94FCFA"><enum>(2)</enum><header>Differentiate school improvement actions</header><text>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.</text> </paragraph><paragraph id="H0B98A9E20D4842A9936DDE43EE49FDE0"><enum>(3)</enum><header>Locally driven improvement plans</header><text>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.</text> </paragraph><paragraph id="H8E13940071494B0B81D8C3207652F608"><enum>(4)</enum><header>Target funds</header><text>The system shall be designed to target resources and support to those high-priority high schools within the State.</text> </paragraph><paragraph id="H04C4FF5F370C4F08A33F4712FA75FB65"><enum>(5)</enum><header>Recognize progress</header><text>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.</text> </paragraph><paragraph id="H999CE3720B8A458B875DE7EE94597398"><enum>(6)</enum><header>Demonstrate commitment</header><text>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.</text> </paragraph><paragraph id="HB4CBC55FD3474A51A2A8A4C6C51C9B91"><enum>(7)</enum><header>Build capacity</header><text>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.</text> </paragraph></subsection></section><section id="HD01BC4904D67405C985D1B7CC5B3D3F"><enum>109.</enum><header>State application to develop differentiated high school improvement systems</header> <subsection id="H64A25D66D5E643A9AFA6894D1833C6FD"><enum>(a)</enum><header>In general</header> <paragraph id="H8BBA0E4469B34CE5A84E44F011B8E1B9"><enum>(1)</enum><header>In general</header><text>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.</text> </paragraph><paragraph id="H83FBA11D17E2471C826883D6D177DA7"><enum>(2)</enum><header>Revised application</header><text>The State educational agency shall submit a revised application every 5 years based on an evaluation of the activities conducted under this title.</text> </paragraph></subsection><subsection id="HA3DD63DA88DE4F8287DCAF5C84C31B39"><enum>(b)</enum><header>Contents</header><text>Each application submitted under this section shall include the following:</text> <paragraph id="H482037F7D7514975B20702300537D445"><enum>(1)</enum><header>School improvement process</header><text>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.</text> </paragraph><paragraph id="H56B06AC2F1B340869B5F8231AE00FD7D"><enum>(2)</enum><header>School performance indicators</header> <subparagraph id="H1E8B6A47B2B040F195A531265E5E74B2"><enum>(A)</enum><header>In general</header><text display-inline="yes-display-inline">The State educational agency shall define, in consultation with representatives from urban, suburban, and rural school districts, 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.</text> </subparagraph><subparagraph id="H199D29B0862642A6977173F11663E422"><enum>(B)</enum><header>Indicators</header><text>The State educational agency shall define and use a comprehensive set of school performance indicators that demonstrate that a high school is making substantial and continuous progress towards graduating all its students prepared for success in college and careers. The indicators must either directly measure student achievement and advancement in high school, or have been demonstrated by research to have a direct impact on high school student achievement and advancement.</text> </subparagraph><subparagraph id="H23A39343BAD244108226EFC2EF1E75D4"><enum>(C)</enum><header>Categories</header><text display-inline="yes-display-inline">The comprehensive set of school performance indicators required by subparagraph (A) shall be defined as follows:</text> <clause id="H61E7C74400F0487DA7C55EFE4F2DEB0"><enum>(i)</enum><header>Indicators of high school student engagement and effort</header><text>With respect to high school student engagement and effort, the indicators—</text> <subclause id="HC2BD3F87D2784597933E60518BC786AC"><enum>(I)</enum><text>shall include—</text> <item id="HDACF253094044C0FA46641FE9987EF30"><enum>(aa)</enum><text>student attendance rates; and</text> </item><item id="H0F891E52F381448987E600051D5378C7"><enum>(bb)</enum><text>percentage of student suspensions and expulsions; and</text> </item></subclause><subclause id="HF3EE4354F05440B4B15B35D353F6214F"><enum>(II)</enum><text>may also include—</text> <item id="H539E44E1B4424A04B0CB1EA5264BB930"><enum>(aa)</enum><text>surveys of high school student engagement and effort; or</text> </item><item id="HD3BD2EE8C0734EDEA8C7C3E16B9E1000"><enum>(bb)</enum><text>other indicators of student engagement proposed by the State educational agency and approved by Secretary as part of the peer-review process described in section 110.</text> </item></subclause></clause><clause id="H158D391FF493473AB0F6A2B02BFB22E"><enum>(ii)</enum><header>Indicators of student advancement</header><text>With respect to student achievement, the indicators—</text> <subclause id="HF89573B9B93748878BB1380993BA409F"><enum>(I)</enum><text>shall include—</text> <item id="H150AFD78B4004C3799039836B1333E89"><enum>(aa)</enum><text>either—</text> <subitem id="H99DCC7D7DED04D93917F37635BF2695E"><enum>(AA)</enum><text>earned on-time promotion rates from grade to grade; or</text> </subitem><subitem id="HE5564E05052C43479F86B1587D36C601"><enum>(BB)</enum><text>percent of students who have on-time credit accumulation at the end of each grade; and</text> </subitem></item><item id="HC6AF5E1F6D46419082F98874C1B43F00"><enum>(bb)</enum><text>percent of students failing a core, credit-bearing, reading or language arts, or science course, or failing two or more of any course; and</text> </item></subclause><subclause id="H5732DD2A06B64450B15B5583492797B1"><enum>(II)</enum><text>may also include—</text> <item id="H829B0D8BCF4F42E78FE27CE3F2B9431C"><enum>(aa)</enum><text>measures of college enrollment, retention, persistence, and attainment;</text> </item><item id="H33911A8700174A1BBAC3C441578263C2"><enum>(bb)</enum><text>measures of employment success; or</text> </item><item id="H4F8FE864BEA349A898FAF32DFF414B39"><enum>(cc)</enum><text>other indicators of student advancement proposed by the State educational agency and approved by Secretary as part of the peer-review process described in section 110.</text> </item></subclause></clause><clause id="H2C7A505376B9457C8371FB363FFACC09"><enum>(iii)</enum><header>Indicators of educator quality</header><text>With respect to educator quality, the indicators—</text> <subclause id="H94F880CE0CA24D5CA0158C62009BE01C"><enum>(I)</enum><text>shall include—</text> <item id="H38F9835D3B3C4F47A58E16DD1425DB99"><enum>(aa)</enum><text>measures of teacher attendance, vacancies, and turnover; and</text> </item><item id="H5297E41B5A6843EF8699572CE1ADCAC2"><enum>(bb)</enum><text>percent of highly qualified teachers, particularly in the 9th grade or first year of high school; and</text> </item></subclause><subclause id="HCB2F75429C4447B8BD937B2344D2005F"><enum>(II)</enum><text>may also include other indicators of educator quality proposed by the State educational agency and approved by Secretary as part of the peer-review process described in section 110.</text> </subclause></clause><clause id="HBCE1B92B423142AD99C47414A687D1A9"><enum>(iv)</enum><header>Indicators of academic learning</header><text>With respect to academic learning, the indicators—</text> <subclause id="HFF35F30E51CE4E87B6B9B08E7F3F17B6"><enum>(I)</enum><text>shall include—</text> <item id="HCDD6E3ABD98342F282D4295689B0F72D"><enum>(aa)</enum><text>percent of students taking a college-preparatory curriculum, which may include percent of students taking Advanced Placement, International Baccalaureate course, or college courses taken for dual credit; and</text> </item><item id="HB5AEB3D0E0EC43469FD8FE4C63C51B61"><enum>(bb)</enum><text>student success on state or district end-of-course exams or performance-based assessments with standardized scoring rubrics lined to state standards, where available; and</text> </item></subclause><subclause id="H1EECE6FF957D4E0892EC283CFCC10042"><enum>(II)</enum><text>may also include—</text> <item id="HEED216C2CA9A4530B01C0832A18800E2"><enum>(aa)</enum><text>student success on college entrance and placement exams such as ACT, SAT, or AP; or</text> </item><item id="HA3540771F72E43DAB2055CF030B5FE66"><enum>(bb)</enum><text>other indicators of academic learning proposed by the State educational agency and approved by Secretary as part of the peer-review process described in section 110.</text> </item></subclause></clause></subparagraph><subparagraph id="HE9016732ED984FD99026B7175530C9AE"><enum>(D)</enum><header>Assurances</header> <clause id="H30CE7A488B524CEA8F7DB65F1314B4FE"><enum>(i)</enum><header>Outcome-based</header><text>The State educational agency must ensure that the school performance indicators defined and used to meet the requirements of subparagraph (A) are outcome-based and do not create unintended incentives that are inconsistent with the purposes of this Act.</text> </clause><clause id="HB611C3EE6E1845468600C540EAA458EB"><enum>(ii)</enum><header>Demonstration of capacity</header><text>The State educational agency must demonstrate its capacity to collect, report, and use the indicators defined and used to meet the requirements of subparagraph (A), including through use of statewide longitudinal data system.</text> </clause></subparagraph><subparagraph id="H0B88E06A60E340E48F2B001143369F23"><enum>(E)</enum><header>Expected growth</header><text>The State educational agency shall define a minimum percent of expected annual growth for each school performance indicator that demonstrates continuous and substantial progress.</text> </subparagraph></paragraph><paragraph id="H55A33DF09D554CB5B0BEBA4D3FD8F0D7"><enum>(3)</enum><header>Capacity evaluations</header> <subparagraph id="HF1F3614242424D22A4E9F32544DDFB20"><enum>(A)</enum><header>State educational agency and local educational agency capacity</header><text>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.</text> </subparagraph><subparagraph id="HC68C91EDABAF4C989E56E3152148CEE7"><enum>(B)</enum><header>High school capacity and needs assessment</header><text>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).</text> </subparagraph></paragraph><paragraph id="HC2236C35590F4B25BC4602A8FD8436A7"><enum>(4)</enum><header>Differentiated school improvement</header><text>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 one of the following school improvement categories:</text> <subparagraph id="H87ADD73D071649EEAFCED4DA52884B88"><enum>(A)</enum><header>Schools needing targeted interventions</header><text>High schools whose school performance indicators demonstrate a need for targeted interventions to improve student outcomes and make adequate yearly progress.</text> </subparagraph><subparagraph id="H73E1341790F04668A6979329DC8B7D47"><enum>(B)</enum><header>Schools needing whole school reforms</header><text>High schools whose school performance indicators demonstrate a need for comprehensive schoolwide reform to improve student outcomes and make adequate yearly progress.</text> </subparagraph><subparagraph id="H643F792FF1054E4AAAF461A907FB6367"><enum>(C)</enum><header>Schools needing replacement</header><text>High schools whose school performance indicators demonstrate a need for replacement, as described in section 112(d).</text> </subparagraph><subparagraph id="HC2C773F446F34E9E86F060B9FEB6849C"><enum>(D)</enum><header>Special rule</header><text>States may propose systems of differentiation aligned with their existing State accountability systems that include additional categories.</text> </subparagraph><subparagraph id="HFE129D44DB8349D9B0541B5CE7B91F3C"><enum>(E)</enum><header>Rule of construction</header><text>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—</text> <clause id="H949CA618260F40308FE54865AE7B8C8D"><enum>(i)</enum><text>a graduation rate of 60 percent or less; or</text> </clause><clause commented="no" display-inline="no-display-inline" id="H29554869A7334305B568C8F95C43BE32"><enum>(ii)</enum><text>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)).</text> </clause></subparagraph></paragraph><paragraph id="H74E67A1F9663400FB823F022003F58D1"><enum>(5)</enum><header>State review of local educational agency plans</header><text>The State educational agency shall describe the following:</text> <subparagraph id="HCC29C9391E714773B29DE053F6F17A6"><enum>(A)</enum><header>Review local educational agency plans</header><text>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).</text> </subparagraph><subparagraph id="H9400BBB642B24AD9BC441E68D89377DA"><enum>(B)</enum><header>Allocation of subgrants</header><text>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).</text> </subparagraph><subparagraph id="H0383B51EC4A44608B5ADB728EE717455"><enum>(C)</enum><header>Monitoring of school improvement plans</header><text>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).</text> </subparagraph><subparagraph id="HB7C8BEC2423B4AE5BDC628F594DE00D7"><enum>(D)</enum><header>Provide technical assistance</header> <clause id="H4CCB1402A12D4F78B4C4EBA4BDEA222"><enum>(i)</enum><header>In general</header><text>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.</text> </clause><clause id="H6B606D5BC89E4708B57D13CF4927D2F8"><enum>(ii)</enum><header>School improvement teams</header><text>The State educational agency shall describe how it will assist school improvement teams described in section 111(b), when needed, including how it will—</text> <subclause id="HFAB725AEBAAA4AAC8D4FA7CBE1C166D"><enum>(I)</enum><text>support and provide resources and training to school improvement teams;</text> </subclause><subclause id="HCC374FD008B8466DA8E8B47DC56082D9"><enum>(II)</enum><text>allocate staff to participate on school improvement teams;</text> </subclause><subclause id="H973850FAF2B54244A2E56CF933DCCBF6"><enum>(III)</enum><text>provide technical assistance to the school improvement teams; and</text> </subclause><subclause id="H66E4D9FC022B4BFB85A5125C602577B2"><enum>(IV)</enum><text>ensure that the school improvement teams have access to technical assistance providers when needed.</text> </subclause></clause></subparagraph></paragraph><paragraph id="H9B7832BF35254385A45B6F26E655F480"><enum>(6)</enum><header>Demonstration of commitment</header><text>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.</text> </paragraph><paragraph id="H32ECBB39C9544AA9A3F49F94C29BA7E0"><enum>(7)</enum><header>Data and early indicator warning systems</header><text>The State educational agency shall demonstrate—</text> <subparagraph id="HD57CA3CD91744D5FBF1EDBD40003C3C8"><enum>(A)</enum><text>how its statewide data system has the ability to meet the requirements of this Act; and</text> </subparagraph><subparagraph id="HAD1E495665D04A5DA700C8A162A91E6B"><enum>(B)</enum><text>how it will work with local educational agencies with low graduation rates to develop early indicator warning systems at the State or local level 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.</text> </subparagraph></paragraph><paragraph id="H9E58F403B11B49CBB62FC22DEF8B5C82"><enum>(8)</enum><header>Evaluation of success</header><text>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.</text> </paragraph></subsection></section><section id="HF0AB4146E51742CD86D679418CAA1798"><enum>110.</enum><header>State educational agency use of funds</header> <subsection id="HCB5BE4E1608E49B182B2FE1820E82DC0"><enum>(a)</enum><header>In general</header><text>A State educational agency that receives a grant under section 105—</text> <paragraph id="HCC991524D77C4E60B35B29008D36645B"><enum>(1)</enum><text>may reserve not more than 10 percent of the grant funds to carry out the activities under this title;</text> </paragraph><paragraph id="H3E2EE15FD4644C88A9884FDC544E94BE"><enum>(2)</enum><text>shall use not less than 90 percent of the grant funds to make subgrants to local educational agencies in accordance with subsection (b); and</text> </paragraph><paragraph id="HC29C768B99C34615932F49CE71579632"><enum>(3)</enum><text display-inline="yes-display-inline">shall use not less than 80 percent of the grant funds to make subgrants to local educational agencies serving high priority high schools needing whole school reform or replacement, unless the State educational agency can demonstrate to the Secretary that all high priority high schools needing whole school reform or replacement are receiving sufficient funding to implement their school improvement plans.</text> </paragraph></subsection><subsection id="H9F5F6C585D4041869B68F7B0EA63E900"><enum>(b)</enum><header>State educational agency peer review</header><text>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—</text> <paragraph id="HA5DD6D64DFA8442184007BA19E4D7DB1"><enum>(1)</enum><text>educational standards, assessments, and accountability;</text> </paragraph><paragraph id="H50C2F177EA424FA6A61817BD500359B2"><enum>(2)</enum><text>high school improvement;</text> </paragraph><paragraph id="H61D0F96AD2C94BB9BDAF00A33C10FF27"><enum>(3)</enum><text>dropout prevention; and</text> </paragraph><paragraph id="H116689F318D043E5A560393EFCF3E01D"><enum>(4)</enum><text>other educational needs of high school students.</text> </paragraph></subsection><subsection id="H7F81D08AD6C64ABE9DA13DF94EB9A87D"><enum>(c)</enum><header>Accuracy</header><text>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.</text> </subsection><subsection id="H2E55D52A768347BF8EA766A9D1C97B27"><enum>(d)</enum><header>Opportunity To revise</header><text>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—</text> <paragraph id="H1ED41DAC542942BFA7AE206DFAAC5B67"><enum>(1)</enum><text>the local educational agency an opportunity to revise the application; and</text> </paragraph><paragraph id="H8759630BE3AE4A77A4CFDDFACB74DC4"><enum>(2)</enum><text>technical assistance to the local educational agency to revise the application.</text> </paragraph></subsection><subsection id="H98E3E7674ED24FE7878E44CDD400D9E4"><enum>(e)</enum><header>Technical assistance</header><text>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.</text> </subsection><subsection id="H13C73F4E491440C9A2002B8F11CC45D5"><enum>(f)</enum><header>Award of subgrants to local educational agencies</header> <paragraph id="HB2995E4D1FDD488C93AE812FF4F25BF"><enum>(1)</enum><header>In general</header><text>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—</text> <subparagraph id="HDFA4B897373D47CFAE06D4F600A77F87"><enum>(A)</enum><text>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</text> </subparagraph><subparagraph id="HE25908085B5745AF890082EEBE909131"><enum>(B)</enum><text>the capacity of the local educational agency to implement the plan.</text> </subparagraph></paragraph><paragraph id="HD4EB4A78EE194C53A42ECFE8DE270928"><enum>(2)</enum><header>Amount</header><text>A subgrant under this section shall be awarded in an amount that is based on—</text> <subparagraph id="H5A1B01B1CF9E443CA8A149CFB3019853"><enum>(A)</enum><text>the number and size of high schools served by the local educational agency needing—</text> <clause id="H348A649C3BB64872B205D0B139DE9C41"><enum>(i)</enum><text>targeted interventions;</text> </clause><clause id="HF7CF7A5D31174B82806B14277B10499E"><enum>(ii)</enum><text>whole school reforms; and</text> </clause><clause id="HB156BFBB09494DA2A012AEDC65C39D67"><enum>(iii)</enum><text>replacement;</text> </clause></subparagraph><subparagraph id="H216B061789624297B4A89BAF1C9E28D4"><enum>(B)</enum><text>the types of reforms or interventions proposed;</text> </subparagraph><subparagraph id="H1B761599D8BC49D5B11132008CE14C6B"><enum>(C)</enum><text>the resources available to the high schools to implement the reforms or interventions proposed;</text> </subparagraph><subparagraph id="H82F982A632374C0EA338D7B544B12E3"><enum>(D)</enum><text>the resources available to the local educational agency to implement the reforms or interventions proposed; and</text> </subparagraph><subparagraph id="H3DAC34489D9B4AD89518113B13E310F1"><enum>(E)</enum><text display-inline="yes-display-inline">a State-established prioritization of local educational agencies, based on school improvement needs and existing resources of that local educational agency and the high schools within that local educational agency.</text> </subparagraph></paragraph><paragraph id="HFCA60A5E88404F4F93F37C851D8813DA"><enum>(3)</enum><header>Priority</header><text display-inline="yes-display-inline">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 ensure that local educational agencies receive funding adequate to fulfill the school improvement needs outlined in the local educational agencies’ improvement plans, approved by the State educational agency, allocated according to paragraph (2)(E). The State educational agency shall award remaining subgrant funds to local educational agencies serving high schools needing targeted interventions.</text> </paragraph></subsection><subsection id="H34213C470A5A4D758FD17EB528ACE7B9"><enum>(g)</enum><header>Authority To intervene</header><text>The State educational agency may intervene to develop or implement the high school improvement plans or enter into contracts with technical assistance providers to assist local educational agencies with the development and implementation of high school improvement plans if the State educational agency determines that—</text> <paragraph id="HFA9B8136296B4D25A3E27CA93100918E"><enum>(1)</enum><text>a local educational agency serving high schools that need improvement has not submitted an application described in section 111(f); or</text> </paragraph><paragraph id="HCD227DC2CE8A4998A49FE563089DFD21"><enum>(2)</enum><text>a local educational agency does not have the capacity to implement high school improvement activities described in the submitted school improvement plan.</text> </paragraph></subsection><subsection id="H9FE9AE6FF9364A3AB98EAA946D172DBA"><enum>(h)</enum><header>Implementation of State educational agency application</header><text>The State educational agency shall use funds under this title to carry out the activities included in the application described in section 109.</text> </subsection><subsection id="H52F990197AC44DA6ACA3A6A35F30D34"><enum>(i)</enum><header>Supplement, not supplant</header><text>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.</text> </subsection></section><section id="H1E1EF4EA59B44DBB8C956D305890BF7E"><enum>111.</enum><header>Local educational agency implementation of school improvement system</header> <subsection id="HC8126CEAA2CF4C7798329415E0FD34B1"><enum>(a)</enum><header>District-wide high school improvement</header><text>A local educational agency that applies for a subgrant under this title shall develop, lead, and implement a district-wide approach to high school improvement that includes the following activities:</text> <paragraph id="HA124AA2073B644D190D6C7A841E4D78"><enum>(1)</enum><header>Differentiate high schools</header><text>The local educational agency 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.</text> </paragraph><paragraph id="H5ADC01906F464D36B2F4E37E4292C3C7"><enum>(2)</enum><header>School improvement teams</header> <subparagraph id="H56EEAD98B37342B993C56F8176568223"><enum>(A)</enum><header>In general</header><text>The 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 one of the school improvement categories defined in section 109(b)(4), which—</text> <clause id="HA7CA2A3A45224A9F896680AA09FDF89"><enum>(i)</enum><text>shall include—</text> <subclause id="H78ED819AE5814166A6BEABB444F6A4DC"><enum>(I)</enum><text>the building principal;</text> </subclause><subclause id="H6E85BB83212D4B32004B002ED9888DFF"><enum>(II)</enum><text>teachers representing different grade levels or disciplines;</text> </subclause><subclause id="H7B74865F4D984711B9FF81A06B280592"><enum>(III)</enum><text>local educational agency staff;</text> </subclause><subclause id="H7349BC9176DD440C9D90CA54A4DD5063"><enum>(IV)</enum><text>parents, including parents of students who have low graduation rates;</text> </subclause><subclause id="H3AB2FA37591847AB007E7F74DFA1CD63"><enum>(V)</enum><text>community representatives, including representatives of nonprofit organizations serving young people and the business community; and</text> </subclause><subclause id="H5B071476DD844183825EBAE90A23EB2"><enum>(VI)</enum><text>pupil service representatives; and</text> </subclause></clause><clause id="H046016D04D5A4249A7403C94C74730BC"><enum>(ii)</enum><text>may include—</text> <subclause id="H5E4FAABDDFDE47EDABF56F4BC220DD00"><enum>(I)</enum><text>technical assistance providers, where appropriate; and</text> </subclause><subclause id="HC52A0DBEB3294A79B64EC62855F124D0"><enum>(II)</enum><text>State educational agency staff when requested by the local educational agency or assigned by the State educational agency.</text> </subclause></clause></subparagraph><subparagraph id="H2C9EADA1C3C846ADA45F3E65FCB7BFC5"><enum>(B)</enum><header>Collaboration</header><text>The local educational agency shall ensure collaboration—</text> <clause id="H55C6838024E948A5A5AC331445C600FD"><enum>(i)</enum><text>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</text> </clause><clause id="HC3EDC100E76041FCA296ED24DA70C6D7"><enum>(ii)</enum><text>between school improvement teams working at different high schools served by the local educational agency, including those that have made adequate yearly progress, to the extent appropriate.</text> </clause></subparagraph></paragraph><paragraph id="HC92956D3A34C45B99B5D53F5E2E32EF9"><enum>(3)</enum><header>Develop student indicators</header><text>The local educational agency shall develop a set of indicators to determine the number and percentage 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 percentage of students in grade 9 who—</text> <subparagraph id="H60C722B4ED114AB68EE8FD927B2453F0"><enum>(A)</enum><text>in grade 8 and grade 9—</text> <clause id="H6F167CC1E2CD491381B69741B8711795"><enum>(i)</enum><text>failed a credit-bearing mathematics or reading or language arts course, or two or more of any course;</text> </clause><clause id="HD0F005A2A21D4089916100BD9660F375"><enum>(ii)</enum><text>attended school less than 90 percent of the required time; and</text> </clause><clause id="HB3099013075245C4A67FF9248FA35FA5"><enum>(iii)</enum><text>received an out-of-school suspension;</text> </clause></subparagraph><subparagraph id="HF672EA5FFC2844D6AA72A62881BDFEC8"><enum>(B)</enum><text>repeat grade 9;</text> </subparagraph><subparagraph id="H0B1C48901F854D688B6C614B55BE32C3"><enum>(C)</enum><text>enter grade 9 over the average age; or</text> </subparagraph><subparagraph id="H47270F483E2E49AA8E89C39DA2E36F63"><enum>(D)</enum><text>have experienced interrupted formal education.</text> </subparagraph></paragraph><paragraph id="HFD9B1E3A32BD4C438C85AAEC33C6C2A"><enum>(4)</enum><header>Develop high school improvement plans</header><text>The school improvement team convened under paragraph (2) 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 paragraph (5), and other relevant data and knowledge of the school to develop a multiyear school improvement plan for each school. Such plan shall—</text> <subparagraph id="H696BF82105624232A5335908B69408F8"><enum>(A)</enum><text>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);</text> </subparagraph><subparagraph id="H6FB28ABA0ADF4F10BD4B571FEDECAF92"><enum>(B)</enum><text>define the evidence-based academic and nonacademic interventions and resources necessary to meet annual benchmarks and make adequate yearly progress;</text> </subparagraph><subparagraph id="H66268F36BE7048A39005E8248EB8F1CE"><enum>(C)</enum><text>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;</text> </subparagraph><subparagraph id="H405C7581D1CA4BF4B8CEA97E3E00FC"><enum>(D)</enum><text>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;</text> </subparagraph><subparagraph id="H65B99741077F489D905D5EFEA4C43CF9"><enum>(E)</enum><text>describe and direct the use of—</text> <clause id="H5216A01877064CA2B56013EC97EB14E1"><enum>(i)</enum><text>any additional funding to be provided by the State educational agency, the local educational agency, or other sources; and</text> </clause><clause id="H48DB05E99EE349D0AEFFC01ED669DF15"><enum>(ii)</enum><text>technical assistance providers, where appropriate; and</text> </clause></subparagraph><subparagraph id="H8C9AF2605B1D479CA9BF8109DC81CACC"><enum>(F)</enum><text>take into consideration high schools’ reform history and current reform initiatives.</text> </subparagraph></paragraph><paragraph id="HACB5106320AC486EA9701269CD22B35B"><enum>(5)</enum><header>High school capacity and needs assessment</header> <subparagraph id="H130C5C0F218944A78C943B89DD023664"><enum>(A)</enum><header>In general</header><text>To be eligible to receive a subgrant under this title, a local educational agency shall submit, with the application described in subsection (b), 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.</text> </subparagraph><subparagraph id="HB078AE772CB84B6E8620EB1BF35C7BA0"><enum>(B)</enum><header>Assessment</header><text>The assessment under subparagraph (A) shall be conducted by a school improvement team described in paragraph (2) and the local educational agency and shall include—</text> <clause id="HE439F1B058A74440B0A856004F3EEB96"><enum>(i)</enum><text>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—</text> <subclause id="H5909D44B84F04559B294BB80B6E2BD00"><enum>(I)</enum><text>the number, experience, training level, responsibilities, and stability of existing administrative, instructional, and non-instructional staff for each high school to be assisted;</text> </subclause><subclause id="H723FAC86887B41E994BE992E3F534175"><enum>(II)</enum><text>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</text> </subclause></clause><clause id="HDE7122CFBE2D4337B9F4B020693B40DE"><enum>(ii)</enum><text>additional resources and staff necessary to implement the needed school improvement activities described in section 112; and</text> </clause><clause id="HB40020625B4842939015C6A76791DA40"><enum>(iii)</enum><text>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.</text> </clause></subparagraph><subparagraph id="H7F2969C9A106401B92AEF53D32DE2B7"><enum>(C)</enum><header>Requirements</header><text>The information provided in the capacity and needs assessment, in coordination with the school improvement plan and understanding of schools’ prior or current reform history, shall be used to determine the level and direct the use of—</text> <clause id="HA6A326C1AE384B50ABDE9B01E9528E"><enum>(i)</enum><text>funds requested by the local educational agency for each high school to be assisted under this title;</text> </clause><clause id="H74CEF587AE1145B5AC83A2AC77D707EC"><enum>(ii)</enum><text>any additional funding to be provided by the State educational agency, the local educational agency, or other sources; and</text> </clause><clause id="HB5E0FEED168F4CAE864244DED46C02D6"><enum>(iii)</enum><text>technical assistance providers, where appropriate.</text> </clause></subparagraph></paragraph><paragraph id="H092FAA1CE3594227A7F8221963009D38"><enum>(6)</enum><header>Implement high school improvement</header><text>The local educational agency shall use funds to—</text> <subparagraph id="HD730619238AE41038CDB1EF7E7A04F56"><enum>(A)</enum><text>ensure the implementation of the high school improvement plans;</text> </subparagraph><subparagraph id="H204EDA2AF4AE4632A504674FAAE00000"><enum>(B)</enum><text>provide targeted interventions for feeder middle schools by implementing 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;</text> </subparagraph><subparagraph id="HD3FDF4149F27493B9098800200978167"><enum>(C)</enum><text>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;</text> </subparagraph><subparagraph id="H39260DE373494606B3D1DBE1989C85E"><enum>(D)</enum><text>provide options to high school students served by the local educational agency, such as—</text> <clause id="HB1BF8C6156DA448EA600F190B36C7323"><enum>(i)</enum><text>programs for credit recovery for overage or under-credited students; and</text> </clause><clause id="HE1FEF2CE112A42A8B2E2F9AD8D21DBB0"><enum>(ii)</enum><text>secondary-postsecondary learning opportunities, including dual enrollment programs and early college high schools; and</text> </clause></subparagraph><subparagraph id="H96B2A22BF55E4ED08D8286AF7CD82E95"><enum>(E)</enum><text>provide for the involvement of parents, business and community organizations, including institutions of higher education, in the high school improvement activities.</text> </subparagraph></paragraph><paragraph id="H94526D65DE334A159CE124F92BDF3BB1"><enum>(7)</enum><header>Ensure continuous high school improvement</header> <subparagraph id="H090301E6117D42349C39447E9B6DA6B5"><enum>(A)</enum><header>In general</header><text>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 subparagraphs (A) and (B).</text> </subparagraph><subparagraph id="HD3B5033E1E9A49F7AFD6F23CDCD8AC41"><enum>(B)</enum><header>On track</header><text>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.</text> </subparagraph><subparagraph id="H5CE401B17D574CB7949295312393D1B9"><enum>(C)</enum><header>Not on track</header><text>For each high school that is not meeting the annual benchmarks as defined in the school improvement plan, the local educational agency shall—</text> <clause id="HC388ADDB88A94C49B98EE6600791BEFD"><enum>(i)</enum><text>after 1 year, review the school improvement plan, and develop and implement a new plan, as appropriate;</text> </clause><clause id="HB81452A6019E4D4ABF14204BEC357039"><enum>(ii)</enum><text>after 2 years, redesignate the school into a different school improvement category, as described in section 109(b)(4), either—</text> <subclause id="HF804C257DB07403EBD04B5D004D704B"><enum>(I)</enum><text>as a school in need of whole school reform; or</text> </subclause><subclause id="H5E71CB7F4E6049BCAE5BAAA320E3B151"><enum>(II)</enum><text>as a school in need of replacement; and</text> </subclause></clause><clause id="HB4F6BE8A2BDC436AADA83CEBC44751A5"><enum>(iii)</enum><text>develop and submit to the State educational agency for review a new school improvement plan, as appropriate.</text> </clause></subparagraph></paragraph><paragraph id="HA9A77F28E7B04DA2B747096CF148E6A8"><enum>(8)</enum><header>Assurances</header><text>The local educational agency shall ensure that high schools receiving additional students due to other high schools being replaced will have sufficient capacity, resources, and funding to deliver a high quality education to those students.</text> </paragraph></subsection><subsection id="H95BBF666FF384081ABFA47AC63560494"><enum>(b)</enum><header>Application</header> <paragraph id="H652BC3CC18E345D7A5BCEDD6AECED66E"><enum>(1)</enum><header>In general</header><text>To be eligible to receive a subgrant under this title, a local educational agency—</text> <subparagraph id="HA9931765F19844A696AC92AE97871E18"><enum>(A)</enum><text>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</text> </subparagraph><subparagraph id="H484568CF892B424DB53EDDAAD6E5CFEA"><enum>(B)</enum><text>may request technical assistance from the State educational agency in preparing the application and the capacity and needs assessment required by subsection (a)(5).</text> </subparagraph></paragraph><paragraph id="H470469AAB5FB48F286D77704C8C46085"><enum>(2)</enum><header>Contents</header><text>Each application submitted under this section shall use data from the capacity and needs assessment required by subsection (a)(5) and shall include the following:</text> <subparagraph id="H688A4EC0FF224C60BDE12DBEE6A422CB"><enum>(A)</enum><text>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.</text> </subparagraph><subparagraph id="H667C17A0513C476891092EBCC1AA1976"><enum>(B)</enum><text>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).</text> </subparagraph><subparagraph id="H44F4DEAC303B48578BE1E03BDD274F2"><enum>(C)</enum><text>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.</text> </subparagraph><subparagraph id="H2F021DB218134D85A08B2CE6AFA76E44"><enum>(D)</enum><text>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.</text> </subparagraph><subparagraph id="H2CF14AE7FE494F95A8FFC0CA55209FC2"><enum>(E)</enum><text>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.</text> </subparagraph><subparagraph id="HE6249371D31F485596AEC5F23D559933"><enum>(F)</enum><text>A description of how the local educational agency will increase its capacity to improve high schools with low student achievement and graduation rates.</text> </subparagraph></paragraph></subsection><subsection id="H9C612695F6E9411B93C304C39975DB50"><enum>(c)</enum><header>Supplement, not supplant</header><text>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.</text> </subsection><subsection id="HECF423BA8D6B49AAB583D657A421C770"><enum>(d)</enum><header>Matching funds</header> <paragraph id="H4F397C6B3A444F21A27254EAA33800C2"><enum>(1)</enum><header>In general</header><text>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.</text> </paragraph><paragraph id="H30E17EACC469409F8108002C644D4BB0"><enum>(2)</enum><header>Waiver</header><text>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.</text> </paragraph></subsection></section><section id="H919341D48A924ED587AF74DAB294EC25"><enum>112.</enum><header>School improvement activities</header> <subsection id="H70FD8BD0A9B1496DB765B1CD00350684"><enum>(a)</enum><header>In general</header><text>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.</text> </subsection><subsection id="H85919EF1F4EA48DBB3F58D5010EB3E63"><enum>(b)</enum><header>Targeted interventions</header><text display-inline="yes-display-inline">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.</text> </subsection><subsection id="HF91E7C9F7F3A4172AF2FEBF31795D3EF"><enum>(c)</enum><header>Whole school reforms</header><text display-inline="yes-display-inline">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—</text> <paragraph id="H80D11B7A961946ABA9062FCB1FAE0013"><enum>(1)</enum><text>shall address the comprehensive aspects of high school reform, such as—</text> <subparagraph id="H2567AAB7C8834041B88BB35E1B915CC9"><enum>(A)</enum><text>attendance;</text> </subparagraph><subparagraph id="H7CA3C3F44C594288838E9375EAC79EAD"><enum>(B)</enum><text>student engagement, behavior, and effort;</text> </subparagraph><subparagraph id="HBAAD61A4130E42D9972DB8466BA1F44D"><enum>(C)</enum><text>academic success; and</text> </subparagraph><subparagraph id="H7CD77AC07AEF412880FCF85EEC63F850"><enum>(D)</enum><text>teacher and administrator skill and collaboration;</text> </subparagraph></paragraph><paragraph id="H01E836DCFE98413800426E5857AF434C"><enum>(2)</enum><text>shall address resource allocation, including—</text> <subparagraph id="HBCD2A4EBB3CB448596EBE3876BED8535"><enum>(A)</enum><text>student supports;</text> </subparagraph><subparagraph id="H4AF1F3D7CEEA4ED3A9104CC64E0088FE"><enum>(B)</enum><text>teacher and staff support;</text> </subparagraph><subparagraph id="H166902EF22B44B2493F1FF21FED19B"><enum>(C)</enum><text>materials and equipment;</text> </subparagraph><subparagraph id="H4869A832855D4C86BC410843CFC017"><enum>(D)</enum><text>time for collaboration; and</text> </subparagraph><subparagraph id="HF684B1BCCE3942F5A563564E24E1CE34"><enum>(E)</enum><text>the use of data;</text> </subparagraph></paragraph><paragraph id="H6E5071A677B94FEB9CE7671039946EE4"><enum>(3)</enum><text>shall be designed to address—</text> <subparagraph id="HF547AC85A4C941D083272E9B2583B1E8"><enum>(A)</enum><text>the multiple layers of school improvement demonstrated by research and best practice;</text> </subparagraph><subparagraph id="H98B97E86E5514C54BC7FC4A6DE0094F4"><enum>(B)</enum><text>schoolwide needs;</text> </subparagraph><subparagraph id="H50752F39698246C9B3DFD85368ED8B03"><enum>(C)</enum><text>students who need targeted assistance; and</text> </subparagraph><subparagraph id="HE845D8F6159E4CB6B3619CE8B092C89"><enum>(D)</enum><text>students who need intensive interventions;</text> </subparagraph></paragraph><paragraph id="H2AE0D89D63B2414FACC94B162868CD84"><enum>(4)</enum><text>shall include activities that serve to—</text> <subparagraph id="H126C7C740D4945D3919D8C5BA3DADD00"><enum>(A)</enum><text>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—</text> <clause id="H6B88BF02A82F45FE87068727CB013D2D"><enum>(i)</enum><text>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;</text> </clause><clause id="HBFC0B3CF522A4E00A7468DEFC900FC00"><enum>(ii)</enum><text>thematic small-learning communities;</text> </clause><clause id="H664F1C2B2AD645BA9869195DE38E2636"><enum>(iii)</enum><text>teams of teachers who work exclusively with small groups of students;</text> </clause><clause id="H522CCCDABEFA478E9EC752B227CD81F"><enum>(iv)</enum><text>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; and</text> </clause><clause id="H6BB3F97117A94A5DA256866C2FF8C600"><enum>(v)</enum><text display-inline="yes-display-inline">one-on-one counseling for students at risk of not graduating on time with a standard diploma to develop and implement an individual graduation plan that will define each student’s career and education goals, ensure enrollment in the coursework necessary for graduation and preparation for postsecondary education and work, and identify the courses and supplemental services necessary to meet those goals;</text> </clause></subparagraph><subparagraph id="HFB8745E29729481693E9C30039B3BB18"><enum>(B)</enum><text>improve curriculum and instruction, such as—</text> <clause id="H413F77DE5EF54B83B524B2E98238F8E3"><enum>(i)</enum><text>implementing a college- and work-ready curriculum for all students;</text> </clause><clause id="H91C963D6F9BB4E5486005D84D620D48F"><enum>(ii)</enum><text>adopting well-designed curriculum and instructional materials aligned to high academic standards for all students, including students with diverse learning needs;</text> </clause><clause id="HE8856417CC504A31BEDB9DBE5339E8DC"><enum>(iii)</enum><text>offering extended learning opportunities, both in school and through after-school and summer programs;</text> </clause><clause id="H1E8F259544C84BD6BA4E2EA2EEED52F8"><enum>(iv)</enum><text>emphasizing intensive core academic preparation and college and work-ready skills development;</text> </clause><clause id="H86C56EC03D814CBEB0287CFBFBD857DC"><enum>(v)</enum><text>increasing rigor through advanced placement courses, international baccalaureate courses, dual enrollment, and early college high schools opportunities;</text> </clause><clause id="H5723B5CEEC76443093C07BF03886B482"><enum>(vi)</enum><text>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;</text> </clause><clause id="HAC1EA5F6D135492992C4A58880430035"><enum>(vii)</enum><text>collecting and using comprehensive data, including formative assessments;</text> </clause><clause id="H2ACEE6A7D1554B3E9F4D00DD043FFC2B"><enum>(viii)</enum><text>offering mentoring and tutoring; and</text> </clause><clause id="HA8FBA258807948E892158D53053238BC"><enum>(ix)</enum><text>implementing pedagogies that actively engage students in the learning process;</text> </clause></subparagraph><subparagraph id="H72349F3F16F84BF5A3A8F06F6DEFDB76"><enum>(C)</enum><text>increase teacher and principal effectiveness through activities such as—</text> <clause id="H8FB2BA23DF654EC48ECBA393CB755687"><enum>(i)</enum><text>providing teacher and administrator supports and research-based, ongoing professional development tied to needs identified in the school improvement plan;</text> </clause><clause id="HE45DC5EE82024EA18FA5C87352DC93A9"><enum>(ii)</enum><text>providing regular opportunities for teachers of core academic subjects to—</text> <subclause id="H61A3E6DE88A5439FA0B9F7F2C903C61"><enum>(I)</enum><text>meet together in both subject area and interdisciplinary groups;</text> </subclause><subclause id="HE5C451A92BCB4128B3DD51B824E368B1"><enum>(II)</enum><text>review student achievement data; and</text> </subclause><subclause id="HBCDA575B446443AA945792EFCED5CC93"><enum>(III)</enum><text>plan instruction;</text> </subclause></clause><clause id="H8C668F03D4304BE29B5FCBC943222E72"><enum>(iii)</enum><text>implementing a schoolwide literacy or mathematics plan that may include hiring literacy or mathematics coaches;</text> </clause><clause id="H943B07869A434505B722938DF97B9DDE"><enum>(iv)</enum><text>developing administrator learning networks and supports; and</text> </clause><clause id="HE0AFB8CEE9BC4B85ACE823437215732F"><enum>(v)</enum><text display-inline="yes-display-inline">developing professional communities to foster collaboration and distribute responsibility for school improvement activities across the staff;</text> </clause></subparagraph><subparagraph id="H32EBC4FCA22B4FE8ADE1F65BC4B4B64F"><enum>(D)</enum><text>increase student supports, such as—</text> <clause id="HC09FFCE7AACA42D5B602AED59B31203D"><enum>(i)</enum><text>student advisories;</text> </clause><clause id="H531D005467A64DEBA16F3F319FC215CF"><enum>(ii)</enum><text>9th grade transition programs;</text> </clause><clause id="HC5701FCC2EA0491E8D757BC7DBDC2D8"><enum>(iii)</enum><text>credit completion recovery programs;</text> </clause><clause id="H1046075C7C2640E989A4AE92A6F161AB"><enum>(iv)</enum><text>additional counselors, social workers, and mental and behavioral health service providers;</text> </clause><clause id="HEF2CA39166D046DEB097BD6824240900"><enum>(v)</enum><text>student advocates;</text> </clause><clause id="HB561000D358E4A9DBA28EF5F194FFB81"><enum>(vi)</enum><text>strengthening involvement of parents in the academic life of students;</text> </clause><clause id="H9EAAFF20E6374B6B87FE4F00004B5462"><enum>(vii)</enum><text>school-family-community partnerships;</text> </clause><clause id="HDE94B43568D5467C99ABD2F796D13783"><enum>(viii)</enum><text>wraparound social services;</text> </clause><clause id="H117707B9981845108FA4E59CE5F9CE58"><enum>(ix)</enum><text>before and after school programs; or</text> </clause><clause id="H227C428D2DE84677A1CF63D7ADA2A9DB"><enum>(x)</enum><text>additional supports for students with diverse learning needs, including students with disabilities and English language learners;</text> </clause></subparagraph><subparagraph id="H713D27C8088D4BB2948CEF7C80573213"><enum>(E)</enum><text>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</text> </subparagraph><subparagraph id="H5556D36F14584D3F98DBB5C4FA2FF6D9"><enum>(F)</enum><text>provide the local educational agency or high school with flexible budget and hiring authority where needed to implement improvements; and</text> </subparagraph></paragraph><paragraph id="H3F1EB836387C41B7B94151C11C8BC637"><enum>(5)</enum><text>may include other activities designed to address whole school needs, such as implementing a comprehensive reform model.</text> </paragraph></subsection><subsection id="HF8A3EF8FD35749FFA19B5D8165FA0034"><enum>(d)</enum><header>Replacement</header><text>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 through one of the following actions:</text> <paragraph id="H525CB22FCB13471694E5AB78B44470F5"><enum>(1)</enum><text>By replacing such schools with one or more new small public schools using effective school models with evidence of success with students with similar academic challenges and outcomes to those attending the school being replaced.</text> </paragraph><paragraph id="H04352692ECE74153BA3FD6E388CA9FB7"><enum>(2)</enum><text display-inline="yes-display-inline">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—</text> <subparagraph id="H05116191E2A94359BC169EF748585347"><enum>(A)</enum><text>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</text> </subparagraph><subparagraph id="HB04098F1579F46C89100F416353E3450"><enum>(B)</enum><text>increasing learning time.</text> </subparagraph></paragraph><paragraph id="H8C1FFF012BAD46A5923C0092C8E5763C"><enum>(3)</enum><text>By closing such schools and reassigning the students to public high schools that have made adequate yearly progress for the past 2 years.</text> </paragraph></subsection></section><section id="H18960ECEF8C04849B1E3255191BADA08"><enum>113.</enum><header>Evaluation and reporting</header> <subsection id="HCD0EC59B01184C9894CB002E1CF6CA07"><enum>(a)</enum><header>Local educational agency reporting</header><text>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—</text> <paragraph id="HDEB38D7563EA47CD84FDB8FFCB758965"><enum>(1)</enum><text>the designated category of school improvement for each high school served by the local educational agency under this title;</text> </paragraph><paragraph id="H1820F8D3A55341ABB715F0FC8EB7EA72"><enum>(2)</enum><text>the school performance indicators (as described in section 109(b)(2)) for each school served under this title, in the aggregate and desegregated 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>);</text> </paragraph><paragraph id="HE68C06E7B6ED424CBE47A6F8D100B594"><enum>(3)</enum><text>progress in meeting the benchmarks for each high school served pursuant to this title; and</text> </paragraph><paragraph id="H2582332D04D647DD82C3CBBA09CFBCA"><enum>(4)</enum><text>the use of funds by the local educational agency and each such school.</text> </paragraph></subsection><subsection id="H13EB79CA300D44828595F4F81800DA3F"><enum>(b)</enum><header>State educational agency reporting</header><text>On an annual basis, each State educational agency receiving funds under this title shall report to the Secretary and to the public on—</text> <paragraph id="HBD43B0B49D054239AF715203C3288EA1"><enum>(1)</enum><text>the school performance indicators (as described in section 109(b)(2)), in the aggregate and desegregated 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));</text> </paragraph><paragraph id="H04F6FEA217CE4922AB332212A0A00000"><enum>(2)</enum><text>progress in meeting the benchmarks for each high school served pursuant to this title;</text> </paragraph><paragraph id="H0939100A68C440A3B86704C887130017"><enum>(3)</enum><text>the high schools that have changed school improvement categories in accordance with section 111(h); and</text> </paragraph><paragraph id="HD2B7078B8870471A004627B1CCBBE616"><enum>(4)</enum><text>the use of funds by each local educational agency and each school served with such funds.</text> </paragraph></subsection><subsection id="H3EB0DA7FDBBC4DAC80A9A264C738EE1"><enum>(c)</enum><header>Report to congress</header><text>Every 2 years, the Secretary shall report to Congress and to the public—</text> <paragraph id="H2DA1310588634E499434AAD9B594654D"><enum>(1)</enum><text>a summary of the State reports; and</text> </paragraph><paragraph id="HADFC2604693B404786F0B683277EC523"><enum>(2)</enum><text>on the use of funds by each State under this title.</text> </paragraph></subsection></section><section commented="no" display-inline="no-display-inline" id="HC07851ADC3C04B2B90811430016F8222" section-type="subsequent-section"><enum>114.</enum><header>Authorization of appropriations</header><text display-inline="no-display-inline">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.</text> </section>

110 HR 2928 IH: Graduation Promise Act of U.S. House of Representatives 2007-06-28 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.

110th CONGRESS 1st Session

H. R. 2928

IN THE HOUSE OF REPRESENTATIVES

June 28, 2007

Mr. Hinojosa (for himself, Mr. Baca, Mr. Becerra, Mr. Gonzalez, Mr. Serrano, Mr. Gutierrez, Mrs. Napolitano, Mr. Ortiz, Mr. Reyes, Mr. Rodriguez, Ms. Roybal-Allard, Mr. Salazar, Ms. Solis, Ms. Velázquez, Mr. Scott of Virginia, Mr. Davis of Illinois, Mr. Cummings, Mr. Fattah, Mr. Lewis of Georgia, Ms. Lee, and Ms. Linda T. Sánchez of California) introduced the following bill; which was referred to the Committee on Education and Labor

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.

Short title

This Act may be cited as the

Graduation Promise Act of 2007

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.

<enum>I</enum><header>High school improvement and dropout reduction fund</header> <section id="H3CBC3CB20DCB42ED9DF743D4F01DFE1"><enum>101.</enum><header>Findings</header><text display-inline="no-display-inline">The Senate finds the following:</text> <paragraph id="H65DFB2F23B3A4FD59F107C7266147BD1"><enum>(1)</enum><text>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.</text> </paragraph><paragraph id="H3D76CE7E83E4429398F192C7E556371"><enum>(2)</enum><text>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.</text> </paragraph><paragraph id="H3CFA1E560AAF4759B5A14800D57EB94C"><enum>(3)</enum><text>Half of the Nation’s dropouts attend a <quote>dropout factory</quote>—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.</text> </paragraph><paragraph id="H12291B26C42A4692A7B116DB235C21D"><enum>(4)</enum><text>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.</text> </paragraph><paragraph id="HB35641B577FF4B41AD9FF23CBF856000"><enum>(5)</enum><text>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.</text> </paragraph><paragraph id="H9B3FC3ADAC5D4CD797581D2354C63CA6"><enum>(6)</enum><text>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.</text> </paragraph><paragraph id="H50A72DE1F3A4499700A851CE5897B5A4"><enum>(7)</enum><text>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 one remedial course.</text> </paragraph><paragraph id="H2FA1D815C8464107BD2200E35DD799F2"><enum>(8)</enum><text>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.</text> </paragraph><paragraph id="H17B30EB00242408981DAE9FFA3B885E"><enum>(9)</enum><text>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.</text> </paragraph><paragraph id="HFC95C93118824446AE39AB40D1EAB12D"><enum>(10)</enum><text>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.</text> </paragraph><paragraph id="H05D0E990319044E3A5BA1924908DFE5D"><enum>(11)</enum><text>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.</text> </paragraph><paragraph id="HEF6959953160447894FC7D6BC45DF5F"><enum>(12)</enum><text>While the Elementary and Secondary Education Act of 1965 (<external-xref legal-doc="usc" parsable-cite="usc/20/6301">20 U.S.C. 6301 et seq.</external-xref>) 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.</text> </paragraph><paragraph id="H940BD33580ED4CE88FF69EEF52BEAC8F"><enum>(13)</enum><text>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.</text> </paragraph><paragraph id="H23FDC388DCD341D3B7C6DBC82B46C4CC"><enum>(14)</enum><text>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.</text> </paragraph></section><section id="HD005C79630D64AA9B4CF2D8CFE76C2B"><enum>102.</enum><header>Purposes</header><text display-inline="no-display-inline">The purposes of this title are to—</text> <paragraph id="H5DFB10C8063645DC8276D16711DE8B7F"><enum>(1)</enum><text>improve high school student academic achievement and graduation rates;</text> </paragraph><paragraph id="HFCEB731DA7FA4BD9BA61384E48E4D062"><enum>(2)</enum><text>help States develop a high school improvement system to deliver support and technical assistance to high-priority high schools;</text> </paragraph><paragraph id="H327CB79E6AA5451586DC0F6BE06D09F"><enum>(3)</enum><text>ensure students graduate from high school with the education and skills necessary to compete in a global economy; and</text> </paragraph><paragraph id="H671423F13470459EA9C9AB3C5D48A364"><enum>(4)</enum><text>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.</text> </paragraph></section><section id="H4F425D17BFDA4CB0A1EAE83C008EA258"><enum>103.</enum><header>Definitions</header><text display-inline="no-display-inline">In this title:</text> <paragraph commented="no" id="H17C7DB3899BE4B668800B4E4D7371441"><enum>(1)</enum><header>Adequate yearly progress</header><text>The term <term>adequate yearly progress</term> has the meaning given the term in section 1111(b)(2)(B) 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)(B)</external-xref>).</text> </paragraph><paragraph commented="no" id="H9BBED2F949F443BF9EA643C219B08465"><enum>(2)</enum><header>Averaged freshmen graduation rate</header><text>The term <term>averaged freshmen graduation rate</term> 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.</text> </paragraph><paragraph commented="no" id="H8E785F713F3F4DFFAF47B1C9D9BB0C7"><enum>(3)</enum><header>Low-income local educational agency</header><text>The term <term>low-income local educational agency</term> 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.</text> </paragraph><paragraph commented="no" id="H8A4442D7F967411A88C7F7FF18A866B"><enum>(4)</enum><header>Middle grades</header><text>The term <term>middle grades</term> means grades 6 through 8.</text> </paragraph><paragraph commented="no" display-inline="no-display-inline" id="H059C7734136047A4A88639E289938B84"><enum>(5)</enum><header>Poverty line</header><text display-inline="yes-display-inline">The term <term>poverty line</term> means the poverty line described in section 673 of the Community Services Block Grant Act (<external-xref legal-doc="usc" parsable-cite="usc/42/9902">42 U.S.C. 9902</external-xref>), applicable to a family of the size involved.</text> </paragraph><paragraph commented="no" id="H1C2B44FC3F05429D82B8B233355D005E"><enum>(6)</enum><header>Technical assistance provider</header><text>The term <term>technical assistance provider</term> means a nonprofit entity with a proven track record of significantly improving student achievement and outcomes in high-priority high schools.</text> </paragraph></section><section id="HFEF888EB01D449F9A9AECD0074641719"><enum>104.</enum><header>Grants authorized</header><text display-inline="no-display-inline">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.</text> </section><section id="H3F1DAD32DFBE4A6EB5BF3620F55FE393"><enum>105.</enum><header>Allotment to states</header> <subsection id="HFB785CBBFF6F4B6BA7A0E1B98FFEF05"><enum>(a)</enum><header>In general</header><text>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).</text> </subsection><subsection id="H5DD35AFFE133452396407C330122F0D"><enum>(b)</enum><header>Determination of allotments</header> <paragraph id="HB59BED2010B24DA288947E0061CDB8D9"><enum>(1)</enum><header>Reservation of funds</header><text>From the total amount appropriated for this Act, the Secretary shall reserve—</text> <subparagraph id="H2C6527DB6A1A4F288DD31B4622BDC62B"><enum>(A)</enum><text>4 percent to—</text> <clause id="HD687F2A4EA5F4B4D9CA326C0D7A19181"><enum>(i)</enum><text>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</text> </clause><clause id="H7E20C0AEF4FD45E48E512E3BBD1F00CF"><enum>(ii)</enum><text>disseminate findings of such evaluations;</text> </clause></subparagraph><subparagraph id="H2AAE1264CDD748368317975F061C309C"><enum>(B)</enum><text>2 percent to provide technical assistance and ongoing regional training programs—</text> <clause id="H26B3531769D6496A9DE2C537520199BB"><enum>(i)</enum><text>to build the capacity of State educational agencies and local educational agencies to provide technical assistance to improve high-priority high schools;</text> </clause><clause id="HB6A11CD4A20945A8875E90359CF82CAB"><enum>(ii)</enum><text>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</text> </clause><clause id="HE1612944057045D3AF69BC4B4E1F3100"><enum>(iii)</enum><text>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</text> </clause></subparagraph><subparagraph id="H6435FD4ED2604E82A805E7F4E2D00A5"><enum>(C)</enum><text>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.</text> </subparagraph></paragraph><paragraph id="H946C07B037A342A7A6A9A23C11C9F384"><enum>(2)</enum><header>State allotment</header><text>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:</text> <subparagraph id="H505380A03F9C43A9AA7D325697F6C6C9"><enum>(A)</enum><header>Low-income local educational agencies</header><text>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.</text> </subparagraph><subparagraph id="HF8837182C12041B68E5F8C00F0C5A59F"><enum>(B)</enum><header>Lowest calculation</header><text>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 allotted 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.</text> </subparagraph><subparagraph id="HC38CFF7D937149EC9773CE61A2D277C9"><enum>(C)</enum><header>Middle calculation</header><text>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 allotted 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.</text> </subparagraph><subparagraph id="H731E2D10777045AAAEB6DFB47062F46F"><enum>(D)</enum><header>Highest calculation</header><text>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 allotted 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.</text> </subparagraph></paragraph><paragraph id="H486ECE3D272B4945A41C1D3DD9CDF0E9"><enum>(3)</enum><header>Reallotment</header><text>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.</text> </paragraph><paragraph commented="no" id="H887811A6162A4C09952EE6355332D3F"><enum>(4)</enum><header>Matching funds</header><text>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.</text> </paragraph><paragraph id="HE7D5044D69A7424EADE8E4C3001E62FC"><enum>(5)</enum><header>Five-year period</header><text>Allotments determined under this section shall determine allotments for the next consecutive five years.</text> </paragraph></subsection></section><section id="H797374BE1F0F4A708EAFFA765847FF4"><enum>106.</enum><header>Secretarial peer review and approval</header> <subsection id="H9C73DE82E32946B2A003AA843D9BE93B"><enum>(a)</enum><header>In general</header><text>The Secretary shall—</text> <paragraph id="H067BFB0A3E9D4FFD8C871CB6A7FC4663"><enum>(1)</enum><text>establish a peer-review process to assist in the review and approval of State plans;</text> </paragraph><paragraph id="HD744B50C70E84D0597128F2EE2FAD88"><enum>(2)</enum><text>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;</text> </paragraph><paragraph id="H329628FE4A82418584CC149200357183"><enum>(3)</enum><text>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;</text> </paragraph><paragraph id="H4FA879D0E77A4DBB00B421E6D100C819"><enum>(4)</enum><text>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;</text> </paragraph><paragraph id="H6701840A37514298872D458FC484555B"><enum>(5)</enum><text>not decline to approve a State's plan before—</text> <subparagraph id="H433FC143635D4F6193798C66AE022F3B"><enum>(A)</enum><text>offering the State an opportunity to revise the State's plan;</text> </subparagraph><subparagraph id="H048AC7E9654842D8A6DFB4F68B399C13"><enum>(B)</enum><text>providing the State with technical assistance in order to submit a successful application; and</text> </subparagraph><subparagraph id="H4CA03FA698ED463F8E5C059D257B21BA"><enum>(C)</enum><text>providing a hearing to the State; and</text> </subparagraph></paragraph><paragraph id="H0E20211F99A2415DB8725469EB0042AE"><enum>(6)</enum><text>have the authority to disapprove a State plan for not meeting the requirements of this title.</text> </paragraph></subsection><subsection id="H5F74A6F54FB049ABA86200AB470236E"><enum>(b)</enum><header>State revisions</header><text>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.</text> </subsection><subsection id="H682CC71B0D8C4EE7BAAD83B0B905D8F"><enum>(c)</enum><header>Accuracy</header><text>In approving a State plan, the Secretary shall ensure that—</text> <paragraph id="H9CC2F581A1A045B3B200041DE2CC9E44"><enum>(1)</enum><text>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</text> </paragraph><paragraph id="HFDC20AFF8B734EEC88D0005EDF8036C5"><enum>(2)</enum><text>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.</text> </paragraph></subsection></section><section id="H3615D6A4F8D54049B098F5471147A24B"><enum>107.</enum><header>Technical assistance</header><text display-inline="no-display-inline">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.</text> </section><section id="HA4133849ABFE45EA8D2FD06150EC3589"><enum>108.</enum><header>Differentiated high school improvement system<italic></italic></header> <subsection id="H55F93AA3B24A4E9E80A51963FD798E7D"><enum>(a)</enum><header>In general</header><text>A State educational agency that receives a grant under this title shall use such funds to establish or expand differentiated high school improvement systems.</text> </subsection><subsection id="HC0BA95DB336A4219B821CACF5E32ED96"><enum>(b)</enum><header>System requirements</header><text>The systems described in subsection (a) shall be designed to do the following:</text> <paragraph id="HFCA442961DB04ABA964185A8BF85FBB"><enum>(1)</enum><header>Identify high-priority high schools</header><text>The system shall be designed to identify high-priority high schools within the State.</text> </paragraph><paragraph id="H9B779D65CEF943DEA9620050F94FCFA"><enum>(2)</enum><header>Differentiate school improvement actions</header><text>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.</text> </paragraph><paragraph id="H0B98A9E20D4842A9936DDE43EE49FDE0"><enum>(3)</enum><header>Locally driven improvement plans</header><text>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.</text> </paragraph><paragraph id="H8E13940071494B0B81D8C3207652F608"><enum>(4)</enum><header>Target funds</header><text>The system shall be designed to target resources and support to those high-priority high schools within the State.</text> </paragraph><paragraph id="H04C4FF5F370C4F08A33F4712FA75FB65"><enum>(5)</enum><header>Recognize progress</header><text>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.</text> </paragraph><paragraph id="H999CE3720B8A458B875DE7EE94597398"><enum>(6)</enum><header>Demonstrate commitment</header><text>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.</text> </paragraph><paragraph id="HB4CBC55FD3474A51A2A8A4C6C51C9B91"><enum>(7)</enum><header>Build capacity</header><text>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.</text> </paragraph></subsection></section><section id="HD01BC4904D67405C985D1B7CC5B3D3F"><enum>109.</enum><header>State application to develop differentiated high school improvement systems</header> <subsection id="H64A25D66D5E643A9AFA6894D1833C6FD"><enum>(a)</enum><header>In general</header> <paragraph id="H8BBA0E4469B34CE5A84E44F011B8E1B9"><enum>(1)</enum><header>In general</header><text>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.</text> </paragraph><paragraph id="H83FBA11D17E2471C826883D6D177DA7"><enum>(2)</enum><header>Revised application</header><text>The State educational agency shall submit a revised application every 5 years based on an evaluation of the activities conducted under this title.</text> </paragraph></subsection><subsection id="HA3DD63DA88DE4F8287DCAF5C84C31B39"><enum>(b)</enum><header>Contents</header><text>Each application submitted under this section shall include the following:</text> <paragraph id="H482037F7D7514975B20702300537D445"><enum>(1)</enum><header>School improvement process</header><text>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.</text> </paragraph><paragraph id="H56B06AC2F1B340869B5F8231AE00FD7D"><enum>(2)</enum><header>School performance indicators</header> <subparagraph id="H1E8B6A47B2B040F195A531265E5E74B2"><enum>(A)</enum><header>In general</header><text display-inline="yes-display-inline">The State educational agency shall define, in consultation with representatives from urban, suburban, and rural school districts, 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.</text> </subparagraph><subparagraph id="H199D29B0862642A6977173F11663E422"><enum>(B)</enum><header>Indicators</header><text>The State educational agency shall define and use a comprehensive set of school performance indicators that demonstrate that a high school is making substantial and continuous progress towards graduating all its students prepared for success in college and careers. The indicators must either directly measure student achievement and advancement in high school, or have been demonstrated by research to have a direct impact on high school student achievement and advancement.</text> </subparagraph><subparagraph id="H23A39343BAD244108226EFC2EF1E75D4"><enum>(C)</enum><header>Categories</header><text display-inline="yes-display-inline">The comprehensive set of school performance indicators required by subparagraph (A) shall be defined as follows:</text> <clause id="H61E7C74400F0487DA7C55EFE4F2DEB0"><enum>(i)</enum><header>Indicators of high school student engagement and effort</header><text>With respect to high school student engagement and effort, the indicators—</text> <subclause id="HC2BD3F87D2784597933E60518BC786AC"><enum>(I)</enum><text>shall include—</text> <item id="HDACF253094044C0FA46641FE9987EF30"><enum>(aa)</enum><text>student attendance rates; and</text> </item><item id="H0F891E52F381448987E600051D5378C7"><enum>(bb)</enum><text>percentage of student suspensions and expulsions; and</text> </item></subclause><subclause id="HF3EE4354F05440B4B15B35D353F6214F"><enum>(II)</enum><text>may also include—</text> <item id="H539E44E1B4424A04B0CB1EA5264BB930"><enum>(aa)</enum><text>surveys of high school student engagement and effort; or</text> </item><item id="HD3BD2EE8C0734EDEA8C7C3E16B9E1000"><enum>(bb)</enum><text>other indicators of student engagement proposed by the State educational agency and approved by Secretary as part of the peer-review process described in section 110.</text> </item></subclause></clause><clause id="H158D391FF493473AB0F6A2B02BFB22E"><enum>(ii)</enum><header>Indicators of student advancement</header><text>With respect to student achievement, the indicators—</text> <subclause id="HF89573B9B93748878BB1380993BA409F"><enum>(I)</enum><text>shall include—</text> <item id="H150AFD78B4004C3799039836B1333E89"><enum>(aa)</enum><text>either—</text> <subitem id="H99DCC7D7DED04D93917F37635BF2695E"><enum>(AA)</enum><text>earned on-time promotion rates from grade to grade; or</text> </subitem><subitem id="HE5564E05052C43479F86B1587D36C601"><enum>(BB)</enum><text>percent of students who have on-time credit accumulation at the end of each grade; and</text> </subitem></item><item id="HC6AF5E1F6D46419082F98874C1B43F00"><enum>(bb)</enum><text>percent of students failing a core, credit-bearing, reading or language arts, or science course, or failing two or more of any course; and</text> </item></subclause><subclause id="H5732DD2A06B64450B15B5583492797B1"><enum>(II)</enum><text>may also include—</text> <item id="H829B0D8BCF4F42E78FE27CE3F2B9431C"><enum>(aa)</enum><text>measures of college enrollment, retention, persistence, and attainment;</text> </item><item id="H33911A8700174A1BBAC3C441578263C2"><enum>(bb)</enum><text>measures of employment success; or</text> </item><item id="H4F8FE864BEA349A898FAF32DFF414B39"><enum>(cc)</enum><text>other indicators of student advancement proposed by the State educational agency and approved by Secretary as part of the peer-review process described in section 110.</text> </item></subclause></clause><clause id="H2C7A505376B9457C8371FB363FFACC09"><enum>(iii)</enum><header>Indicators of educator quality</header><text>With respect to educator quality, the indicators—</text> <subclause id="H94F880CE0CA24D5CA0158C62009BE01C"><enum>(I)</enum><text>shall include—</text> <item id="H38F9835D3B3C4F47A58E16DD1425DB99"><enum>(aa)</enum><text>measures of teacher attendance, vacancies, and turnover; and</text> </item><item id="H5297E41B5A6843EF8699572CE1ADCAC2"><enum>(bb)</enum><text>percent of highly qualified teachers, particularly in the 9th grade or first year of high school; and</text> </item></subclause><subclause id="HCB2F75429C4447B8BD937B2344D2005F"><enum>(II)</enum><text>may also include other indicators of educator quality proposed by the State educational agency and approved by Secretary as part of the peer-review process described in section 110.</text> </subclause></clause><clause id="HBCE1B92B423142AD99C47414A687D1A9"><enum>(iv)</enum><header>Indicators of academic learning</header><text>With respect to academic learning, the indicators—</text> <subclause id="HFF35F30E51CE4E87B6B9B08E7F3F17B6"><enum>(I)</enum><text>shall include—</text> <item id="HCDD6E3ABD98342F282D4295689B0F72D"><enum>(aa)</enum><text>percent of students taking a college-preparatory curriculum, which may include percent of students taking Advanced Placement, International Baccalaureate course, or college courses taken for dual credit; and</text> </item><item id="HB5AEB3D0E0EC43469FD8FE4C63C51B61"><enum>(bb)</enum><text>student success on state or district end-of-course exams or performance-based assessments with standardized scoring rubrics lined to state standards, where available; and</text> </item></subclause><subclause id="H1EECE6FF957D4E0892EC283CFCC10042"><enum>(II)</enum><text>may also include—</text> <item id="HEED216C2CA9A4530B01C0832A18800E2"><enum>(aa)</enum><text>student success on college entrance and placement exams such as ACT, SAT, or AP; or</text> </item><item id="HA3540771F72E43DAB2055CF030B5FE66"><enum>(bb)</enum><text>other indicators of academic learning proposed by the State educational agency and approved by Secretary as part of the peer-review process described in section 110.</text> </item></subclause></clause></subparagraph><subparagraph id="HE9016732ED984FD99026B7175530C9AE"><enum>(D)</enum><header>Assurances</header> <clause id="H30CE7A488B524CEA8F7DB65F1314B4FE"><enum>(i)</enum><header>Outcome-based</header><text>The State educational agency must ensure that the school performance indicators defined and used to meet the requirements of subparagraph (A) are outcome-based and do not create unintended incentives that are inconsistent with the purposes of this Act.</text> </clause><clause id="HB611C3EE6E1845468600C540EAA458EB"><enum>(ii)</enum><header>Demonstration of capacity</header><text>The State educational agency must demonstrate its capacity to collect, report, and use the indicators defined and used to meet the requirements of subparagraph (A), including through use of statewide longitudinal data system.</text> </clause></subparagraph><subparagraph id="H0B88E06A60E340E48F2B001143369F23"><enum>(E)</enum><header>Expected growth</header><text>The State educational agency shall define a minimum percent of expected annual growth for each school performance indicator that demonstrates continuous and substantial progress.</text> </subparagraph></paragraph><paragraph id="H55A33DF09D554CB5B0BEBA4D3FD8F0D7"><enum>(3)</enum><header>Capacity evaluations</header> <subparagraph id="HF1F3614242424D22A4E9F32544DDFB20"><enum>(A)</enum><header>State educational agency and local educational agency capacity</header><text>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.</text> </subparagraph><subparagraph id="HC68C91EDABAF4C989E56E3152148CEE7"><enum>(B)</enum><header>High school capacity and needs assessment</header><text>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).</text> </subparagraph></paragraph><paragraph id="HC2236C35590F4B25BC4602A8FD8436A7"><enum>(4)</enum><header>Differentiated school improvement</header><text>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 one of the following school improvement categories:</text> <subparagraph id="H87ADD73D071649EEAFCED4DA52884B88"><enum>(A)</enum><header>Schools needing targeted interventions</header><text>High schools whose school performance indicators demonstrate a need for targeted interventions to improve student outcomes and make adequate yearly progress.</text> </subparagraph><subparagraph id="H73E1341790F04668A6979329DC8B7D47"><enum>(B)</enum><header>Schools needing whole school reforms</header><text>High schools whose school performance indicators demonstrate a need for comprehensive schoolwide reform to improve student outcomes and make adequate yearly progress.</text> </subparagraph><subparagraph id="H643F792FF1054E4AAAF461A907FB6367"><enum>(C)</enum><header>Schools needing replacement</header><text>High schools whose school performance indicators demonstrate a need for replacement, as described in section 112(d).</text> </subparagraph><subparagraph id="HC2C773F446F34E9E86F060B9FEB6849C"><enum>(D)</enum><header>Special rule</header><text>States may propose systems of differentiation aligned with their existing State accountability systems that include additional categories.</text> </subparagraph><subparagraph id="HFE129D44DB8349D9B0541B5CE7B91F3C"><enum>(E)</enum><header>Rule of construction</header><text>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—</text> <clause id="H949CA618260F40308FE54865AE7B8C8D"><enum>(i)</enum><text>a graduation rate of 60 percent or less; or</text> </clause><clause commented="no" display-inline="no-display-inline" id="H29554869A7334305B568C8F95C43BE32"><enum>(ii)</enum><text>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)).</text> </clause></subparagraph></paragraph><paragraph id="H74E67A1F9663400FB823F022003F58D1"><enum>(5)</enum><header>State review of local educational agency plans</header><text>The State educational agency shall describe the following:</text> <subparagraph id="HCC29C9391E714773B29DE053F6F17A6"><enum>(A)</enum><header>Review local educational agency plans</header><text>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).</text> </subparagraph><subparagraph id="H9400BBB642B24AD9BC441E68D89377DA"><enum>(B)</enum><header>Allocation of subgrants</header><text>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).</text> </subparagraph><subparagraph id="H0383B51EC4A44608B5ADB728EE717455"><enum>(C)</enum><header>Monitoring of school improvement plans</header><text>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).</text> </subparagraph><subparagraph id="HB7C8BEC2423B4AE5BDC628F594DE00D7"><enum>(D)</enum><header>Provide technical assistance</header> <clause id="H4CCB1402A12D4F78B4C4EBA4BDEA222"><enum>(i)</enum><header>In general</header><text>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.</text> </clause><clause id="H6B606D5BC89E4708B57D13CF4927D2F8"><enum>(ii)</enum><header>School improvement teams</header><text>The State educational agency shall describe how it will assist school improvement teams described in section 111(b), when needed, including how it will—</text> <subclause id="HFAB725AEBAAA4AAC8D4FA7CBE1C166D"><enum>(I)</enum><text>support and provide resources and training to school improvement teams;</text> </subclause><subclause id="HCC374FD008B8466DA8E8B47DC56082D9"><enum>(II)</enum><text>allocate staff to participate on school improvement teams;</text> </subclause><subclause id="H973850FAF2B54244A2E56CF933DCCBF6"><enum>(III)</enum><text>provide technical assistance to the school improvement teams; and</text> </subclause><subclause id="H66E4D9FC022B4BFB85A5125C602577B2"><enum>(IV)</enum><text>ensure that the school improvement teams have access to technical assistance providers when needed.</text> </subclause></clause></subparagraph></paragraph><paragraph id="H9B7832BF35254385A45B6F26E655F480"><enum>(6)</enum><header>Demonstration of commitment</header><text>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.</text> </paragraph><paragraph id="H32ECBB39C9544AA9A3F49F94C29BA7E0"><enum>(7)</enum><header>Data and early indicator warning systems</header><text>The State educational agency shall demonstrate—</text> <subparagraph id="HD57CA3CD91744D5FBF1EDBD40003C3C8"><enum>(A)</enum><text>how its statewide data system has the ability to meet the requirements of this Act; and</text> </subparagraph><subparagraph id="HAD1E495665D04A5DA700C8A162A91E6B"><enum>(B)</enum><text>how it will work with local educational agencies with low graduation rates to develop early indicator warning systems at the State or local level 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.</text> </subparagraph></paragraph><paragraph id="H9E58F403B11B49CBB62FC22DEF8B5C82"><enum>(8)</enum><header>Evaluation of success</header><text>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.</text> </paragraph></subsection></section><section id="HF0AB4146E51742CD86D679418CAA1798"><enum>110.</enum><header>State educational agency use of funds</header> <subsection id="HCB5BE4E1608E49B182B2FE1820E82DC0"><enum>(a)</enum><header>In general</header><text>A State educational agency that receives a grant under section 105—</text> <paragraph id="HCC991524D77C4E60B35B29008D36645B"><enum>(1)</enum><text>may reserve not more than 10 percent of the grant funds to carry out the activities under this title;</text> </paragraph><paragraph id="H3E2EE15FD4644C88A9884FDC544E94BE"><enum>(2)</enum><text>shall use not less than 90 percent of the grant funds to make subgrants to local educational agencies in accordance with subsection (b); and</text> </paragraph><paragraph id="HC29C768B99C34615932F49CE71579632"><enum>(3)</enum><text display-inline="yes-display-inline">shall use not less than 80 percent of the grant funds to make subgrants to local educational agencies serving high priority high schools needing whole school reform or replacement, unless the State educational agency can demonstrate to the Secretary that all high priority high schools needing whole school reform or replacement are receiving sufficient funding to implement their school improvement plans.</text> </paragraph></subsection><subsection id="H9F5F6C585D4041869B68F7B0EA63E900"><enum>(b)</enum><header>State educational agency peer review</header><text>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—</text> <paragraph id="HA5DD6D64DFA8442184007BA19E4D7DB1"><enum>(1)</enum><text>educational standards, assessments, and accountability;</text> </paragraph><paragraph id="H50C2F177EA424FA6A61817BD500359B2"><enum>(2)</enum><text>high school improvement;</text> </paragraph><paragraph id="H61D0F96AD2C94BB9BDAF00A33C10FF27"><enum>(3)</enum><text>dropout prevention; and</text> </paragraph><paragraph id="H116689F318D043E5A560393EFCF3E01D"><enum>(4)</enum><text>other educational needs of high school students.</text> </paragraph></subsection><subsection id="H7F81D08AD6C64ABE9DA13DF94EB9A87D"><enum>(c)</enum><header>Accuracy</header><text>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.</text> </subsection><subsection id="H2E55D52A768347BF8EA766A9D1C97B27"><enum>(d)</enum><header>Opportunity To revise</header><text>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—</text> <paragraph id="H1ED41DAC542942BFA7AE206DFAAC5B67"><enum>(1)</enum><text>the local educational agency an opportunity to revise the application; and</text> </paragraph><paragraph id="H8759630BE3AE4A77A4CFDDFACB74DC4"><enum>(2)</enum><text>technical assistance to the local educational agency to revise the application.</text> </paragraph></subsection><subsection id="H98E3E7674ED24FE7878E44CDD400D9E4"><enum>(e)</enum><header>Technical assistance</header><text>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.</text> </subsection><subsection id="H13C73F4E491440C9A2002B8F11CC45D5"><enum>(f)</enum><header>Award of subgrants to local educational agencies</header> <paragraph id="HB2995E4D1FDD488C93AE812FF4F25BF"><enum>(1)</enum><header>In general</header><text>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—</text> <subparagraph id="HDFA4B897373D47CFAE06D4F600A77F87"><enum>(A)</enum><text>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</text> </subparagraph><subparagraph id="HE25908085B5745AF890082EEBE909131"><enum>(B)</enum><text>the capacity of the local educational agency to implement the plan.</text> </subparagraph></paragraph><paragraph id="HD4EB4A78EE194C53A42ECFE8DE270928"><enum>(2)</enum><header>Amount</header><text>A subgrant under this section shall be awarded in an amount that is based on—</text> <subparagraph id="H5A1B01B1CF9E443CA8A149CFB3019853"><enum>(A)</enum><text>the number and size of high schools served by the local educational agency needing—</text> <clause id="H348A649C3BB64872B205D0B139DE9C41"><enum>(i)</enum><text>targeted interventions;</text> </clause><clause id="HF7CF7A5D31174B82806B14277B10499E"><enum>(ii)</enum><text>whole school reforms; and</text> </clause><clause id="HB156BFBB09494DA2A012AEDC65C39D67"><enum>(iii)</enum><text>replacement;</text> </clause></subparagraph><subparagraph id="H216B061789624297B4A89BAF1C9E28D4"><enum>(B)</enum><text>the types of reforms or interventions proposed;</text> </subparagraph><subparagraph id="H1B761599D8BC49D5B11132008CE14C6B"><enum>(C)</enum><text>the resources available to the high schools to implement the reforms or interventions proposed;</text> </subparagraph><subparagraph id="H82F982A632374C0EA338D7B544B12E3"><enum>(D)</enum><text>the resources available to the local educational agency to implement the reforms or interventions proposed; and</text> </subparagraph><subparagraph id="H3DAC34489D9B4AD89518113B13E310F1"><enum>(E)</enum><text display-inline="yes-display-inline">a State-established prioritization of local educational agencies, based on school improvement needs and existing resources of that local educational agency and the high schools within that local educational agency.</text> </subparagraph></paragraph><paragraph id="HFCA60A5E88404F4F93F37C851D8813DA"><enum>(3)</enum><header>Priority</header><text display-inline="yes-display-inline">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 ensure that local educational agencies receive funding adequate to fulfill the school improvement needs outlined in the local educational agencies’ improvement plans, approved by the State educational agency, allocated according to paragraph (2)(E). The State educational agency shall award remaining subgrant funds to local educational agencies serving high schools needing targeted interventions.</text> </paragraph></subsection><subsection id="H34213C470A5A4D758FD17EB528ACE7B9"><enum>(g)</enum><header>Authority To intervene</header><text>The State educational agency may intervene to develop or implement the high school improvement plans or enter into contracts with technical assistance providers to assist local educational agencies with the development and implementation of high school improvement plans if the State educational agency determines that—</text> <paragraph id="HFA9B8136296B4D25A3E27CA93100918E"><enum>(1)</enum><text>a local educational agency serving high schools that need improvement has not submitted an application described in section 111(f); or</text> </paragraph><paragraph id="HCD227DC2CE8A4998A49FE563089DFD21"><enum>(2)</enum><text>a local educational agency does not have the capacity to implement high school improvement activities described in the submitted school improvement plan.</text> </paragraph></subsection><subsection id="H9FE9AE6FF9364A3AB98EAA946D172DBA"><enum>(h)</enum><header>Implementation of State educational agency application</header><text>The State educational agency shall use funds under this title to carry out the activities included in the application described in section 109.</text> </subsection><subsection id="H52F990197AC44DA6ACA3A6A35F30D34"><enum>(i)</enum><header>Supplement, not supplant</header><text>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.</text> </subsection></section><section id="H1E1EF4EA59B44DBB8C956D305890BF7E"><enum>111.</enum><header>Local educational agency implementation of school improvement system</header> <subsection id="HC8126CEAA2CF4C7798329415E0FD34B1"><enum>(a)</enum><header>District-wide high school improvement</header><text>A local educational agency that applies for a subgrant under this title shall develop, lead, and implement a district-wide approach to high school improvement that includes the following activities:</text> <paragraph id="HA124AA2073B644D190D6C7A841E4D78"><enum>(1)</enum><header>Differentiate high schools</header><text>The local educational agency 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.</text> </paragraph><paragraph id="H5ADC01906F464D36B2F4E37E4292C3C7"><enum>(2)</enum><header>School improvement teams</header> <subparagraph id="H56EEAD98B37342B993C56F8176568223"><enum>(A)</enum><header>In general</header><text>The 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 one of the school improvement categories defined in section 109(b)(4), which—</text> <clause id="HA7CA2A3A45224A9F896680AA09FDF89"><enum>(i)</enum><text>shall include—</text> <subclause id="H78ED819AE5814166A6BEABB444F6A4DC"><enum>(I)</enum><text>the building principal;</text> </subclause><subclause id="H6E85BB83212D4B32004B002ED9888DFF"><enum>(II)</enum><text>teachers representing different grade levels or disciplines;</text> </subclause><subclause id="H7B74865F4D984711B9FF81A06B280592"><enum>(III)</enum><text>local educational agency staff;</text> </subclause><subclause id="H7349BC9176DD440C9D90CA54A4DD5063"><enum>(IV)</enum><text>parents, including parents of students who have low graduation rates;</text> </subclause><subclause id="H3AB2FA37591847AB007E7F74DFA1CD63"><enum>(V)</enum><text>community representatives, including representatives of nonprofit organizations serving young people and the business community; and</text> </subclause><subclause id="H5B071476DD844183825EBAE90A23EB2"><enum>(VI)</enum><text>pupil service representatives; and</text> </subclause></clause><clause id="H046016D04D5A4249A7403C94C74730BC"><enum>(ii)</enum><text>may include—</text> <subclause id="H5E4FAABDDFDE47EDABF56F4BC220DD00"><enum>(I)</enum><text>technical assistance providers, where appropriate; and</text> </subclause><subclause id="HC52A0DBEB3294A79B64EC62855F124D0"><enum>(II)</enum><text>State educational agency staff when requested by the local educational agency or assigned by the State educational agency.</text> </subclause></clause></subparagraph><subparagraph id="H2C9EADA1C3C846ADA45F3E65FCB7BFC5"><enum>(B)</enum><header>Collaboration</header><text>The local educational agency shall ensure collaboration—</text> <clause id="H55C6838024E948A5A5AC331445C600FD"><enum>(i)</enum><text>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</text> </clause><clause id="HC3EDC100E76041FCA296ED24DA70C6D7"><enum>(ii)</enum><text>between school improvement teams working at different high schools served by the local educational agency, including those that have made adequate yearly progress, to the extent appropriate.</text> </clause></subparagraph></paragraph><paragraph id="HC92956D3A34C45B99B5D53F5E2E32EF9"><enum>(3)</enum><header>Develop student indicators</header><text>The local educational agency shall develop a set of indicators to determine the number and percentage 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 percentage of students in grade 9 who—</text> <subparagraph id="H60C722B4ED114AB68EE8FD927B2453F0"><enum>(A)</enum><text>in grade 8 and grade 9—</text> <clause id="H6F167CC1E2CD491381B69741B8711795"><enum>(i)</enum><text>failed a credit-bearing mathematics or reading or language arts course, or two or more of any course;</text> </clause><clause id="HD0F005A2A21D4089916100BD9660F375"><enum>(ii)</enum><text>attended school less than 90 percent of the required time; and</text> </clause><clause id="HB3099013075245C4A67FF9248FA35FA5"><enum>(iii)</enum><text>received an out-of-school suspension;</text> </clause></subparagraph><subparagraph id="HF672EA5FFC2844D6AA72A62881BDFEC8"><enum>(B)</enum><text>repeat grade 9;</text> </subparagraph><subparagraph id="H0B1C48901F854D688B6C614B55BE32C3"><enum>(C)</enum><text>enter grade 9 over the average age; or</text> </subparagraph><subparagraph id="H47270F483E2E49AA8E89C39DA2E36F63"><enum>(D)</enum><text>have experienced interrupted formal education.</text> </subparagraph></paragraph><paragraph id="HFD9B1E3A32BD4C438C85AAEC33C6C2A"><enum>(4)</enum><header>Develop high school improvement plans</header><text>The school improvement team convened under paragraph (2) 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 paragraph (5), and other relevant data and knowledge of the school to develop a multiyear school improvement plan for each school. Such plan shall—</text> <subparagraph id="H696BF82105624232A5335908B69408F8"><enum>(A)</enum><text>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);</text> </subparagraph><subparagraph id="H6FB28ABA0ADF4F10BD4B571FEDECAF92"><enum>(B)</enum><text>define the evidence-based academic and nonacademic interventions and resources necessary to meet annual benchmarks and make adequate yearly progress;</text> </subparagraph><subparagraph id="H66268F36BE7048A39005E8248EB8F1CE"><enum>(C)</enum><text>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;</text> </subparagraph><subparagraph id="H405C7581D1CA4BF4B8CEA97E3E00FC"><enum>(D)</enum><text>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;</text> </subparagraph><subparagraph id="H65B99741077F489D905D5EFEA4C43CF9"><enum>(E)</enum><text>describe and direct the use of—</text> <clause id="H5216A01877064CA2B56013EC97EB14E1"><enum>(i)</enum><text>any additional funding to be provided by the State educational agency, the local educational agency, or other sources; and</text> </clause><clause id="H48DB05E99EE349D0AEFFC01ED669DF15"><enum>(ii)</enum><text>technical assistance providers, where appropriate; and</text> </clause></subparagraph><subparagraph id="H8C9AF2605B1D479CA9BF8109DC81CACC"><enum>(F)</enum><text>take into consideration high schools’ reform history and current reform initiatives.</text> </subparagraph></paragraph><paragraph id="HACB5106320AC486EA9701269CD22B35B"><enum>(5)</enum><header>High school capacity and needs assessment</header> <subparagraph id="H130C5C0F218944A78C943B89DD023664"><enum>(A)</enum><header>In general</header><text>To be eligible to receive a subgrant under this title, a local educational agency shall submit, with the application described in subsection (b), 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.</text> </subparagraph><subparagraph id="HB078AE772CB84B6E8620EB1BF35C7BA0"><enum>(B)</enum><header>Assessment</header><text>The assessment under subparagraph (A) shall be conducted by a school improvement team described in paragraph (2) and the local educational agency and shall include—</text> <clause id="HE439F1B058A74440B0A856004F3EEB96"><enum>(i)</enum><text>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—</text> <subclause id="H5909D44B84F04559B294BB80B6E2BD00"><enum>(I)</enum><text>the number, experience, training level, responsibilities, and stability of existing administrative, instructional, and non-instructional staff for each high school to be assisted;</text> </subclause><subclause id="H723FAC86887B41E994BE992E3F534175"><enum>(II)</enum><text>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</text> </subclause></clause><clause id="HDE7122CFBE2D4337B9F4B020693B40DE"><enum>(ii)</enum><text>additional resources and staff necessary to implement the needed school improvement activities described in section 112; and</text> </clause><clause id="HB40020625B4842939015C6A76791DA40"><enum>(iii)</enum><text>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.</text> </clause></subparagraph><subparagraph id="H7F2969C9A106401B92AEF53D32DE2B7"><enum>(C)</enum><header>Requirements</header><text>The information provided in the capacity and needs assessment, in coordination with the school improvement plan and understanding of schools’ prior or current reform history, shall be used to determine the level and direct the use of—</text> <clause id="HA6A326C1AE384B50ABDE9B01E9528E"><enum>(i)</enum><text>funds requested by the local educational agency for each high school to be assisted under this title;</text> </clause><clause id="H74CEF587AE1145B5AC83A2AC77D707EC"><enum>(ii)</enum><text>any additional funding to be provided by the State educational agency, the local educational agency, or other sources; and</text> </clause><clause id="HB5E0FEED168F4CAE864244DED46C02D6"><enum>(iii)</enum><text>technical assistance providers, where appropriate.</text> </clause></subparagraph></paragraph><paragraph id="H092FAA1CE3594227A7F8221963009D38"><enum>(6)</enum><header>Implement high school improvement</header><text>The local educational agency shall use funds to—</text> <subparagraph id="HD730619238AE41038CDB1EF7E7A04F56"><enum>(A)</enum><text>ensure the implementation of the high school improvement plans;</text> </subparagraph><subparagraph id="H204EDA2AF4AE4632A504674FAAE00000"><enum>(B)</enum><text>provide targeted interventions for feeder middle schools by implementing 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;</text> </subparagraph><subparagraph id="HD3FDF4149F27493B9098800200978167"><enum>(C)</enum><text>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;</text> </subparagraph><subparagraph id="H39260DE373494606B3D1DBE1989C85E"><enum>(D)</enum><text>provide options to high school students served by the local educational agency, such as—</text> <clause id="HB1BF8C6156DA448EA600F190B36C7323"><enum>(i)</enum><text>programs for credit recovery for overage or under-credited students; and</text> </clause><clause id="HE1FEF2CE112A42A8B2E2F9AD8D21DBB0"><enum>(ii)</enum><text>secondary-postsecondary learning opportunities, including dual enrollment programs and early college high schools; and</text> </clause></subparagraph><subparagraph id="H96B2A22BF55E4ED08D8286AF7CD82E95"><enum>(E)</enum><text>provide for the involvement of parents, business and community organizations, including institutions of higher education, in the high school improvement activities.</text> </subparagraph></paragraph><paragraph id="H94526D65DE334A159CE124F92BDF3BB1"><enum>(7)</enum><header>Ensure continuous high school improvement</header> <subparagraph id="H090301E6117D42349C39447E9B6DA6B5"><enum>(A)</enum><header>In general</header><text>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 subparagraphs (A) and (B).</text> </subparagraph><subparagraph id="HD3B5033E1E9A49F7AFD6F23CDCD8AC41"><enum>(B)</enum><header>On track</header><text>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.</text> </subparagraph><subparagraph id="H5CE401B17D574CB7949295312393D1B9"><enum>(C)</enum><header>Not on track</header><text>For each high school that is not meeting the annual benchmarks as defined in the school improvement plan, the local educational agency shall—</text> <clause id="HC388ADDB88A94C49B98EE6600791BEFD"><enum>(i)</enum><text>after 1 year, review the school improvement plan, and develop and implement a new plan, as appropriate;</text> </clause><clause id="HB81452A6019E4D4ABF14204BEC357039"><enum>(ii)</enum><text>after 2 years, redesignate the school into a different school improvement category, as described in section 109(b)(4), either—</text> <subclause id="HF804C257DB07403EBD04B5D004D704B"><enum>(I)</enum><text>as a school in need of whole school reform; or</text> </subclause><subclause id="H5E71CB7F4E6049BCAE5BAAA320E3B151"><enum>(II)</enum><text>as a school in need of replacement; and</text> </subclause></clause><clause id="HB4F6BE8A2BDC436AADA83CEBC44751A5"><enum>(iii)</enum><text>develop and submit to the State educational agency for review a new school improvement plan, as appropriate.</text> </clause></subparagraph></paragraph><paragraph id="HA9A77F28E7B04DA2B747096CF148E6A8"><enum>(8)</enum><header>Assurances</header><text>The local educational agency shall ensure that high schools receiving additional students due to other high schools being replaced will have sufficient capacity, resources, and funding to deliver a high quality education to those students.</text> </paragraph></subsection><subsection id="H95BBF666FF384081ABFA47AC63560494"><enum>(b)</enum><header>Application</header> <paragraph id="H652BC3CC18E345D7A5BCEDD6AECED66E"><enum>(1)</enum><header>In general</header><text>To be eligible to receive a subgrant under this title, a local educational agency—</text> <subparagraph id="HA9931765F19844A696AC92AE97871E18"><enum>(A)</enum><text>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</text> </subparagraph><subparagraph id="H484568CF892B424DB53EDDAAD6E5CFEA"><enum>(B)</enum><text>may request technical assistance from the State educational agency in preparing the application and the capacity and needs assessment required by subsection (a)(5).</text> </subparagraph></paragraph><paragraph id="H470469AAB5FB48F286D77704C8C46085"><enum>(2)</enum><header>Contents</header><text>Each application submitted under this section shall use data from the capacity and needs assessment required by subsection (a)(5) and shall include the following:</text> <subparagraph id="H688A4EC0FF224C60BDE12DBEE6A422CB"><enum>(A)</enum><text>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.</text> </subparagraph><subparagraph id="H667C17A0513C476891092EBCC1AA1976"><enum>(B)</enum><text>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).</text> </subparagraph><subparagraph id="H44F4DEAC303B48578BE1E03BDD274F2"><enum>(C)</enum><text>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.</text> </subparagraph><subparagraph id="H2F021DB218134D85A08B2CE6AFA76E44"><enum>(D)</enum><text>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.</text> </subparagraph><subparagraph id="H2CF14AE7FE494F95A8FFC0CA55209FC2"><enum>(E)</enum><text>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.</text> </subparagraph><subparagraph id="HE6249371D31F485596AEC5F23D559933"><enum>(F)</enum><text>A description of how the local educational agency will increase its capacity to improve high schools with low student achievement and graduation rates.</text> </subparagraph></paragraph></subsection><subsection id="H9C612695F6E9411B93C304C39975DB50"><enum>(c)</enum><header>Supplement, not supplant</header><text>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.</text> </subsection><subsection id="HECF423BA8D6B49AAB583D657A421C770"><enum>(d)</enum><header>Matching funds</header> <paragraph id="H4F397C6B3A444F21A27254EAA33800C2"><enum>(1)</enum><header>In general</header><text>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.</text> </paragraph><paragraph id="H30E17EACC469409F8108002C644D4BB0"><enum>(2)</enum><header>Waiver</header><text>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.</text> </paragraph></subsection></section><section id="H919341D48A924ED587AF74DAB294EC25"><enum>112.</enum><header>School improvement activities</header> <subsection id="H70FD8BD0A9B1496DB765B1CD00350684"><enum>(a)</enum><header>In general</header><text>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.</text> </subsection><subsection id="H85919EF1F4EA48DBB3F58D5010EB3E63"><enum>(b)</enum><header>Targeted interventions</header><text display-inline="yes-display-inline">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.</text> </subsection><subsection id="HF91E7C9F7F3A4172AF2FEBF31795D3EF"><enum>(c)</enum><header>Whole school reforms</header><text display-inline="yes-display-inline">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—</text> <paragraph id="H80D11B7A961946ABA9062FCB1FAE0013"><enum>(1)</enum><text>shall address the comprehensive aspects of high school reform, such as—</text> <subparagraph id="H2567AAB7C8834041B88BB35E1B915CC9"><enum>(A)</enum><text>attendance;</text> </subparagraph><subparagraph id="H7CA3C3F44C594288838E9375EAC79EAD"><enum>(B)</enum><text>student engagement, behavior, and effort;</text> </subparagraph><subparagraph id="HBAAD61A4130E42D9972DB8466BA1F44D"><enum>(C)</enum><text>academic success; and</text> </subparagraph><subparagraph id="H7CD77AC07AEF412880FCF85EEC63F850"><enum>(D)</enum><text>teacher and administrator skill and collaboration;</text> </subparagraph></paragraph><paragraph id="H01E836DCFE98413800426E5857AF434C"><enum>(2)</enum><text>shall address resource allocation, including—</text> <subparagraph id="HBCD2A4EBB3CB448596EBE3876BED8535"><enum>(A)</enum><text>student supports;</text> </subparagraph><subparagraph id="H4AF1F3D7CEEA4ED3A9104CC64E0088FE"><enum>(B)</enum><text>teacher and staff support;</text> </subparagraph><subparagraph id="H166902EF22B44B2493F1FF21FED19B"><enum>(C)</enum><text>materials and equipment;</text> </subparagraph><subparagraph id="H4869A832855D4C86BC410843CFC017"><enum>(D)</enum><text>time for collaboration; and</text> </subparagraph><subparagraph id="HF684B1BCCE3942F5A563564E24E1CE34"><enum>(E)</enum><text>the use of data;</text> </subparagraph></paragraph><paragraph id="H6E5071A677B94FEB9CE7671039946EE4"><enum>(3)</enum><text>shall be designed to address—</text> <subparagraph id="HF547AC85A4C941D083272E9B2583B1E8"><enum>(A)</enum><text>the multiple layers of school improvement demonstrated by research and best practice;</text> </subparagraph><subparagraph id="H98B97E86E5514C54BC7FC4A6DE0094F4"><enum>(B)</enum><text>schoolwide needs;</text> </subparagraph><subparagraph id="H50752F39698246C9B3DFD85368ED8B03"><enum>(C)</enum><text>students who need targeted assistance; and</text> </subparagraph><subparagraph id="HE845D8F6159E4CB6B3619CE8B092C89"><enum>(D)</enum><text>students who need intensive interventions;</text> </subparagraph></paragraph><paragraph id="H2AE0D89D63B2414FACC94B162868CD84"><enum>(4)</enum><text>shall include activities that serve to—</text> <subparagraph id="H126C7C740D4945D3919D8C5BA3DADD00"><enum>(A)</enum><text>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—</text> <clause id="H6B88BF02A82F45FE87068727CB013D2D"><enum>(i)</enum><text>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;</text> </clause><clause id="HBFC0B3CF522A4E00A7468DEFC900FC00"><enum>(ii)</enum><text>thematic small-learning communities;</text> </clause><clause id="H664F1C2B2AD645BA9869195DE38E2636"><enum>(iii)</enum><text>teams of teachers who work exclusively with small groups of students;</text> </clause><clause id="H522CCCDABEFA478E9EC752B227CD81F"><enum>(iv)</enum><text>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; and</text> </clause><clause id="H6BB3F97117A94A5DA256866C2FF8C600"><enum>(v)</enum><text display-inline="yes-display-inline">one-on-one counseling for students at risk of not graduating on time with a standard diploma to develop and implement an individual graduation plan that will define each student’s career and education goals, ensure enrollment in the coursework necessary for graduation and preparation for postsecondary education and work, and identify the courses and supplemental services necessary to meet those goals;</text> </clause></subparagraph><subparagraph id="HFB8745E29729481693E9C30039B3BB18"><enum>(B)</enum><text>improve curriculum and instruction, such as—</text> <clause id="H413F77DE5EF54B83B524B2E98238F8E3"><enum>(i)</enum><text>implementing a college- and work-ready curriculum for all students;</text> </clause><clause id="H91C963D6F9BB4E5486005D84D620D48F"><enum>(ii)</enum><text>adopting well-designed curriculum and instructional materials aligned to high academic standards for all students, including students with diverse learning needs;</text> </clause><clause id="HE8856417CC504A31BEDB9DBE5339E8DC"><enum>(iii)</enum><text>offering extended learning opportunities, both in school and through after-school and summer programs;</text> </clause><clause id="H1E8F259544C84BD6BA4E2EA2EEED52F8"><enum>(iv)</enum><text>emphasizing intensive core academic preparation and college and work-ready skills development;</text> </clause><clause id="H86C56EC03D814CBEB0287CFBFBD857DC"><enum>(v)</enum><text>increasing rigor through advanced placement courses, international baccalaureate courses, dual enrollment, and early college high schools opportunities;</text> </clause><clause id="H5723B5CEEC76443093C07BF03886B482"><enum>(vi)</enum><text>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;</text> </clause><clause id="HAC1EA5F6D135492992C4A58880430035"><enum>(vii)</enum><text>collecting and using comprehensive data, including formative assessments;</text> </clause><clause id="H2ACEE6A7D1554B3E9F4D00DD043FFC2B"><enum>(viii)</enum><text>offering mentoring and tutoring; and</text> </clause><clause id="HA8FBA258807948E892158D53053238BC"><enum>(ix)</enum><text>implementing pedagogies that actively engage students in the learning process;</text> </clause></subparagraph><subparagraph id="H72349F3F16F84BF5A3A8F06F6DEFDB76"><enum>(C)</enum><text>increase teacher and principal effectiveness through activities such as—</text> <clause id="H8FB2BA23DF654EC48ECBA393CB755687"><enum>(i)</enum><text>providing teacher and administrator supports and research-based, ongoing professional development tied to needs identified in the school improvement plan;</text> </clause><clause id="HE45DC5EE82024EA18FA5C87352DC93A9"><enum>(ii)</enum><text>providing regular opportunities for teachers of core academic subjects to—</text> <subclause id="H61A3E6DE88A5439FA0B9F7F2C903C61"><enum>(I)</enum><text>meet together in both subject area and interdisciplinary groups;</text> </subclause><subclause id="HE5C451A92BCB4128B3DD51B824E368B1"><enum>(II)</enum><text>review student achievement data; and</text> </subclause><subclause id="HBCDA575B446443AA945792EFCED5CC93"><enum>(III)</enum><text>plan instruction;</text> </subclause></clause><clause id="H8C668F03D4304BE29B5FCBC943222E72"><enum>(iii)</enum><text>implementing a schoolwide literacy or mathematics plan that may include hiring literacy or mathematics coaches;</text> </clause><clause id="H943B07869A434505B722938DF97B9DDE"><enum>(iv)</enum><text>developing administrator learning networks and supports; and</text> </clause><clause id="HE0AFB8CEE9BC4B85ACE823437215732F"><enum>(v)</enum><text display-inline="yes-display-inline">developing professional communities to foster collaboration and distribute responsibility for school improvement activities across the staff;</text> </clause></subparagraph><subparagraph id="H32EBC4FCA22B4FE8ADE1F65BC4B4B64F"><enum>(D)</enum><text>increase student supports, such as—</text> <clause id="HC09FFCE7AACA42D5B602AED59B31203D"><enum>(i)</enum><text>student advisories;</text> </clause><clause id="H531D005467A64DEBA16F3F319FC215CF"><enum>(ii)</enum><text>9th grade transition programs;</text> </clause><clause id="HC5701FCC2EA0491E8D757BC7DBDC2D8"><enum>(iii)</enum><text>credit completion recovery programs;</text> </clause><clause id="H1046075C7C2640E989A4AE92A6F161AB"><enum>(iv)</enum><text>additional counselors, social workers, and mental and behavioral health service providers;</text> </clause><clause id="HEF2CA39166D046DEB097BD6824240900"><enum>(v)</enum><text>student advocates;</text> </clause><clause id="HB561000D358E4A9DBA28EF5F194FFB81"><enum>(vi)</enum><text>strengthening involvement of parents in the academic life of students;</text> </clause><clause id="H9EAAFF20E6374B6B87FE4F00004B5462"><enum>(vii)</enum><text>school-family-community partnerships;</text> </clause><clause id="HDE94B43568D5467C99ABD2F796D13783"><enum>(viii)</enum><text>wraparound social services;</text> </clause><clause id="H117707B9981845108FA4E59CE5F9CE58"><enum>(ix)</enum><text>before and after school programs; or</text> </clause><clause id="H227C428D2DE84677A1CF63D7ADA2A9DB"><enum>(x)</enum><text>additional supports for students with diverse learning needs, including students with disabilities and English language learners;</text> </clause></subparagraph><subparagraph id="H713D27C8088D4BB2948CEF7C80573213"><enum>(E)</enum><text>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</text> </subparagraph><subparagraph id="H5556D36F14584D3F98DBB5C4FA2FF6D9"><enum>(F)</enum><text>provide the local educational agency or high school with flexible budget and hiring authority where needed to implement improvements; and</text> </subparagraph></paragraph><paragraph id="H3F1EB836387C41B7B94151C11C8BC637"><enum>(5)</enum><text>may include other activities designed to address whole school needs, such as implementing a comprehensive reform model.</text> </paragraph></subsection><subsection id="HF8A3EF8FD35749FFA19B5D8165FA0034"><enum>(d)</enum><header>Replacement</header><text>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 through one of the following actions:</text> <paragraph id="H525CB22FCB13471694E5AB78B44470F5"><enum>(1)</enum><text>By replacing such schools with one or more new small public schools using effective school models with evidence of success with students with similar academic challenges and outcomes to those attending the school being replaced.</text> </paragraph><paragraph id="H04352692ECE74153BA3FD6E388CA9FB7"><enum>(2)</enum><text display-inline="yes-display-inline">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—</text> <subparagraph id="H05116191E2A94359BC169EF748585347"><enum>(A)</enum><text>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</text> </subparagraph><subparagraph id="HB04098F1579F46C89100F416353E3450"><enum>(B)</enum><text>increasing learning time.</text> </subparagraph></paragraph><paragraph id="H8C1FFF012BAD46A5923C0092C8E5763C"><enum>(3)</enum><text>By closing such schools and reassigning the students to public high schools that have made adequate yearly progress for the past 2 years.</text> </paragraph></subsection></section><section id="H18960ECEF8C04849B1E3255191BADA08"><enum>113.</enum><header>Evaluation and reporting</header> <subsection id="HCD0EC59B01184C9894CB002E1CF6CA07"><enum>(a)</enum><header>Local educational agency reporting</header><text>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—</text> <paragraph id="HDEB38D7563EA47CD84FDB8FFCB758965"><enum>(1)</enum><text>the designated category of school improvement for each high school served by the local educational agency under this title;</text> </paragraph><paragraph id="H1820F8D3A55341ABB715F0FC8EB7EA72"><enum>(2)</enum><text>the school performance indicators (as described in section 109(b)(2)) for each school served under this title, in the aggregate and desegregated 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>);</text> </paragraph><paragraph id="HE68C06E7B6ED424CBE47A6F8D100B594"><enum>(3)</enum><text>progress in meeting the benchmarks for each high school served pursuant to this title; and</text> </paragraph><paragraph id="H2582332D04D647DD82C3CBBA09CFBCA"><enum>(4)</enum><text>the use of funds by the local educational agency and each such school.</text> </paragraph></subsection><subsection id="H13EB79CA300D44828595F4F81800DA3F"><enum>(b)</enum><header>State educational agency reporting</header><text>On an annual basis, each State educational agency receiving funds under this title shall report to the Secretary and to the public on—</text> <paragraph id="HBD43B0B49D054239AF715203C3288EA1"><enum>(1)</enum><text>the school performance indicators (as described in section 109(b)(2)), in the aggregate and desegregated 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));</text> </paragraph><paragraph id="H04F6FEA217CE4922AB332212A0A00000"><enum>(2)</enum><text>progress in meeting the benchmarks for each high school served pursuant to this title;</text> </paragraph><paragraph id="H0939100A68C440A3B86704C887130017"><enum>(3)</enum><text>the high schools that have changed school improvement categories in accordance with section 111(h); and</text> </paragraph><paragraph id="HD2B7078B8870471A004627B1CCBBE616"><enum>(4)</enum><text>the use of funds by each local educational agency and each school served with such funds.</text> </paragraph></subsection><subsection id="H3EB0DA7FDBBC4DAC80A9A264C738EE1"><enum>(c)</enum><header>Report to congress</header><text>Every 2 years, the Secretary shall report to Congress and to the public—</text> <paragraph id="H2DA1310588634E499434AAD9B594654D"><enum>(1)</enum><text>a summary of the State reports; and</text> </paragraph><paragraph id="HADFC2604693B404786F0B683277EC523"><enum>(2)</enum><text>on the use of funds by each State under this title.</text> </paragraph></subsection></section><section commented="no" display-inline="no-display-inline" id="HC07851ADC3C04B2B90811430016F8222" section-type="subsequent-section"><enum>114.</enum><header>Authorization of appropriations</header><text display-inline="no-display-inline">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.</text> </section><enum>II</enum><header>Development of effective school models</header> <section id="H608640AA28F6482A88A0B76B8248D684"><enum>201.</enum><header>Findings and Purposes</header> <subsection id="HD965A156B5CE4116B4E0BE2E9684B355"><enum>(a)</enum><header>Findings</header><text>The Senate finds the following:</text> <paragraph id="HBF67BE479F7443C1B1E2CEC83B844C4C"><enum>(1)</enum><text>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.</text> </paragraph><paragraph id="H5C40194AE00D4F7C9CD8BC9CB5C62B82"><enum>(2)</enum><text>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.</text> </paragraph><paragraph id="H527CAB639D0E4EA5A132FB2920AA21DF"><enum>(3)</enum><text>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.</text> </paragraph><paragraph id="H3BB4758D9DCE4656ACA2BECAA57EBA5"><enum>(4)</enum><text>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.</text> </paragraph><paragraph id="H0EFA575E8BCF4ED1A9159568162E6476"><enum>(5)</enum><text>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.</text> </paragraph><paragraph id="H744EE89A5E234188BF7463FB52A29EC7"><enum>(6)</enum><text>Most States and districts have limited capacity to expand and spread proven practices and models for improving graduation rates within a high standards environment.</text> </paragraph><paragraph id="HD625B1E2D3484E22AC91C08CFE77D67"><enum>(7)</enum><text>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.</text> </paragraph><paragraph id="H92CBABF808AC43E5B7D44C651BE7C802"><enum>(8)</enum><text>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.</text> </paragraph></subsection><subsection id="HAD04D6416ACE4C97BF492269B59879EF"><enum>(b)</enum><header>Purposes</header><text display-inline="yes-display-inline">The purposes of this title are—</text> <paragraph id="HCB1FDADAC3104EB4B0EC3F8B43406666"><enum>(1)</enum><text>to facilitate the development and implementation of effective secondary school models for struggling students and dropouts; and</text> </paragraph><paragraph id="HEDD70F07A28449919D8B29BE003FC604"><enum>(2)</enum><text>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.</text> </paragraph></subsection></section><section id="HD85ADA7EA17840DC00AB9D6725AAA08B"><enum>202.</enum><header>Definitions</header><text display-inline="no-display-inline">In this title:</text> <paragraph id="HBC71669D238F499DB637EA39006B81E4"><enum>(1)</enum><header>Dropout</header><text>The term <term>dropout</term> means an individual who—</text> <subparagraph id="HBFEBCB01688247A9BAD799E00ACD730"><enum>(A)</enum><text>is not older than 21;</text> </subparagraph><subparagraph id="H8188FBEEEAE8498EA0804F2C009DA5B3"><enum>(B)</enum><clause commented="no" display-inline="yes-display-inline" id="H445F7F5929A840739E691B00D17B008B"><enum>(i)</enum><text>is not attending any school; or</text> </clause><clause id="H0E6D7937465E4187B642D333E781D27" indent="up1"><enum>(ii)</enum><text>prior to attending a school based on an effective school model, was not attending any school; and</text> </clause></subparagraph><subparagraph id="HF4991181CFB7422CA7BCBADEB800BEB"><enum>(C)</enum><text>has not received a secondary school regular diploma or its recognized equivalent.</text> </subparagraph></paragraph><paragraph id="HB2723EE13A37426398945E76CAC5E32"><enum>(2)</enum><header>Effective school model</header><text display-inline="yes-display-inline">The term <term>effective school model</term> means—</text> <subparagraph id="H8D775AB73E1E4162B05098006096004C"><enum>(A)</enum><text>an existing secondary school model with demonstrated effectiveness in improving student academic achievement and outcomes for struggling students or dropouts; or</text> </subparagraph><subparagraph id="HDAEA20179CF94F32BB4E1922B0D8DDA"><enum>(B)</enum><text>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.</text> </subparagraph></paragraph><paragraph id="H4D4FA78D7039457192518108E06E7CCB"><enum>(3)</enum><header>Eligible entity</header><text>The term <term>eligible entity</term> means—</text> <subparagraph id="H2C04C4E87EFB409DA6A4D9FB165F529"><enum>(A)</enum><text>a local educational agency, nonprofit organization, or institution of higher education—</text> <clause id="H3280372829844EE9A126C9C3C1052150"><enum>(i)</enum><text>that proposes to enhance or expand an existing effective school model for struggling students or dropouts; or</text> </clause><clause id="HE04E18B74C3E460F807F06F887472552"><enum>(ii)</enum><text>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</text> </clause></subparagraph><subparagraph id="HF8045A6AD01C4E198FDAB0E7AF879D05"><enum>(B)</enum><text>a partnership involving two or more entities described in subparagraph (A).</text> </subparagraph></paragraph><paragraph id="HE0FE7F97EA6245A2006E007376FF0200"><enum>(4)</enum><header>Struggling student</header><text>The term <term>struggling student</term>—</text> <subparagraph id="H3F4BE08A887B4314A7A108EA9DD4A6B1"><enum>(A)</enum><text>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</text> </subparagraph><subparagraph id="HE49CED5599FF4277B2C77772B03E45FF"><enum>(B)</enum><text>includes a student who—</text> <clause id="H08AD208778A448619848566E40B93D78"><enum>(i)</enum><text>has been retained in grade level;</text> </clause><clause id="H0AD4BB47CDB243FC94A5A72750C6009E"><enum>(ii)</enum><text>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</text> </clause><clause id="HF36F37A047B341488E59C81CA246971F"><enum>(iii)</enum><text>is a late entrant English language learner, defined as a high school student who—</text> <subclause id="H310D1811724B4D29B577F58B646825D6"><enum>(I)</enum><text>enters a school served by a local educational agency at grade 9 or higher; and</text> </subclause><subclause commented="no" display-inline="no-display-inline" id="H31B2DC6765BB4AE8A722B42E40482B2D"><enum>(II)</enum><text>is identified by the local educational agency as being limited English proficient and as having experienced interrupted formal education.</text> </subclause></clause></subparagraph></paragraph></section><section id="HA829660CE344474D00C48CB4C3A94BD1"><enum>203.</enum><header>Grants authorized</header> <subsection id="HAF2A4442DB664EE49884C38B5388BFA"><enum>(a)</enum><header>In general</header><text display-inline="yes-display-inline">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.</text> </subsection><subsection id="HBAA0FCDDA71946D784ACC25879E696B1"><enum>(b)</enum><header>Period of grant</header><text>A grant awarded under this section shall be for a period of 5 years.</text> </subsection></section><section id="HB5FF9C460DFA4332B81C2B98E80097D6"><enum>204.</enum><header>Application</header> <subsection id="HA1E9362D168B4DA6BB2974F23D2394B2"><enum>(a)</enum><header>In general</header><text display-inline="yes-display-inline">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.</text> </subsection><subsection id="HD3D04F26BD434D8BAA9F11C056D8878"><enum>(b)</enum><header>Contents</header><text>Each application submitted under this section shall include a description of—</text> <paragraph commented="no" id="H3F91E5DD689C4876A6C1000291ABB1C4"><enum>(1)</enum><text>how the eligible entity will carry out the mandatory activities under section 206(a);</text> </paragraph><paragraph id="H10228A345F2B4E0EB9CA4C7617EAB72C"><enum>(2)</enum><text>the research or evidence concerning the effective school model that the eligible entity proposes to develop and implement or replicate, including—</text> <subparagraph id="HEE4FF6B4BBAB445BA3E9342CCFACFA3B"><enum>(A)</enum><text>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</text> </subparagraph><subparagraph id="HEB9526F258714BB485489482BFE57B6C"><enum>(B)</enum><text>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;</text> </subparagraph></paragraph><paragraph id="H82EBDD096E27492C9B7C17D3F4593DF8"><enum>(3)</enum><text>the eligible entity’s school design elements and principles that will be used in the effective school model, including—</text> <subparagraph id="H1E94271340BB42D3B8B023CFEBDB06AE"><enum>(A)</enum><text>the academic program;</text> </subparagraph><subparagraph id="H70F946D508454C9F991075E1155D7FB"><enum>(B)</enum><text>the instructional practices;</text> </subparagraph><subparagraph id="H5443BFE319DD44DF95C9368D7BCAC9F"><enum>(C)</enum><text>the methods of assessment; and</text> </subparagraph><subparagraph id="H56838DEF0FAB4B6EBEA0AAFD8ED53815"><enum>(D)</enum><text>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;</text> </subparagraph></paragraph><paragraph id="H6FFA75E79AAC44EB845F1E70942453B"><enum>(4)</enum><text>how the eligible entity will use student data from the local educational agency or State educational agency—</text> <subparagraph id="HCD85703874F24FC0B86BE6C65F1F5FF3"><enum>(A)</enum><text>to demonstrate the need for and projected benefits of the effective school model; and</text> </subparagraph><subparagraph id="HB17C4698B9B7486B86C7C6E7D81F4DCE"><enum>(B)</enum><text>in the implementation of the model, in order to improve academic outcomes for struggling students or dropouts;</text> </subparagraph></paragraph><paragraph id="H0EE34BA120194F37B5979951B862BE28"><enum>(5)</enum><text>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;</text> </paragraph><paragraph id="HD08D1DAD4B454AD6B02974745597DA61"><enum>(6)</enum><text>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</text> </paragraph><paragraph id="H9150E7EF46164EA1A372ED623F7BFF9F"><enum>(7)</enum><text>how the eligible entity will make the performance data available to State educational agencies, local educational agencies, and schools serving struggling students or dropouts.</text> </paragraph></subsection></section><section id="H2D62952AE7EB462A83FBE79E8946836B"><enum>205.</enum><header>Secretarial peer review and approval</header><text display-inline="no-display-inline">The Secretary shall—</text> <paragraph id="H05CEFC7B665C46A2BEFFA585057D5D0"><enum>(1)</enum><text>establish a peer-review process to assist in the review and approval of applications submitted by eligible entities under section 204; and</text> </paragraph><paragraph id="H7FE8B2109EC74B269F8301E775DCEEEB"><enum>(2)</enum><text>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.</text> </paragraph></section><section id="HF32C39787DCB46B69CAB1BD95C552DD1"><enum>206.</enum><header>Use of funds</header> <subsection id="H75A68C5BF7EA4884A45791132C60AEE0"><enum>(a)</enum><header>Mandatory use of funds</header><text display-inline="yes-display-inline">An eligible entity receiving a grant under this title shall use grant funds to—</text> <paragraph id="H155DD556E31F463BB1CDB8DE88B68E97"><enum>(1)</enum><text>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;</text> </paragraph><paragraph id="H88BAB87269DD424FBD321CAFEC00579B"><enum>(2)</enum><text>assess the progress of the implementation or replication of the effective school model and make necessary adjustments to ensure continuous improvement;</text> </paragraph><paragraph id="H9CBDD4E570F24E13BB615E8B17CB0087"><enum>(3)</enum><text>provide opportunities for professional development associated with the continuous improvement and implementation or replication of the effective school model;</text> </paragraph><paragraph id="H56CDE3F751B6494AA296095952DC63E7"><enum>(4)</enum><text>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</text> </paragraph><paragraph id="H695AB7B3F24E401FA02B8623FADE74B2"><enum>(5)</enum><text>build the capacity of the eligible entity to—</text> <subparagraph id="H7D9BD829BEB44581B284152695F8D027"><enum>(A)</enum><text>sustain the implementation or replication of the effective school model assisted under paragraph (1) after the grant period has ended; and</text> </subparagraph><subparagraph id="HCFBF9E66522A45268E00A55C400A113"><enum>(B)</enum><text>replicate the effective school model.</text> </subparagraph></paragraph></subsection><subsection id="H0458689808744FC5B7A0142ED98114EA"><enum>(b)</enum><header>Optional use of funds</header><text>An eligible entity receiving a grant under this title may use grant funds to—</text> <paragraph id="H2B9796C9641847E2B76076AE6FD4BCB1"><enum>(1)</enum><text>identify and create partnerships needed to improve the academic achievement and outcomes of the students attending a school assisted under this title;</text> </paragraph><paragraph id="H49043DD7F0DA44F1994FE0823EB922D6"><enum>(2)</enum><text>support family and community engagement in the effective school model; and</text> </paragraph><paragraph id="H9708D4710F2546138070AD1043D7B6BA"><enum>(3)</enum><text>carry out any additional activities that the Secretary determines are within the purposes described in section 201.</text> </paragraph></subsection></section><section id="H7D57AC5ED2074808BAA6D4A94B5B864C"><enum>207.</enum><header>Evaluation and reporting</header> <subsection id="H9AEDFC217A22487FBB3E88E07E00038B"><enum>(a)</enum><header>Contents of report</header><text display-inline="yes-display-inline">Each eligible entity receiving a grant under this title shall annually report to the Secretary on—</text> <paragraph id="H0488B7699F06461EB21FFE56FF9388"><enum>(1)</enum><text>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;</text> </paragraph><paragraph id="H6764905A3B394C7DAC73E8D17589F33C"><enum>(2)</enum><text>the implementation status of the models, any barriers to implementation, and actions taken to overcome the barriers;</text> </paragraph><paragraph id="HE9889AA5EB634493A4DDDFFB49062F27"><enum>(3)</enum><text>any professional development activities to build the capacity of—</text> <subparagraph id="H1A922DC6FA0E4BC5835CBB3F9B7EAEDB"><enum>(A)</enum><text>the eligible entity to sustain or replicate the effective school model; or</text> </subparagraph><subparagraph id="HF073E363150E45A1B481803C693639F0"><enum>(B)</enum><text>the staff of a school assisted under this title to implement or improve the effective school model;</text> </subparagraph></paragraph><paragraph id="H7D709982EA21414ABE7D5686F57E6400"><enum>(4)</enum><text>the progress made in improving student academic achievement and outcomes in the effective school models for struggling students and dropouts; and</text> </paragraph><paragraph id="H0D89372DE04B4867AAF9D2473CFE0077"><enum>(5)</enum><text>the use of grant funds by the eligible entity.</text> </paragraph></subsection><subsection id="H3C7B241215E74ACDAC46E2BD4B819623"><enum>(b)</enum><header>Independent evaluations</header><text>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.</text> </subsection></section><section id="H61BAB933249341D08E8D587D74203C72"><enum>208.</enum><header>Authorization of appropriations</header><text display-inline="no-display-inline">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.</text> </section><enum>III</enum><header>Strengthening State policies</header> <section id="HA4F3701034444FF6B14491C261399300"><enum>301.</enum><header>Findings and purposes</header> <subsection id="H7B2C4155281D412EAFAD353E23C651CE"><enum>(a)</enum><header>Findings</header><text>The Senate finds the following:</text> <paragraph id="HCB076126F21A4646978C7D1B1EA6AB75"><enum>(1)</enum><text>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.</text> </paragraph><paragraph id="HD3200D2D027348EC850800B924B1B152"><enum>(2)</enum><text>Seven States are publically reporting 4-year cohort graduation rates and 20 States plan to publically report by 2008.</text> </paragraph><paragraph id="H8C01CAC4C64C4EA1BBDDC6C090016C19"><enum>(3)</enum><text>Thirteen States now require students to take a college-and work-ready course of study to earn a diploma, up from just three in 2006. Another 16 States report that they plan to raise requirements during 2007.</text> </paragraph><paragraph id="HBAC0FB956D7D4F54BF3153ACB8B57E77"><enum>(4)</enum><text display-inline="yes-display-inline">States that act aggressively to raise graduation rates without conceding ground on academic proficiency are gaining traction in such cutting-edge policy areas as—</text> <subparagraph id="HED08F2CB494C40938E1CC136CC788F00"><enum>(A)</enum><text>dual enrollment to support early college high schools that lead to high school diplomas and 2 years of postsecondary credit;</text> </subparagraph><subparagraph id="H8E628E7D796B40E8AAA00B34978D3D2"><enum>(B)</enum><text>early warning data systems to enable identification of struggling students before or early in high school;</text> </subparagraph><subparagraph id="H98F5E3B47135481FB9C3F535C6DE254E"><enum>(C)</enum><text>incentives for high schools to keep struggling students in school and on track to a college and work-ready high school diploma; and</text> </subparagraph><subparagraph id="H7A39B1CEF853460ABF33DADD05CEDA00"><enum>(D)</enum><text>multiple pathways to high school graduation, including small school models and dropout recovery or alternative models.</text> </subparagraph></paragraph><paragraph id="H48BD901D64E34B3DB7473CC8FBC1F30"><enum>(5)</enum><text>Even frontrunner States have not yet adopted a comprehensive set of policies and systems 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.</text> </paragraph><paragraph id="H9E19CE2F98A74BF5AF001D51DFC02BC8"><enum>(6)</enum><text>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.</text> </paragraph><paragraph id="H436F31B9722E4201839B14B8CD173095"><enum>(7)</enum><text>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.</text> </paragraph></subsection><subsection id="H7340545774314603A990BC143625D4DE"><enum>(b)</enum><header>Purposes</header><text display-inline="yes-display-inline">The purposes of this title are to—</text> <paragraph id="H48A9A557A2E349EE8D3D7BBF00DF00CF"><enum>(1)</enum><text>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</text> </paragraph><paragraph id="H24BBBB1F97E94FBE88ECEC2C84183BEA"><enum>(2)</enum><text>evaluate the effectiveness of such changes to the State policies.</text> </paragraph></subsection></section><section id="H99DE113A65D84FA4926D01182F2122C2"><enum>302.</enum><header>Definitions</header><text display-inline="no-display-inline">In this title:</text> <paragraph id="H3C2A4015E1294DFBA847CD1782D4AF5F"><enum>(1)</enum><header>Dropout</header><text>The term <term>dropout</term> means an individual who—</text> <subparagraph id="HB466A46916AD4D958E2821283E7411EA"><enum>(A)</enum><text>is not older than 21;</text> </subparagraph><subparagraph id="HA846BB08B00346EE9391AA53289500AF"><enum>(B)</enum><text>is not attending any school; and</text> </subparagraph><subparagraph id="H3B4B604698444F50A77EB18F0255F740"><enum>(C)</enum><text>has not received a secondary school regular diploma or its recognized equivalent.</text> </subparagraph></paragraph><paragraph id="H378BD607D4B14AC7B2FF1704E6DB36C"><enum>(2)</enum><header>Struggling student</header><text>The term <term>struggling student</term>—</text> <subparagraph id="H34B1771CB22E4B2CA8EE618B7C2B84B3"><enum>(A)</enum><text>means a high school-aged student who is not making sufficient progress toward graduation from secondary school with a regular diploma in the standard number of years; and</text> </subparagraph><subparagraph id="HA189F5187DF6453B9EED854349C9018E"><enum>(B)</enum><text>includes a student who—</text> <clause id="H4A6E4DC4921A4CEE9CCE3CA67349F801"><enum>(i)</enum><text>has been retained in grade level;</text> </clause><clause id="H2D1ABB453B34446DA90088C76E789BD8"><enum>(ii)</enum><text>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</text> </clause><clause id="H406DF9D953D5406984C156B00363E87"><enum>(iii)</enum><text>is a late entrant English language learner, defined as a high school student who—</text> <subclause id="H245A82D295C949ABB2CCACBCC900EA6F"><enum>(I)</enum><text>enters a school served by an local educational agency at grade 9 or higher; and</text> </subclause><subclause id="HE58C4D0BBC9B4F719F6137E1EB6E06A0"><enum>(II)</enum><text>is identified by the local education agency as being limited English proficient and as having experienced interrupted formal education.</text> </subclause></clause></subparagraph></paragraph><paragraph id="H62C3CB86F6EC447C8D8E0000ABE91346"><enum>(2)</enum><header>Dual or concurrent enrollment</header><text>The term <term>dual or concurrent enrollment</term> means an arrangement or policy by which a student enrolled in secondary school takes courses for credit offered by an institution of higher education.</text> </paragraph><paragraph id="HDE533E6ECEAC4B92963E4F524C00BAB7"><enum>(3)</enum><header>Weighted student funding</header><text>The term <term>weighted student funding</term> means funding that—</text> <subparagraph id="H4F51EC34202E4D238D2D4E22A4FB6EA2"><enum>(A)</enum><text>follows the student on a per-student basis, to the publicly funded school that the student attends; and</text> </subparagraph><subparagraph id="HD7567503E3E14E08ABB001B94828900"><enum>(B)</enum><text>uses transparent funding weights based on student academic needs and other relevant circumstances, including—</text> <clause id="HEE4BE22570C649BC964B022C4C196769"><enum>(i)</enum><text>students from low income families;</text> </clause><clause id="HBB5A0B0B1CD2462AB9A9F62892F15231"><enum>(ii)</enum><text>English language learner;</text> </clause><clause id="H06AAF35A38F4495C8C35EF7FBFC4294C"><enum>(iii)</enum><text>students with disabilities;</text> </clause><clause id="H08E4D06DE6D443D2860000F6CC32CA46"><enum>(iv)</enum><text>late Entrant English language learners;</text> </clause><clause id="H6BFC046E9D24420E86E500BCD8A5B4C"><enum>(v)</enum><text>gifted and talented students;</text> </clause><clause id="H62B587438334401FB67996C6A0E64E15"><enum>(vi)</enum><text>struggling students and returning dropouts; or</text> </clause><clause id="HA608772787404D82A18C11A51EE9FE81"><enum>(vii)</enum><text>other weights determined by the State within guidelines established by the Secretary based on advisement from experts on school funding.</text> </clause></subparagraph></paragraph></section><section id="HBB3286700DC94314A66DEF5B267D00DA"><enum>303.</enum><header>State policy innovation fund to improve high school graduation rate</header> <subsection id="H4851AEF291B24D89B5651150A6296EE7"><enum>(a)</enum><header>Grant program authorized</header><text display-inline="yes-display-inline">The Secretary is authorized to award grants, on a competitive basis, to States that meet the requirements of section 304 to design and align State policies and systems in order to act as laboratories of innovation by reducing barriers and creating incentives to improve outcomes for high school students.</text> </subsection><subsection id="HF1D369011B124F61A17B07BFFEEBABAF"><enum>(b)</enum><header>Number of grants; duration</header> <paragraph id="H0B9C92FE2F764A7899FE9253C17CF9E"><enum>(1)</enum><header>Number of grants</header><text>For each of the first 3 consecutive years of the grant program under this title, the Secretary shall award four 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.</text> </paragraph><paragraph id="H734B46571B444EC0B1C4F4014074CBE2"><enum>(2)</enum><header>Duration of grant</header><text>Each grant awarded under this title shall be for a period of 5 years.</text> </paragraph></subsection></section><section id="HF78BAB4FD7D24988968E51CEDB1DF829"><enum>304.</enum><header>Eligible State</header><text display-inline="no-display-inline">To be eligible to receive a grant under this title, a State shall comply with each of the following:</text> <paragraph id="HF412D6F46BB944568F117F5D06DFE496"><enum>(1)</enum><text>The State shall receive a grant under title I and carry out the activities required under such title.</text> </paragraph><paragraph id="HD880B32AE5ED46E3883B2086959FA100"><enum>(2)</enum><text>The State shall have implemented, or be in the process of developing, a statewide longitudinal data system with individual student identifiers.</text> </paragraph><paragraph commented="no" id="H95F9B565163542EC97B55E18B047FFEF"><enum>(3)</enum><text>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.</text> </paragraph><paragraph id="H4B080B9931CB45559C6C63006CBAB460"><enum>(4)</enum><text>The State shall meet any additional criteria determined by the Secretary to be necessary to carry out the purposes of this title.</text> </paragraph></section><section id="H12AF53276E5B4609AC870180C51DA1FA"><enum>305.</enum><header>Application</header> <subsection id="H4982328EED854428B5FFF36F9BB0394F"><enum>(a)</enum><header>In general</header><text display-inline="yes-display-inline">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.</text> </subsection><subsection id="H2A9D634AA7BC4E74B6AAC878306403B7"><enum>(b)</enum><header>Contents</header><text>The contents of the application must be based upon a policy gap and impact analysis conducted or commissioned by the State identifying existing barriers to and potential incentives for improving educational outcomes for high school students. Each application submitted under this section shall include the following:</text> <paragraph id="HE3EB6923187C41FB8F187DD133A00529"><enum>(1)</enum><text>A plan to effectively reduce barriers and create incentives to improve educational outcomes for high school students, especially struggling students and dropouts by conducting one or more of the eligible activities in section 306 of this title. The plan must include:</text> <subparagraph id="H723630CC6812426497745454279B2214"><enum>(A)</enum><text>A description of how the State will ensure that the State elementary and secondary education content standards and academic assessments describe in section 1111(b) 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)</external-xref>) are aligned to college and work readiness.</text> </subparagraph><subparagraph id="HA610D55D7FB74136ACE2A0103320E390"><enum>(B)</enum><text>A description of how the State will ensure that all students have access to college preparatory curriculum.</text> </subparagraph><subparagraph id="H60F2D160E2624BDCB2099C527603E0F5"><enum>(C)</enum><text>A description of how the State will 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 student enter the Armed Forces.</text> </subparagraph><subparagraph id="H0F30EFBE585B40B0879DDE8E913C60"><enum>(D)</enum><text>A description of how the State will stimulate the development of multiple pathways and expanded educational options to enable all secondary students, including struggling students and dropouts, to attain a high school diploma that signifies that the student has the necessary skills to succeed in higher education and work.</text> </subparagraph></paragraph><paragraph id="HCA9C07D23C264449980083426FDFF000"><enum>(2)</enum><text>A plan to measure how the changes carried out by the State under this title improve student outcomes at the State and local levels. The plan must include:</text> <subparagraph id="HE2ED3316A0D8469B849F52E9144DB378"><enum>(A)</enum><text>A description of a plan to adjust the policies of the State accordingly in order to achieve the targets and student outcomes at the State and local levels.</text> </subparagraph><subparagraph id="HAA8370D2DA6142C9B50008FCFB7C4DFD"><enum>(B)</enum><text>A description of a plan to devote resources to ensure the sustainability of the activities carried out under this title.</text> </subparagraph></paragraph><paragraph id="H7B4048DF4E36495F8ED647F19346DE3F"><enum>(3)</enum><text>An assurance that the following stakeholders are committed to achieving the goals and objectives set forth in the grant application:</text> <subparagraph id="H9FBFE90EF2DC449E9F40704EC6FCBCC"><enum>(A)</enum><text>The Governor of the State.</text> </subparagraph><subparagraph id="H9834084EB0404F3EB18DD11300E78576"><enum>(B)</enum><text>The chief executive officer of the State higher education coordinating board.</text> </subparagraph><subparagraph id="H5149017EDA6F4A8EA0EE74F168EB16AE"><enum>(C)</enum><text>The chief State school officer.</text> </subparagraph><subparagraph id="H1AB267639B0B4ED095A93FB945667C"><enum>(D)</enum><text>The head of the State Board of Education.</text> </subparagraph><subparagraph id="H388AB3D4BF444870AC6E6CF8B430B9D7"><enum>(E)</enum><text>The head of career and technical education in the State.</text> </subparagraph><subparagraph id="H7FDB40AC83DE4535AD221E559C58B21F"><enum>(F)</enum><text>Other agency heads, as determined appropriate by the Governor and the individuals entities involved in consultation under section 303(3).</text> </subparagraph></paragraph></subsection></section><section id="HC34D0FB25CB84976975705036B9B5D24"><enum>306.</enum><header>Secretarial peer review and approval</header><text display-inline="no-display-inline">The Secretary shall—</text> <paragraph id="HEB2AE30AA4FB45A0987FEC1E4DB158C3"><enum>(1)</enum><text>establish a peer-review process to assist in the review and approval of applications submitted under section 302(3); and</text> </paragraph><paragraph id="H5D0670C99B4D47999BB4CEEE5DF2735E"><enum>(2)</enum><text>appoint individuals to the peer-review process who are experts in secondary education policy, high school reform, dropout prevention and recovery, new school development for struggling students and dropouts, dual enrollment, school funding, and adolescent and academic development.</text> </paragraph></section><section id="H3EFB14B858B04A35A5EE6F98D44E1FE6"><enum>307.</enum><header>Eligible State activities</header><text display-inline="no-display-inline">A State receiving a grant under this title may use funding for the following activities:</text> <paragraph id="H212259739079411383AFDDB32C7DAF95"><enum>(1)</enum><text display-inline="yes-display-inline">Enact and implement the changes to the State policies, capacities, and systems identified in the plan submitted under section 305. Such changes may include—</text> <subparagraph id="H71C8A5FE61E34A43B97FF3B4F24C5D2"><enum>(A)</enum><text>innovative finance models, including weighted student funding to create incentives for schools to serve struggling students;</text> </subparagraph><subparagraph id="H69337DA8A296480D82D81CCBB7EA483"><enum>(B)</enum><text>enhanced data capacity, including—</text> <clause id="H8790F0694CA74A078C7C09C690682F25"><enum>(i)</enum><text>early warning systems for identifying struggling students before and soon after entry into high school; and</text> </clause><clause id="HD66CB7A222DA4C268F10FDF6D65C7C95"><enum>(ii)</enum><text>longitudinal and cross-sectoral analysis of State education and other systems, such as juvenile justice, social service and early childhood;</text> </clause></subparagraph><subparagraph id="H3267AF90D75C47E7853D4E57A4001FAD"><enum>(C)</enum><text>the development of additional educational options offering multiple pathways to graduation for all students, especially struggling students and dropouts, including—</text> <clause id="H122F625BC5064719BC1BB300544910B8"><enum>(i)</enum><text>small school models (grades 6–12, 7–12, 9–12) implementing evidence-based practices;</text> </clause><clause id="H9845A909D14F4B5DA3C960D468F3B923"><enum>(ii)</enum><text>secondary schools that offer a high school diploma and post-secondary credential; and</text> </clause><clause id="HF8178DAEE0D849B08940BB65684E3BBD"><enum>(iii)</enum><text>alternative schools for recovering and graduating dropouts;</text> </clause></subparagraph><subparagraph id="H4EA6C8C944F141E9BDF33443F2615365"><enum>(D)</enum><text>the dissemination and implementation of effective local secondary school improvement activities throughout the State;</text> </subparagraph><subparagraph id="HC1010A96D04A4526BC101733302583F6"><enum>(E)</enum><text>dual student enrollment, including developing or strengthening—</text> <clause id="H56230C28934E42F4BB43C8A1D02449C3"><enum>(i)</enum><text>data capacity to track academic outcomes of dual enrollment by subgroups as defined in the Elementary and Secondary Education Act of 1965 using the data system described in section 304(5);</text> </clause><clause id="H3F7A1B72731A4A2391C5FBCBDCB759DC"><enum>(ii)</enum><text>course articulation activities with postsecondary institutions;</text> </clause><clause id="H620FA5055BFD4475AD27EC46C3DEB5B"><enum>(iii)</enum><text>standards for dual crediting college courses toward high school graduation requirements and the completion of a postsecondary degree or credential; and</text> </clause><clause id="H46174BCABEC64290AF99FBE46747FCE0"><enum>(iv)</enum><text>teacher certification for dual enrollment instructors;</text> </clause></subparagraph><subparagraph id="H73715F570F3C4D3784E7D4778796FCCF"><enum>(F)</enum><text>the development of school-family-community partnerships to improve the educational attainment and achievement of high school students, especially struggling students and dropouts;</text> </subparagraph><subparagraph id="H2AFDB680D16141118BF9274B86D46F44"><enum>(G)</enum><text>development of a system to ensure equity and consistency in the delivery of a core college-preparatory program of study including—</text> <clause id="H5BC7828A202C4250BC745C5574DB88E8"><enum>(i)</enum><text>use of student level data to monitor course-taking patterns by income and subgroups;</text> </clause><clause id="H0F0901C5096C4B5EA814C748D8B6753C"><enum>(ii)</enum><text>course-by-course standards that articulate what should be taught and learned and model curricula and other instructional guides; and</text> </clause><clause id="H456EFE69A1A843DBBCE264D3A283AC00"><enum>(iii)</enum><text>an examination of local education agency secondary school curricula to determine whether they are adequately aligned with state standards; or</text> </clause></subparagraph><subparagraph id="H673AB9F3C6C742C49DF132001D340000"><enum>(H)</enum><text>any other activity as determined by the Secretary meets the purposes of this Act.</text> </subparagraph></paragraph><paragraph id="H69FEA3EDD89A44909C13F122AA815E00"><enum>(2)</enum><text>States receiving funding under this title may set aside up to 2 percent of funding for the following:</text> <subparagraph id="H60FE18149ED047449CC5B52587CA2CEC"><enum>(A)</enum><text>Convening peer learning or professional development opportunities as a part of Statewide activities conducted under this Act, including entities and agencies designated under 305(a).</text> </subparagraph><subparagraph id="H8286B4C2C65F4EE285834CB267B1A000"><enum>(B)</enum><text>Statewide communication activities to inform communities, families, and students of educational opportunities developed under this Act.</text> </subparagraph></paragraph></section><section id="HF1BB02DC94F44129AD2100FA5DA00607"><enum>308.</enum><header>Use of funds</header><text display-inline="no-display-inline">A State receiving a grant under this title shall carry out the following:</text> <paragraph id="HC150535AF27B4DC2B43682A744A1443C"><enum>(1)</enum><text>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—</text> <subparagraph id="HCDDDCE22F0644B77AAE045BC5763841C"><enum>(A)</enum><text>examine the policies of the State, and of the local educational agencies within the State, affecting—</text> <clause id="H7DE8DF8962084DDC8C857894ADE61D64"><enum>(i)</enum><text>school funding;</text> </clause><clause id="H0A2E621796D94841B5B184A5C158E8EF"><enum>(ii)</enum><text>data capacity;</text> </clause><clause id="HEFF87C8629F14BD281626BDF34EF79B6"><enum>(iii)</enum><text>accountability systems;</text> </clause><clause id="HF2784B1B15964124A62F41E717D7CAB7"><enum>(iv)</enum><text>interventions in high-priority secondary schools;</text> </clause><clause id="H9F6A48A427B447FABD97CA45CDD5B346"><enum>(v)</enum><text>new school development; and</text> </clause><clause id="HE1BF992EF23F4223B51400C8B39EF9BA"><enum>(vi)</enum><text>the dissemination and implementation of effective local school improvement activities throughout the State; and</text> </clause></subparagraph><subparagraph id="H72703BE873CE42AC998D9233BB9D03AD"><enum>(B)</enum><text>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—</text> <clause id="H6A27921B61124385914107F7C78E8670"><enum>(i)</enum><text>innovative finance models, such as weighted student funding;</text> </clause><clause id="HF6F8AC3D86DB48B488CF35B21C4F6561"><enum>(ii)</enum><text>data capacity that enables longitudinal and cross-sectoral analysis of State education and other systems, such as juvenile justice, social services, and early childhood;</text> </clause><clause id="H1D98647234CE46609EF6639D4356D543"><enum>(iii)</enum><text>improving a differentiated system of supports, sanctions, and interventions for high-priority high schools;</text> </clause><clause id="H9DCFE50E14964F7285B8F27BC49F5FC"><enum>(iv)</enum><text>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;</text> </clause><clause id="H8DE8F4DDAED344AAAFA420A7B2D24E97"><enum>(v)</enum><text>additional accountability measures in the State accountability system;</text> </clause><clause id="H8B6021D8712A473795C3A34F5CE387CD"><enum>(vi)</enum><text>dual student enrollment in secondary schools and institutions of higher education; and</text> </clause><clause id="H3C403A0053F14D209ED431992F11BA86"><enum>(vii)</enum><text>the development of school-family-community partnerships to improve student achievement.</text> </clause></subparagraph></paragraph><paragraph id="HA468CB2DAA004FF89CDFCFB0EDE271D2"><enum>(2)</enum><text>Implement or enact—</text> <subparagraph id="HE1F4B2A16C4E4B4A945BF80097EB33FC"><enum>(A)</enum><text>the changes to the policies of the State recommended by the policy gap and impact analysis under paragraph (1)(B); and</text> </subparagraph><subparagraph id="HE1D757AC14D44E189F83CA413ADED04"><enum>(B)</enum><text>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).</text> </subparagraph></paragraph><paragraph id="H33076344C0644499B46576A2229BFAA6"><enum>(3)</enum><text>Develop a system to—</text> <subparagraph id="HDDF493BD5DCC410AA78174442BE56E1E"><enum>(A)</enum><text>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</text> </subparagraph><subparagraph id="H523CCD98CCA44D0A99313072EFF36103"><enum>(B)</enum><text>adjust the policies of the State accordingly in order to achieve the desired policy targets and student outcomes at the State and local levels.</text> </subparagraph></paragraph><paragraph id="H3B7DE4D76F814ABBAB00C0A1173D815B"><enum>(4)</enum><text>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.</text> </paragraph></section><section id="H7D004ECE4B1644B39F4FB0F15B123E2F"><enum>309.</enum><header>Evaluation and reporting</header> <subsection id="H94F50E6DF4A64B81BF3880AB75DA6D40"><enum>(a)</enum><header>Evaluation and report</header><text display-inline="yes-display-inline">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="HC3EA59FDA4E04636BEA4865F204100D2"><enum>(1)</enum><text display-inline="yes-display-inline">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—</text> <subparagraph id="H9688A816366F47930074D3FEF300FF30"><enum>(A)</enum><text>a description of the specific changes made, or in the process of being made, to policies as a result of the grant;</text> </subparagraph><subparagraph id="H26D746EE98B745E69DD7890088E8E7C5"><enum>(B)</enum><text>a discussion of any barriers hindering the identified changes in policies, and strategies to overcome such barriers;</text> </subparagraph><subparagraph id="H2B20D2C036504313921C67CAD91DB391"><enum>(C)</enum><text>evidence of the impact of changes to policies on desired behavior and actions at the local educational agency and school level;</text> </subparagraph><subparagraph id="H7B5371F6ECF1422C001BF94F77BC6B02"><enum>(D)</enum><text>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</text> </subparagraph><subparagraph id="H17D63F8051C54558A449A00934D883ED"><enum>(E)</enum><text>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;</text> </subparagraph></paragraph><paragraph id="HB6FAA9952ACA41F7A53C5F99F2F326B7"><enum>(2)</enum><text>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</text> </paragraph><paragraph id="HB409AD9B7A3141E4B533C8B02DF6824C"><enum>(3)</enum><text>submit the results of the evaluation to the Secretary.</text> </paragraph></subsection><subsection id="H15E49A5006B54D6297F798C0446F3EE8"><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></section><section commented="no" display-inline="no-display-inline" id="H560FCDB20A7049ABA060484DD57526DC" section-type="subsequent-section"><enum>310.</enum><header>Authorization of appropriations</header><text display-inline="no-display-inline">There is authorized to be appropriated to carry out this title $40,000,000 for fiscal year 2008 and the 4 succeeding fiscal years.</text> </section><enum>IV</enum><header>General Provisions</header> <section id="H093C5EB4509C491B8CEDF7DA5E0507B8"><enum>401.</enum><header>Financial or educational benefits or burdens</header><text display-inline="no-display-inline">Nothing in this Act shall be construed to require, authorize, or permit, the Secretary, or a State educational agency, local educational agency, or school to grant to a student, or deny or impose upon a student, any financial or educational benefit or burden, in violation of the Fifth or Fourteenth amendments to the Constitution or other law relating to discrimination in the provision of federally funded programs or activities.</text> </section><section id="H8503FE09BDE64266885EBC568434281E"><enum>402.</enum><header>Discrimination</header> <subsection id="H4CF45C9E204A4EE5BE309490BD50C867"><enum>(a)</enum><header>In general</header><text display-inline="yes-display-inline">Nothing in this Act shall be construed to permit discrimination on the basis of race, color, religion, sex (except as otherwise permitted under title IX of the Education Amendments of 1972), national origin, or disability in any program funded under this Act.</text> </subsection><subsection id="H3F58C0B4C76A44B2A28013C8BEE30742"><enum>(b)</enum><header>Applicability</header><text display-inline="yes-display-inline">All entities that receive funds authorized by this Act, regardless of the mechanism of the distribution of such funds, shall be considered recipients of Federal funds and subject to the requirements of subsection (a).</text> </subsection></section><section id="H9858946E6AB34C5D9FB3E4FDBAC50431"><enum>403.</enum><header>Religious worship or instruction</header><text display-inline="no-display-inline">Nothing in this Act shall be construed to authorize the making of any payment under this Act for religious worship or instruction.</text> </section><section id="H9294CD9143554A7FA87E5D991C8CE492"><enum>404</enum><header>Construction</header><text display-inline="no-display-inline">Nothing in this Act shall be construed to alter or otherwise affect the rights, remedies, and procedures afforded school or school district employees under Federal, State, or local laws (including applicable regulations or court orders) or under the terms of collective bargaining agreements, memoranda of understanding, or other agreements between such employees and their employers.</text> </section>