1.This Act may be cited as
the Graduation Promise Act of
2007
.
2.In this Act:
(1)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)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)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)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 educationThe 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)The
term Secretary means the Secretary of Education.
(7)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="id21A9DC48EB16450EA84C0033B54F58E5"><enum>101.</enum><header>Findings</header><text display-inline="no-display-inline">The Senate finds the following:</text>
<paragraph id="ID2323212d673c4e9f8de70e1e7abc2935"><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="IDa82eff1c1dbd4b40909dde1c617805b9"><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="ID2fe92a2a3c6c4a6eb1df730085c2a866"><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="ID62972c897bea412e9eb8ccbfb4fc04d1"><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="ID515f3b4f451345df80afe3f8a6ea5656"><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="ID0b18624079494c459ed47b31fd7d97b9"><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="ID0adbbfc04b224c28a20f6c4ab1756763"><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 1 remedial course.</text>
</paragraph><paragraph id="IDd0c2d3b0f1ca41f88437f6231744d7da"><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="ID365993f4642440e1a543448dc8a40ca6"><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="IDe7adf57f9e34447da266ec6be43011e5"><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="ID94ed484dd89143c79b847c433e7586f4"><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="ID260e94451f1444bca70b943fc44fcc27"><enum>(12)</enum><text>While the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.)
includes a strong focus on identifying low-performing schools, America still
needs a comprehensive strategy to support and improve chronically
low-performing schools and districts. School improvement strategies should be
tailored based on a variety of indicators and data, so that educators can
create and implement successful school improvement strategies to address the
needs of the individual schools.</text>
</paragraph><paragraph id="ID6c08d3ff2c0a4f13998123137910c0c5"><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="ID8b6c68530a884d5ea5612b9f94bf3aa6"><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="id53C493EEE2554D17BBFEE91C4435D0CE"><enum>102.</enum><header>Purposes</header><text display-inline="no-display-inline">The purposes of this title are to—</text>
<paragraph id="ID1e97b9dbc2e740899fea6684d4ea4065"><enum>(1)</enum><text>improve high
school student academic achievement and graduation rates;</text>
</paragraph><paragraph id="IDe80cf918f85b44bdad93be7a39d0122e"><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="ID697f08b0a1fd43cbb9a4203cabfc17cd"><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="ID1b955491724b4b33a23aa24c9c93209b"><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="id04A721A927114A82BE7D87570119F193"><enum>103.</enum><header>Definitions</header><text display-inline="no-display-inline">In this title:</text>
<paragraph commented="no" id="id212B3C9FDB6841CF84C5727E64BF1B3D"><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 (20 U.S.C. 6311(b)(2)(B)).</text>
</paragraph><paragraph commented="no" id="id1727F71FC18D409883E773A11C01B502"><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="id13EDCD366FAF4D42B7DDE2401FADA0AF"><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="idE40B60E778464010A0B8086BA15290B5"><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="id693F97348308491287877E2A1D59BA4A"><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 (42 U.S.C. 9902), applicable to a family of the size
involved.</text>
</paragraph><paragraph commented="no" id="idABE7DDEDC42C4C1295DF24E705CE78C1"><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="idD3BC62224290441A9862F1C87C791CB7"><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="id78FF0AD56A7C4791AB787FA6516D87E1"><enum>105.</enum><header>Allotment to
states</header>
<subsection id="ID2cd2ab17dc48488fb452dcfef0a694e5"><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="ID0431cfb795c849bab0a88d456248d19b"><enum>(b)</enum><header>Determination
of allotments</header>
<paragraph id="ID3795ec080b2e49de8496d280b90c1d34"><enum>(1)</enum><header>Reservation of
funds</header><text>From the total amount appropriated for this Act, the
Secretary shall reserve—</text>
<subparagraph id="ID72a67943703746ef8a5ed39aca51471e"><enum>(A)</enum><text>4 percent
to—</text>
<clause id="id0711E8C737AE4AA0A66BC12858855A29"><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="idCBBB399A819A4D0D8A67DD49D5037991"><enum>(ii)</enum><text>disseminate
findings of such evaluations;</text>
</clause></subparagraph><subparagraph id="ID81c36402953e48b0b13dbfafa3d5cc6b"><enum>(B)</enum><text>2 percent to
provide technical assistance and ongoing regional training programs—</text>
<clause id="ID57eb83100c7b43d8a2f99f6d0064b13f"><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="id96140DD8972C4A9ABEFD6E32CB9EC05F"><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="IDd258cebbb2e643f79972ef94fea511ad"><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="idD25FCCD02D56488184CB330E628D0637"><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="idCDACD7D61E9546918D0A43A31D3DF8FB"><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="id7B0C72E48C17444B8BE7580B38DC48FA"><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="idA65F329FC94C493495B99EBDC698CD2C"><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 alloted as the number
of students enrolled in high schools in the State bears to the total of such
students in all of such States within the lowest one-third averaged freshman
graduation rate.</text>
</subparagraph><subparagraph id="id823205CA60074F27A4D395F7E76583B2"><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 alloted as the number
of students enrolled in high schools in the State bears to the total of such
students in all of such States within the middle one-third averaged freshman
graduation rate.</text>
</subparagraph><subparagraph id="idB5DA4297691142CCB6FA33B2A96D761E"><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 alloted as the number
of students enrolled in high schools in the State bears to the total of such
students in all of such States within the highest one-third averaged freshman
graduation rate.</text>
</subparagraph></paragraph><paragraph id="ID5f6c9f33d53c4fc9875b87f87ad8d6f5"><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="id5F996D7F3C0C4FC3867DCFE152E986DD"><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></subsection></section><section id="id493291EA2EE8428FBFDB36FCAD72BCE5"><enum>106.</enum><header>Secretarial
peer review and approval</header>
<subsection id="ID603df3ab49ff4dff9bec760c60895692"><enum>(a)</enum><header>In
general</header><text>The Secretary shall—</text>
<paragraph id="id8353B210956D4F17B3B25425576BC9F4"><enum>(1)</enum><text>establish a
peer-review process to assist in the review and approval of State plans;</text>
</paragraph><paragraph id="idCAA1B25F9E62400E8B21BF30485C4C78"><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="id9FA7B4CC5CA84532A3E95BDD33BE2B39"><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="id88ADE4DE35D54D3FACD961F40F171CCE"><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="ID109f68353f58478aa120a0c853ca2141"><enum>(5)</enum><text>not decline to
approve a State's plan before—</text>
<subparagraph id="IDf7b20b95577d487db1ceb0fd5273fea9"><enum>(A)</enum><text>offering the
State an opportunity to revise the State's plan;</text>
</subparagraph><subparagraph id="IDe6e9fa08a5ea4143ac0601d5d854c649"><enum>(B)</enum><text>providing the
State with technical assistance in order to submit a successful application;
and</text>
</subparagraph><subparagraph id="ID742cee1376b24aa682a223db4ac6a7c7"><enum>(C)</enum><text>providing a
hearing to the State; and</text>
</subparagraph></paragraph><paragraph id="IDa18bfd62d8664056a0f70e8e1156aefd"><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="ID838bc9d9428e40faa6df5c8729cb4c22"><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="ID7f7ae3c513a14ab78a6b4b1b9c473285"><enum>(c)</enum><header>Accuracy</header><text>In
approving a State plan, the Secretary shall ensure that—</text>
<paragraph id="idEB471920542E4D6086DC35BCD0119545"><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="id0953B4DA9A2144CDAD7D4FDC21F0823A"><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="ID4bd1276b4e6d42468eab4640278995c8"><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="IDf595821de03c4e8ca232f92300599447"><enum>108.</enum><header>Differentiated
high school improvement system<italic></italic></header>
<subsection id="ID1790e6643c794a7bac2106dc0a84b80f"><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="IDf52b9347c13d424db26e157cfaa31054"><enum>(b)</enum><header>System
requirements</header><text>The systems described in subsection (a) shall be
designed to do the following:</text>
<paragraph id="IDc8696185332a414b9ec9d351f4b4d14d"><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="ID5564e4bff63344efa4c6484c875c7176"><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="ID7d786565af8749cba5a51946889b0dd4"><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="ID97006e1abc8c453e887f52b4b8f88af5"><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="ID013a3180a2b1469bbdbd9f9d0c236434"><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="ID3498202e8914488b9b8ab6fa29f34bfd"><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="ID7d3ec22cbf26412ba238e78eba5f7b28"><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="ID9223dad3da1348738aa62c4c6c56ed49"><enum>109.</enum><header>State
application to develop differentiated high school improvement systems</header>
<subsection id="ID0980181e1d2a4d179dbed3afca44e598"><enum>(a)</enum><header>In
general</header>
<paragraph id="id469B3CB4F31B4D5E8AB6C6B5ABE6AD2F"><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="ID61d78fa5125f433c92eb5e9569b4ee39"><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="ID41e2b56655534fde829c9bb59ac75c41"><enum>(b)</enum><header>Contents</header><text>Each
application submitted under this section shall include the following:</text>
<paragraph id="ID207a2fbda0a047df97e2124219cbbc67"><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="IDc714094ff5534b268cb5bb3b3b6202c8"><enum>(2)</enum><header>School
performance indicators</header>
<subparagraph id="id3F1CDE70FFE24E6B81163E92C9F4E9A8"><enum>(A)</enum><header>In
general</header><text>The State educational agency shall define a set of
comprehensive school performance indicators that shall be used, in addition to
the indicators used to determine adequate yearly progress, to analyze school
performance, determine the amount and type of support the school needs, and
guide the school improvement process, such as—</text>
<clause id="ID41c8cc95d1174714a5d11a49c2e1c28e"><enum>(i)</enum><text>student
attendance rates;</text>
</clause><clause id="IDbec0da0a2c2647e0b958597158295ca3"><enum>(ii)</enum><text>earned on-time
promotion rates from grade to grade;</text>
</clause><clause id="ID18efc11e06174e4880e671d8849bbd92"><enum>(iii)</enum><text>percent of
students who have on-time credit accumulation at the end of each grade;</text>
</clause><clause id="IDa24d4b23a5a1431dbd66f245dd97dda6"><enum>(iv)</enum><text>percent of
students failing a core, credit-bearing mathematics, reading or language arts,
or science course, or failing 2 or more of any course;</text>
</clause><clause id="ID35aea5fab2b24c559c93cf06224514d7"><enum>(v)</enum><text>percent of
students taking a college preparatory curriculum, which may include percent of
students taking Advanced Placement, International Baccalaureate courses, or
college courses taken for dual credit;</text>
</clause><clause id="ID297c1d2e0f5c4f23b23af30a0c73ba86"><enum>(vi)</enum><text>teacher quality
and attendance measures;</text>
</clause><clause id="ID68188a583a2d45329764d273f25911f8"><enum>(vii)</enum><text>student rates
of college enrollment, persistence, and attainment; and</text>
</clause><clause id="IDd15392cdfc6e4d40bb3cc61d731762a8"><enum>(viii)</enum><text>additional
indicators proposed by the State educational agency and approved by the
Secretary as part of the peer-review process described in section 110.</text>
</clause></subparagraph><subparagraph id="ID6a0fb156f94f42178e32ba0df08a5077"><enum>(B)</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="ID1b9eb3e1cb65473ab94da99b5e5d38a5"><enum>(3)</enum><header>Capacity
evaluations</header>
<subparagraph id="ID8cc3cb2f12f5405aad3a5a60060b05c8"><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="IDf9b11379a1d94ae9a2224030ce20f460"><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="id719D1606DDA546AFB903DCD829F8A08A"><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 1 of the following school
improvement categories:</text>
<subparagraph id="IDdc284d835e984890b999ed1c1334974b"><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="ID1f21c93e74b146719bca439aed484031"><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="IDc4cd0c6f65f4437e87518aa47df4b721"><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="ID80265fc7f4a243429dcb34dc0a6697c9"><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="id0262B32CCCC9464D9BEA70685697C569"><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="ID4bf9a24392044ce28ed2a2425bc67089"><enum>(i)</enum><text>a
graduation rate of 60 percent or less; or</text>
</clause><clause commented="no" display-inline="no-display-inline" id="ID18c9f9c5683340628c75483cfafaa897"><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="IDc91e432f5f094bfda506c6a9d0dbbf87"><enum>(5)</enum><header>State review of
local educational agency plans</header><text>The State educational agency shall
describe the following:</text>
<subparagraph id="IDfb0deeb85c34453194049abaf2a4a06c"><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="IDc926a2f821094a5598bb7761a13f6d73"><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="ID3d55d48130a4455fabccbc623f515b32"><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="IDf4040c4f7cbc490f8dc4295cb19a8eb2"><enum>(D)</enum><header>Provide
technical assistance</header>
<clause id="ID578036dde7194994aff1ba8c3d7ab2fd"><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="IDd872e57b48c845a5ae163959c0db4a7a"><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="ID812740c32b64440c9f597488dcfa6e07"><enum>(I)</enum><text>support and
provide resources and training to school improvement teams;</text>
</subclause><subclause id="IDf6a097c433064f69aa255edbd885df85"><enum>(II)</enum><text>allocate staff
to participate on school improvement teams;</text>
</subclause><subclause id="ID08ad3e7074364c708ecc09de773f0f29"><enum>(III)</enum><text>provide
technical assistance to the school improvement teams; and</text>
</subclause><subclause id="ID7814bc89748b4ce492272fccae09b2f7"><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="IDd2753a5646274bd296421d1cdc44fe94"><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="IDfc79a395882e4f1f8ab6c8868006f49a"><enum>(7)</enum><header>Middle grade
early indicator warning system</header><text>The State educational agency shall
demonstrate how it will work with local educational agencies with low
graduation rates to develop middle grade early indicator warning systems
consisting of factors used to identify students who are struggling academically
and have poor attendance records or have been suspended in or before the middle
grades or are likely to struggle in high school or to not graduate and, where
appropriate, provide supports to get such students back on track.</text>
</paragraph><paragraph id="idE8DB1052469A4A79A8EAC14932D4DF10"><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="IDb52e94c593794a83961e523e3fe36924"><enum>110.</enum><header>State
educational agency use of funds</header>
<subsection id="IDb228b90fe7c64d3485891283728fe9fa"><enum>(a)</enum><header>In
general</header><text>A State educational agency that receives a grant under
section 105—</text>
<paragraph id="ID68e368c099114743b72ee998f3c872d0"><enum>(1)</enum><text>may reserve not
more than 10 percent of the grant funds to carry out the activities under this
title; and</text>
</paragraph><paragraph id="IDd24d1ed7e8464fa9b5ef9226360fd7fe"><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).</text>
</paragraph></subsection><subsection id="ID4d09a686840d4e09b831f58a4b626d17"><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="ID961970aa557749fa85520b2e7218e259"><enum>(1)</enum><text>educational
standards, assessments, and accountability;</text>
</paragraph><paragraph id="ID65d99445e5804f6aafd6feef82abe81b"><enum>(2)</enum><text>high school
improvement;</text>
</paragraph><paragraph id="id7A05B015C754405085FCC2A0F6793F8E"><enum>(3)</enum><text>dropout
prevention; and</text>
</paragraph><paragraph id="ID08ce5ac762ef4d62a12a292f24e3e36b"><enum>(4)</enum><text>other educational
needs of high school students.</text>
</paragraph></subsection><subsection id="ID5879c85afb8a4b30bed5b090a812d2d7"><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="ID6093c4827bbd47e1b5fe31288e86bc19"><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="IDd5998e12125b40b48a65586c2b5d634a"><enum>(1)</enum><text>the local
educational agency an opportunity to revise the application; and</text>
</paragraph><paragraph id="IDaf133cc942e8476f88fcbff43b440ae1"><enum>(2)</enum><text>technical
assistance to the local educational agency to revise the application.</text>
</paragraph></subsection><subsection id="IDa6b6baf3071b44b994f92cebf0fc7f8f"><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="IDfea1ed7940e0404bbebfc6a11f209466"><enum>(f)</enum><header>Award of
subgrants to local educational agencies</header>
<paragraph id="ID9dcbe080dfdb4cbd988b66ca028fe56a"><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="ID6f5aa146485942cba693a79b83c84248"><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="ID833c76e27be540b98e1580f5293bf7b9"><enum>(B)</enum><text>the capacity of
the local educational agency to implement the plan.</text>
</subparagraph></paragraph><paragraph id="ID4089389fbf884c358a0bd7b9925756fd"><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="ID44d66c307c0b43d8865bdf300042ac2a"><enum>(A)</enum><text>the number and
size of high schools served by the local educational agency needing—</text>
<clause id="id73074B24E6B9428A8BD54CFFA1F8A243"><enum>(i)</enum><text>targeted
interventions;</text>
</clause><clause id="id95269F65B7944448BC9DBBEF7D4B46B6"><enum>(ii)</enum><text>whole school
reforms; and</text>
</clause><clause id="id6D5099D04E414D17806948C62EA14EF0"><enum>(iii)</enum><text>replacement;</text>
</clause></subparagraph><subparagraph id="ID8f94dfa8fd914efcb88a36e7bd91cea2"><enum>(B)</enum><text>the types of
reforms or interventions proposed;</text>
</subparagraph><subparagraph id="id4A98A09C23CB44B6BFFBDD1843FE69E3"><enum>(C)</enum><text>the resources
available to the high schools to implement the reforms or interventions
proposed; and</text>
</subparagraph><subparagraph id="ID9f9bbcae61df46a6a9b9d74bbd018caf"><enum>(D)</enum><text>the resources
available to the local educational agency to implement the reforms or
interventions proposed.</text>
</subparagraph></paragraph><paragraph id="ID7ceb537f3fc546f589e1b3919d8bea94"><enum>(3)</enum><header>Priority</header><text>The
State educational agency shall first award subgrants to local educational
agencies serving high schools needing whole school reforms and replacement. The
State educational agency shall award remaining subgrant funds to local
educational agencies serving high schools needing targeted
interventions.</text>
</paragraph></subsection><subsection id="ID15d896290a72431280e7d33e449b91f4"><enum>(g)</enum><header>Authority To
intervene</header><text>If the State educational agency determines that a local
educational agency does not have the capacity to implement high school
improvement activities described in the school improvement plan, the State
educational agency may intervene to implement the high school improvement plans
or enter into contracts with technical assistance providers to assist local
educational agencies with the implementation of high school improvement
plans.</text>
</subsection><subsection id="IDae4eb817cc4d4d5bbe5037b16efe0275"><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="ID97ac7cae2e7b4f53aebb62ef043782e8"><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="id89B42F4651F64A6A8F031AE26B597A41"><enum>111.</enum><header>Local
educational agency implementation of school improvement system</header>
<subsection id="id4C3B3B7A3EE5431EB1938F2679D7D3C3"><enum>(a)</enum><header>Differentiate
high schools</header><text display-inline="yes-display-inline">A local
educational agency that applies for a subgrant under this title shall designate
the category of high school improvement, as described in section 109(b)(4),
using data from the school performance indicators as criteria, as prescribed by
the State educational agency, for each high school served by such agency that
does not make adequate yearly progress for 2 consecutive years.</text>
</subsection><subsection id="id964A69ABC757470EA3E8C7440E3AA023"><enum>(b)</enum><header>School
improvement teams</header>
<paragraph id="id32F579C1DC154A31868B146C308375B6"><enum>(1)</enum><header>In
general</header><text display-inline="yes-display-inline">To be eligible to
receive a subgrant under this title, a local educational agency shall convene a
school improvement team for each high school served by such agency that does
not make adequate yearly progress for 2 consecutive years and is assigned to 1
of the school improvement categories defined in section 109(b)(4),
which—</text>
<subparagraph id="IDb9e939e9ef234056bec68e0f0d9854bb"><enum>(A)</enum><text>shall
include—</text>
<clause id="ID0067f125bade49ea9e11fc1df76de5ce"><enum>(i)</enum><text>the
building principal;</text>
</clause><clause id="IDe919edda076e4c78aca6166f2f40c301"><enum>(ii)</enum><text>teachers
representing different grade levels or disciplines;</text>
</clause><clause id="ID1ac3090555e94c0aad4c376475410076"><enum>(iii)</enum><text>local
educational agency staff;</text>
</clause><clause id="ID9052d54e2a274c6c8440c8538bcba712"><enum>(iv)</enum><text>parents,
including parents of students who have low graduation rates;</text>
</clause><clause id="ID6c73e7380ae74d17a20061b2d9e4aec1"><enum>(v)</enum><text>community
representatives, including representatives of nonprofit organizations serving
young people and the business community; and</text>
</clause><clause id="IDa32b6e5d1bf14c159ecb4c465b26b9b9"><enum>(vi)</enum><text>pupil service
representatives; and</text>
</clause></subparagraph><subparagraph id="IDf58277c771c2498e8f9570a8c1043429"><enum>(B)</enum><text>may
include—</text>
<clause id="ID2d1f88e4b277496c862309602fcdae17"><enum>(i)</enum><text>technical
assistance providers, where appropriate; and</text>
</clause><clause id="IDc2a6220237404eb3a9c1faa94076442e"><enum>(ii)</enum><text>State
educational agency staff when requested by the local educational agency or
assigned by the State educational agency.</text>
</clause></subparagraph></paragraph><paragraph id="ID417534e5c83e468fbce59eaf39c6b254"><enum>(2)</enum><header>Collaboration</header><text>A
local educational agency shall ensure collaboration—</text>
<subparagraph id="idB60D75DE6C65477E99F461F4A759150A"><enum>(A)</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>
</subparagraph><subparagraph id="id08FB24A359164B46B77F1D398FE4A543"><enum>(B)</enum><text>between school
improvement teams working at different high schools served by the local
educational agency, to the extent appropriate.</text>
</subparagraph></paragraph></subsection><subsection id="IDf878845691374f7caf1c867cfebfcf3f"><enum>(c)</enum><header>Develop student
indicators</header><text>To be eligible to receive a subgrant under this title,
a local educational agency shall develop a set of indicators to determine the
number and percent of students who begin high school at high risk for not
graduating high school with a regular diploma and describe how the school
improvement team will use such indicators to determine the type and intensity
of supports each student needs. Such indicators shall include the number and
percent of 9th grade students who—</text>
<paragraph id="ID20750d10308d4d74a279dc8f4114f861"><enum>(1)</enum><text>in the 8th
grade—</text>
<subparagraph id="ID51f1129d08344db3af06eeeae7257e57"><enum>(A)</enum><text>failed a
credit-bearing mathematics or reading or language arts course, or 2 or more of
any course;</text>
</subparagraph><subparagraph id="IDc9b3f7ca7d6d42309d024d7c404fba4a"><enum>(B)</enum><text>attended school
less than 90 percent of the required time; and</text>
</subparagraph><subparagraph id="ID138fe77f710547e39c5f94dd4eb3c0b2"><enum>(C)</enum><text>received an
out-of-school suspension;</text>
</subparagraph></paragraph><paragraph id="ID219020be834649359f4dc25bad0e7a02"><enum>(2)</enum><text>repeat the 9th
grade;</text>
</paragraph><paragraph id="IDcbf655cf21114bbbb8c8a707fb04938f"><enum>(3)</enum><text>enter the 9th
grade over the average age; or</text>
</paragraph><paragraph id="IDf195c4dac95d4bc2b9c5629746fe3989"><enum>(4)</enum><text>have experienced
interrupted formal education.</text>
</paragraph></subsection><subsection id="ID3df8d483773e4aec97febc3f16a56c38"><enum>(d)</enum><header>Develop high
school improvement plans</header><text>The school improvement team convened
under subsection (b) shall use data from the school performance indicators, the
student indicators, measures used to determine adequate yearly progress, the
capacity and needs assessment described in subsection (e), and other relevant
data and knowledge of the school to develop a multiyear school improvement plan
for each school. Such plan shall—</text>
<paragraph id="ID731a4f9c164e4a52a96712cd9db8f3af"><enum>(1)</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>
</paragraph><paragraph id="IDf8865c98a7ea46e5875637fb490e8aef"><enum>(2)</enum><text>define the
evidence-based academic and nonacademic interventions and resources necessary
to meet annual benchmarks and make adequate yearly progress;</text>
</paragraph><paragraph id="IDbc4d4b6e3db840b2a9ded577f0631f56"><enum>(3)</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>
</paragraph><paragraph id="IDb7ea265c171b4174ae30ca10b8fb9bf7"><enum>(4)</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; and</text>
</paragraph><paragraph id="IDf4f097acae4e43b7882d3d3657d87897"><enum>(5)</enum><text>describe and
direct the use of—</text>
<subparagraph id="IDe72f51734ea64f6cb88fcbe39f8bb759"><enum>(A)</enum><text>any additional
funding to be provided by the State educational agency, the local educational
agency, or other sources; and</text>
</subparagraph><subparagraph id="ID570991f2bda24ad78aaacc676070c9f7"><enum>(B)</enum><text>technical
assistance providers, where appropriate.</text>
</subparagraph></paragraph></subsection><subsection id="IDc787986369c840ed9ad6f397ac1e9342"><enum>(e)</enum><header>High school
capacity and needs assessment</header>
<paragraph id="ID477460c9336e497388df65cebc641f70"><enum>(1)</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 (f), to the State educational agency a capacity and needs assessment
for each high school served by such agency that does not make adequate yearly
progress for 2 consecutive years.</text>
</paragraph><paragraph id="IDba86f60e1dff40e2a7c169629d782bd2"><enum>(2)</enum><header>Assessment</header><text>The
assessment under paragraph (1) shall be conducted by a school improvement team
described in subsection (b) and the local educational agency and shall
include—</text>
<subparagraph id="ID124fef53115a4e68b4e77b05643281b0"><enum>(A)</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>
<clause id="IDcad44a188a75491fbb569b5e98b5585e"><enum>(i)</enum><text>the
number, experience, training level, responsibilities, and stability of existing
administrative, instructional, and noninstructional staff for each high school
to be assisted;</text>
</clause><clause id="IDcfd58e065d504989a6427a8df4f53ba3"><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>
</clause><clause id="ID9bb152d5c74c4fbe9a0e89c0a3acbef1"><enum>(iii)</enum><text>additional
resources and staff necessary to implement the needed school improvement
activities described in section 112; and</text>
</clause></subparagraph><subparagraph id="ID448016e14c8c4f73a5151924ee15df06"><enum>(B)</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>
</subparagraph></paragraph><paragraph id="IDdce6ef1483574d23b1a0f72b1734d726"><enum>(3)</enum><header>Requirements</header><text>The
information provided in the capacity and needs assessment in coordination with
the school improvement plan shall be used to determine the level and direct the
use of—</text>
<subparagraph id="IDce62fe9a975b4b63b74f584f780c6ac5"><enum>(A)</enum><text>funds requested
by the local educational agency for each high school to be assisted under this
title;</text>
</subparagraph><subparagraph id="ID30b97777c07d4846961eae07dafffd71"><enum>(B)</enum><text>any additional
funding to be provided by the State educational agency, the local educational
agency, or other sources; and</text>
</subparagraph><subparagraph id="ID8a58243a3dd54cdb8413fbe16dda3b35"><enum>(C)</enum><text>technical
assistance providers, where appropriate.</text>
</subparagraph></paragraph></subsection><subsection id="ID693a08265aea4172aa9d894ca1a199cf"><enum>(f)</enum><header>Application</header>
<paragraph id="ID3104064c1a8142d8b7f30d69d357ab94"><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="ID70130e4f53ae405da40733b0c4aa71af"><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="ID29187e5f9d794cc9b109f5db473df413"><enum>(B)</enum><text>may request
technical assistance from the State educational agency in preparing the
application and the capacity and needs assessment required under this
section.</text>
</subparagraph></paragraph><paragraph id="ID9d276f85395e43b9bd22c1284435b218"><enum>(2)</enum><header>Contents</header><text>Each
application submitted under this section shall use data from the capacity and
needs assessment required in subsection (e) and shall include the
following:</text>
<subparagraph id="ID58c44c8f16e24709a06144e7dee93c8b"><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="IDb07bc7f188014b4b83b029ce0061606f"><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="IDb022c603330641cca90b9c0084d25c9f"><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="ID5e1afd54eaf94af5ba539e5028ebf229"><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="ID2cccef84863e46a4bfb07a7908faf5c2"><enum>(E)</enum><text>A description of
how the local educational agency will provide for the involvement of parents,
business and community organizations, including institutions of higher
education, in the activities to be assisted under this title, and the resources
such entities will make available to assist in such activities.</text>
</subparagraph><subparagraph id="ID12da8851896f4089bf47651756eb6e91"><enum>(F)</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="IDdd5d6ed3aba2494d9d93054466f78c27"><enum>(G)</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><subparagraph id="IDd13dbec8d1c2493996e874d2587e7a60"><enum>(H)</enum><text>A description of
the options that will be provided to high school students served by the local
educational agency, such as—</text>
<clause id="ID73a9bdf3c70142b5a4f6ac7305d75f46"><enum>(i)</enum><text>programs for
credit recovery for overage or under-credited students; and</text>
</clause><clause id="ID946d0c1f7e4f41579794680347e7b642"><enum>(ii)</enum><text>secondary-postsecondary
learning opportunities, including dual enrollment programs and early college
high schools.</text>
</clause></subparagraph></paragraph></subsection><subsection id="IDd8904d3016e845f18c09a33679fbad2d"><enum>(g)</enum><header>Implement high
school improvement plans</header><text>The local educational agency shall use
funds to ensure the implementation of school improvement plans.</text>
</subsection><subsection id="IDf3685fd10c0b4c33b83b87c8312d96ed"><enum>(h)</enum><header>Ensure
continuous high school improvement</header>
<paragraph commented="no" id="id57FD48B3E555469681E62A199ACACAB1"><enum>(1)</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 paragraphs (2) and
(3).</text>
</paragraph><paragraph commented="no" id="IDf885bf93dd504d3d8f846033f94b6d7b"><enum>(2)</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>
</paragraph><paragraph commented="no" id="IDf4d3604dc803485a811df7b8ba4ebbf3"><enum>(3)</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>
<subparagraph commented="no" id="IDa9b4f4fd42404d94bb2be8e6fafb4878"><enum>(A)</enum><text>after 1 year,
review the school improvement plan, and develop and implement a new plan, as
appropriate;</text>
</subparagraph><subparagraph commented="no" id="ID68c5b801ac89486583a46930e0044410"><enum>(B)</enum><text>after 2 years,
redesignate the school into a different school improvement category, as
described in section 109(b)(4), either—</text>
<clause commented="no" id="ID296b41138e3347a3967f265c9e9d8571"><enum>(i)</enum><text>as a school in
need of whole school reform; or</text>
</clause><clause commented="no" id="IDf8a367ff0ef04775b030e1fcba1355a1"><enum>(ii)</enum><text>as a school in
need of replacement; and</text>
</clause></subparagraph><subparagraph id="IDc1b5369d896e49228a8e276d849d3481"><enum>(C)</enum><text>develop and
submit to the State educational agency for review a new school improvement
plan, as appropriate.</text>
</subparagraph></paragraph></subsection><subsection commented="no" id="ID35f777ffd14f45a08f9fd0fe418f2bd8"><enum>(i)</enum><header>Targeted
interventions for feeder middle schools</header><text>A local educational
agency that receives a subgrant under this title, consistent with subsection
(f)(2)(D), may use funds to—</text>
<paragraph commented="no" id="idDDE20B76C986421AA7F70EB3979772D6"><enum>(1)</enum><text>implement
research- and evidence-based interventions to improve middle schools served by
such agency whose students go on to attend high schools served by the local
educational agency that need whole school reforms or high schools served by the
local educational agency that need replacement; and</text>
</paragraph><paragraph commented="no" id="id6B6E8A7B713C4C57A9CECDDE841A0594"><enum>(2)</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>
</paragraph></subsection><subsection id="IDc707ed15c640461d9e55771d3c31ff74"><enum>(j)</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="ID006d2917bf15475bbc09368e5d357a26"><enum>(k)</enum><header>Matching
funds</header>
<paragraph id="id0E4D6E70754645AAB801678D7F5F2293"><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="IDc953015dc29542d1bad81d04e7d18dd0"><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="ID80eef917ad214eed9673ea168e611b3d"><enum>112.</enum><header>School
improvement activities</header>
<subsection id="idE6EA7869C8914E98B499EB668FCE148D"><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="id34A1311DA7FE4BE39961D10BEDCFD3C3"><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="IDb898a984a2d340118356d7df3c4b67c5"><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="IDf8bd8c581937473887a7f39707d98dbf"><enum>(1)</enum><text>shall address the
comprehensive aspects of high school reform, such as—</text>
<subparagraph id="IDd703feae93f9495ab253d3dccb53a8aa"><enum>(A)</enum><text>attendance;</text>
</subparagraph><subparagraph id="ID7233975074a64853880fb91ccc6c979e"><enum>(B)</enum><text>student
engagement, behavior, and effort;</text>
</subparagraph><subparagraph id="ID19306f15dbd74bd4a46a74c04beee7d9"><enum>(C)</enum><text>academic success;
and</text>
</subparagraph><subparagraph id="ID85f2eb71ef424980956f86d2d22afc2e"><enum>(D)</enum><text>teacher and
administrator skill and collaboration;</text>
</subparagraph></paragraph><paragraph id="ID340727bbb8a4482db1ffe69be0801982"><enum>(2)</enum><text>shall address
resource allocation, including—</text>
<subparagraph id="id8CFC57B72BAF4DF699F10CFBD0492F13"><enum>(A)</enum><text>student
supports;</text>
</subparagraph><subparagraph id="IDea8ac21f63e149c681c398ea2df5ff08"><enum>(B)</enum><text>teacher and staff
support;</text>
</subparagraph><subparagraph id="ID8a91e072e04c492fafa627778eeb381c"><enum>(C)</enum><text>materials and
equipment;</text>
</subparagraph><subparagraph id="IDb3d165e47ac443a987eeed9b0b03b959"><enum>(D)</enum><text>time for
collaboration; and</text>
</subparagraph><subparagraph id="ID668724fce88a40ddadf34c954a5f282b"><enum>(E)</enum><text>the use of
data;</text>
</subparagraph></paragraph><paragraph id="IDcdcfdcc082cd42e1851c3d715da85d2f"><enum>(3)</enum><text>shall be designed
to address—</text>
<subparagraph id="ID6752ac68958748f9ae01a119e18f1478"><enum>(A)</enum><text>the multiple
layers of school improvement demonstrated by research and best practice;</text>
</subparagraph><subparagraph id="ID8895bc6483934b0ca2514fc4227f777a"><enum>(B)</enum><text>schoolwide
needs;</text>
</subparagraph><subparagraph id="ID98bc6e40a5944fcdb505283f7adb8112"><enum>(C)</enum><text>students who need
targeted assistance; and</text>
</subparagraph><subparagraph id="ID7445f50156614bc0b15b00ae076827f9"><enum>(D)</enum><text>students who need
intensive interventions;</text>
</subparagraph></paragraph><paragraph id="IDc855478534724ec280119bfa65ab0d59"><enum>(4)</enum><text>shall include
activities that serve to—</text>
<subparagraph id="IDc9e460ea1d364bd4b058c61121e9152b"><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="IDd9575003ba314c22a1a88bd87817c37b"><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="IDc49f9fc4bfbd4501878c8423c0e19c1a"><enum>(ii)</enum><text>thematic
small-learning communities;</text>
</clause><clause id="ID9847e4261c4c42bcac1baee84c8e3f31"><enum>(iii)</enum><text>teams of
teachers who work exclusively with small groups of students; or</text>
</clause><clause id="idCD9F7163F6C047849E04695542B85567"><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;</text>
</clause></subparagraph><subparagraph id="ID6dfdd31280264fd3a93cb72765e856e6"><enum>(B)</enum><text>improve
curriculum and instruction, such as—</text>
<clause id="IDac18c9ec965b4d108a5faa19bd38b780"><enum>(i)</enum><text>implementing a
college- and work-ready curriculum for all students;</text>
</clause><clause id="ID429d330e6e534762a68f5b04e995b733"><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="IDb8e216d4a95640118341e27cf1b078e1"><enum>(iii)</enum><text>offering
extended learning opportunities, both in school and through after-school and
summer programs;</text>
</clause><clause id="ID12fc09bf0540487f8ec039216e5a41a7"><enum>(iv)</enum><text>emphasizing
intensive core academic preparation and college and work-ready skills
development;</text>
</clause><clause id="ID0bfd9c164f2b452ba7cbdfb86c755346"><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="ID7f132c5dab6247668110abac83f6799c"><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="ID5a9f1452c5004c01a468a97483f7b889"><enum>(vii)</enum><text>collecting and
using comprehensive data, including formative assessments;</text>
</clause><clause id="ID36e7b017dc2d4da196b5d2f7f6a0d9b9"><enum>(viii)</enum><text>offering
mentoring and tutoring; and</text>
</clause><clause id="id37EE9986CB8C4C93BC1E1F36515B89B3"><enum>(ix)</enum><text>implementing
pedagogies that actively engage students in the learning process;</text>
</clause></subparagraph><subparagraph id="IDc3c0665de98549c589e4e87ca58c520e"><enum>(C)</enum><text>increase teacher
and principal effectiveness through activities such as—</text>
<clause id="IDfbc6b74a4786404d866198b3633f1231"><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="ID7c357a4cf97444aaae121fa388e7cfc2"><enum>(ii)</enum><text>providing
regular opportunities for teachers of core academic subjects to—</text>
<subclause id="ID4162bb736f464ba59fe645fff335bb57"><enum>(I)</enum><text>meet together in
both subject area and interdisciplinary groups;</text>
</subclause><subclause id="ID0b5d76b5b5d048e990550cb43358c368"><enum>(II)</enum><text>review student
achievement data; and</text>
</subclause><subclause id="ID94913aa924314b22a571c6a2613b6507"><enum>(III)</enum><text>plan
instruction;</text>
</subclause></clause><clause id="IDe662573317ae4ef28042abbb7fd4d13e"><enum>(iii)</enum><text>implementing a
schoolwide literacy or mathematics plan that may include hiring literacy or
mathematics coaches; and</text>
</clause><clause id="IDba1dfbf2ff284ae2bb6cd8e6a3273038"><enum>(iv)</enum><text>developing
administrator learning networks and supports;</text>
</clause></subparagraph><subparagraph id="IDa4381e1c754c4671b25700821cfcd466"><enum>(D)</enum><text>increase student
supports, such as—</text>
<clause id="IDd749d3716c654c209a07ccccb7d6bcf5"><enum>(i)</enum><text>student
advisories;</text>
</clause><clause id="id5B282575B868489C89952FD064AAE6A5"><enum>(ii)</enum><text>9th grade
transition programs;</text>
</clause><clause id="ID6a272742b95e4ad0b726d236292ea712"><enum>(iii)</enum><text>credit
completion recovery programs;</text>
</clause><clause id="ID78b74d4d8ed84abfb2db9fa5fd0dfc95"><enum>(iv)</enum><text>additional
counselors, social workers, and mental and behavioral health service
providers;</text>
</clause><clause id="ID1edd5c6be377427096dd7094cf44f4e8"><enum>(v)</enum><text>student
advocates;</text>
</clause><clause id="idF2D53EFEE71443A087306C398D9AC0D8"><enum>(vi)</enum><text>strengthening
involvement of parents in the academic life of students;</text>
</clause><clause id="ID96fd2b16856b442fa775b2039f1f26fe"><enum>(vii)</enum><text>school-family-community
partnerships;</text>
</clause><clause id="ID493a3f8b592e49d9805b1a46be6e5e63"><enum>(viii)</enum><text>wraparound
social services;</text>
</clause><clause id="ID11220b079d874114a088c1d2844a14e3"><enum>(ix)</enum><text>before and after
school programs; or</text>
</clause><clause id="id8C7B6508266E41919A63826F45CBD8EF"><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="ID6c1cb77fea1d4e90bf7b0eb90be55da0"><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="ID697eff98c5184f6e807b1fd15302aa96"><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="id948E75827EA74EBEB629E91904E67B86"><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="id72CE9106D8BF4C5AACA643464C2E90C2"><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—</text>
<paragraph id="ID83de8c58cb0f4224bbeac6e755d60639"><enum>(1)</enum><text>by replacing such
schools with 1 or more new small schools using effective school models with
evidence of success with students with similar academic challenges and outcomes
to those attending the school being replaced;</text>
</paragraph><paragraph id="IDcefc5357296a4702bd48c14613971472"><enum>(2)</enum><text>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="idEB455B4E338D409B9890FAA72603045B"><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="idFFC7FD9E1F5D40B8A3967BF50B413030"><enum>(B)</enum><text>increasing
learning time;</text>
</subparagraph></paragraph><paragraph id="ID7a9a96d2177944bd902efaf3a47bef98"><enum>(3)</enum><text>by closing such
schools and reassigning the students to high schools that have made adequate
yearly progress for the past 2 years; or</text>
</paragraph><paragraph id="IDf79225a5c7f945cba3463a73d3ed93d7"><enum>(4)</enum><text>by otherwise
replacing such schools.</text>
</paragraph></subsection></section><section id="ID31c9738d98dd4f01a9cc3d576d1e87ff"><enum>113.</enum><header>Evaluation and
reporting</header>
<subsection id="IDe37d3953070e407cb31d01930e396247"><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="ID6c89db1f682c426bb29ed83d004d9cae"><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="id3998F6ADAD5044239B1566E9BB39D6D4"><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 disaggregated by the subgroups
described in section 1111(b)(2)(C)(v)(II) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6311(b)(2)(C)(v)(II));</text>
</paragraph><paragraph id="ID9e7f0c7165154637b28830b3f8494d4a"><enum>(3)</enum><text>progress in
meeting the benchmarks for each high school served pursuant to this title;
and</text>
</paragraph><paragraph id="IDad4afeaf056d4c2c82f001c95da2e1a8"><enum>(4)</enum><text>the use of funds
by the local educational agency and each such school.</text>
</paragraph></subsection><subsection id="ID34f17947f10445309246d409f7cb053a"><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="IDe9d6fe06c7534714b31b022d2ce77615"><enum>(1)</enum><text>the school
performance indicators (as described in section 109(b)(2)), in the aggregate
and disaggregated by the subgroups described in section 1111(b)(2)(C)(v)(II) of
the Elementary and Secondary Education Act of 1965 (20 U.S.C.
6311(b)(2)(C)(v)(II));</text>
</paragraph><paragraph id="ID14dda832170c4f159b261e36465c8f38"><enum>(2)</enum><text>progress in
meeting the benchmarks for each high school served pursuant to this
title;</text>
</paragraph><paragraph id="idEC5562A8EB5E4B86946B5975382969E9"><enum>(3)</enum><text>the high schools
that have changed school improvement categories in accordance with section
111(h); and</text>
</paragraph><paragraph id="ID0b52f63127b8483595bfdb9a98d675d4"><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="ID005d46d3f6c74419833bb1d88eda1054"><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="ID2c92423a8b3a4ead883444a52c7cfb7f"><enum>(1)</enum><text>a summary of the
State reports; and</text>
</paragraph><paragraph id="IDa2aaed6ceb244d978ed6e922df7764de"><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="ID036cfecb9c2a49059c6428671db2f949" 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="id3E415F6E028A440DAF86622614BAFD33"><enum>201.</enum><header>Findings and
Purposes</header>
<subsection id="id33EE6777D1AA48F9A5DD182C4D872008"><enum>(a)</enum><header>Findings</header><text>The
Senate finds the following:</text>
<paragraph id="ID291efc782fc74d4d9404b8a9d5d7fdc2"><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="ID0bd55b10dcd347758d87fb51a013a007"><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="ID0387d4ffdb8b49ba9dd164aaaa9a23c0"><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="ID3f3f4b3ef5c642c39d6a4829cc97497f"><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="IDeddf5d6b7e3147bb975953ebb574f6a7"><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="IDcca1b8ce9f6742998c734bcde676046c"><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="IDd7ec37d4931b4596a8395e362dbb629f"><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="ID62247f084ba0414a9c807dc7b3111d77"><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="id4A00A7F3677741DB8269C067F6024F90"><enum>(b)</enum><header>Purposes</header><text display-inline="yes-display-inline">The purposes of this title are—</text>
<paragraph id="ID9a53a5ee590d4c8fbb8acbba2352fb5c"><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="ID99ca336bc28a4de3bfc59dcbb01e8136"><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="id462AB9EEEA784E45B40D3CADD5A749AD"><enum>202.</enum><header>Definitions</header><text display-inline="no-display-inline">In this title:</text>
<paragraph id="ID32e5d38d23e847d2be3846bc9e9701e9"><enum>(1)</enum><header>Dropout</header><text>The
term <term>dropout</term> means an individual who—</text>
<subparagraph id="id28191CDC033D4B378FBEE8AAF7E3E7C5"><enum>(A)</enum><text>is not older than
21;</text>
</subparagraph><subparagraph id="idBE22ED1B58D94C60BFD9044A2793F3D2"><enum>(B)</enum><clause commented="no" display-inline="yes-display-inline" id="id28DFEF3A4AB54B208B411CE9EB74399E"><enum>(i)</enum><text>is not attending any
school; or</text>
</clause><clause id="id4D38A2035392478EB0132C3EBD62A1C9" 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="id89FA055B8E234C4083564F46892634B1"><enum>(C)</enum><text>has not received
a secondary school regular diploma or its recognized equivalent.</text>
</subparagraph></paragraph><paragraph id="idA9529F03BEF74B33B66DF703215522C1"><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="ID256936dfc882428b89a0dba46cb83372"><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="ID94e543dcb5e447d8b17d11e67fb21abb"><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="id397557BB41DF475FADE2BA25CEAB6265"><enum>(3)</enum><header>Eligible
entity</header><text>The term <term>eligible entity</term> means—</text>
<subparagraph id="idE81845FCE1A247C2A09D2DC918B99D41"><enum>(A)</enum><text>a local
educational agency, nonprofit organization, or institution of higher
education—</text>
<clause id="id06711D3DC30F418F8B4FC70484177E5F"><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="ID7b9a2e3999bb4d688c25a47859a0c36c"><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="id5F9A09C323354488A8D21ADAB60B5035"><enum>(B)</enum><text>a partnership
involving 2 or more entities described in subparagraph (A).</text>
</subparagraph></paragraph><paragraph id="IDc5f9d2c33beb422e8e06d9990ecfdbb3"><enum>(4)</enum><header>Struggling
student</header><text>The term <term>struggling student</term>—</text>
<subparagraph id="id89B28835DF8F4A3EBD4554D76EFF4E83"><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="id0E52F62FFF3F4FD29B0DB18878BDF402"><enum>(B)</enum><text>includes a
student who—</text>
<clause id="id4FD74D9AA4E7439B8AC840CA7A6AA4A8"><enum>(i)</enum><text>has
been retained in grade level;</text>
</clause><clause id="id08F4D351DB1D40B49C03DEDF988E0C25"><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="idB966DCB323BC48F688E91D373B00909F"><enum>(iii)</enum><text>is a late
entrant English language learner, defined as a high school student who—</text>
<subclause id="id63B33CA49C5145C1A203098BBD9E040D"><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="id28AB8DE8FE2B4209B7868C3A7FE833BF"><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="IDe59fae923cb64f898cc63f3c4cd25169"><enum>203.</enum><header>Grants
authorized</header>
<subsection id="idCC1A1366ED144895A07B22D887CE3412"><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="id5D392701DC7B4105BE32CB2FBE6341AF"><enum>(b)</enum><header>Period of
grant</header><text>A grant awarded under this section shall be for a period of
3 years.</text>
</subsection></section><section id="IDe54583dc393f4cdd930288ac5bf1959c"><enum>204.</enum><header>Application</header>
<subsection id="idCE8219BB51B8471EBB2390538142FA3D"><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="IDa5b27b7e5c5e4997bc7771df85e451dc"><enum>(b)</enum><header>Contents</header><text>Each
application submitted under this section shall include a description of—</text>
<paragraph commented="no" id="id1D5A690CD592443EA8208CAF20642539"><enum>(1)</enum><text>how the eligible
entity will carry out the mandatory activities under section 206(a);</text>
</paragraph><paragraph id="ID8ef641dae1484c7c9f2893716d2e866f"><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="ID822fc5150a7241758e25ca138c6f7216"><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="IDa0ade89c23ed431ea008ab6bcafe384d"><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="ID95898195b8024b8ba97cec41459c2e70"><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="IDe706175d0e7d466bae8fc03f23218f25"><enum>(A)</enum><text>the academic
program;</text>
</subparagraph><subparagraph id="ID1f961b6beaf14c67a62505e13c0622d1"><enum>(B)</enum><text>the instructional
practices;</text>
</subparagraph><subparagraph id="ID6d0a69bef2944c8181f81fe14a6002bb"><enum>(C)</enum><text>the methods of
assessment; and</text>
</subparagraph><subparagraph id="ID882697c2a32c4afe9c265dc742f2cc8d"><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="ID93865e3853b64dfa8095a05da15d940a"><enum>(4)</enum><text>how the eligible
entity will use student data from the local educational agency or State
educational agency—</text>
<subparagraph id="id7BBA7102DA8A4471967224BEA250FB75"><enum>(A)</enum><text>to demonstrate
the need for and projected benefits of the effective school model; and</text>
</subparagraph><subparagraph id="idC71C8D6BCEB9424986BCF1687015A531"><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="idB117C3F54A8E497AACAFCAFA796BF5A6"><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="IDc0cba76006094aa5a29bc6bf82742caf"><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="ID6018e81f61c24790a4499ac99c1b8c48"><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="id71536A9F04E940B195E1EE53B9DD4E89"><enum>205.</enum><header>Secretarial
peer review and approval</header><text display-inline="no-display-inline">The
Secretary shall—</text>
<paragraph id="idE61A0A575BBE48B8B243774D074C8A64"><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="IDaa96721d2ebc454fa9caff75f79384b0"><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="IDc837b5f9cdc146ce8ad53082bdd4f727"><enum>206.</enum><header>Use of
funds</header>
<subsection id="id966A0DDDF17045A0AF23A62439C87AE8"><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="ID4c8d68f5e728474d8e378a9df341675e"><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="id2EF84E61D22347259509B6C529265E08"><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="idD76E034184574D36B7ED700D2CE996E7"><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="ID012cd670842f4219af02a5bb4e3f885a"><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="IDd6a5e014f294471b9581a8ec45ca992a"><enum>(5)</enum><text>build the
capacity of the eligible entity to—</text>
<subparagraph id="id56DFBDC607764038B218D8D4BE9B460F"><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="id7509D8D9FA1545238E2B149F9687CAA2"><enum>(B)</enum><text>replicate the
effective school model.</text>
</subparagraph></paragraph></subsection><subsection id="idBF7AA150E01640F294DA5D27A04B060C"><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="id44DEC99A5CC84477A23DBBE6FB074153"><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="IDd4ebc714578a42239553664af553c2ba"><enum>(2)</enum><text>support family
and community engagement in the effective school model; and</text>
</paragraph><paragraph id="ID0c48a1406ed149d99a5e0d22c05a3660"><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="ID8648d4f20f4d4f19ada7fbda118f75dc"><enum>207.</enum><header>Evaluation and
reporting</header>
<subsection id="id8BC2B058BF2142C4B800EBD2C79A217E"><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="ID66a9faf81b3147ad82ff1702c84ee83c"><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="ID6ba86543da0a4c9297470a180dfb04aa"><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="IDb95f046734014170abb13bd128cea601"><enum>(3)</enum><text>any professional
development activities to build the capacity of—</text>
<subparagraph id="id42EA14D61DE240C28CE963758E188D78"><enum>(A)</enum><text>the eligible
entity to sustain or replicate the effective school model; or</text>
</subparagraph><subparagraph id="id90065C6D9B20428A949240F72C969118"><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="ID74bdc6430274458783e4a360877a1a7c"><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="IDba364c11fa2c4498872e1c02690e48cc"><enum>(5)</enum><text>the use of grant
funds by the eligible entity.</text>
</paragraph></subsection><subsection id="ID97f8a39bee7944e29bbb8128bd4c8bcd"><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="id07294E54A6084D059503D600E562228D"><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="id23951A95739D418C97CA64F5AB50E258"><enum>301.</enum><header>Findings and
purposes</header>
<subsection id="id0FE59D929DBC48E0939C6755C8C01918"><enum>(a)</enum><header>Findings</header><text>The
Senate finds the following:</text>
<paragraph id="ID42eed9c571044ccea26621c494204fe2"><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="ID2a192f15daee4562b8cdb88775174856"><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="IDdc5859f17ced408c85f01e63e7f05f7a"><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 3 in 2006. Another 16 States report that they plan to
raise requirements during 2007.</text>
</paragraph><paragraph id="IDb6a189edc9c54fdbb28da1e535afef0b"><enum>(4)</enum><text>States that act
aggressively to raise graduation rates without conceding ground on academic
proficiency are gaining traction in such cutting- edge policy areas as: dual
enrollment to support early college high schools that lead to high school
diplomas and 2 years of postsecondary credit; expanding high school
accountability to include indicators to reward schools for keeping struggling
students in school and on track to proficiency; the development of new
secondary educational options, including both small school models and recovery
or alternative models for struggling students and dropouts.</text>
</paragraph><paragraph id="ID0345ebbedf6a40a0be9f3a61118f8239"><enum>(5)</enum><text>Even frontrunner
States have not yet adopted a comprehensive set of policies to support high
standards and high graduation rates. They lack the supports and resources to
track implementation of the policies they have put in place or to partner with
districts to build further capacity to carry out evidence-based practices and
programming.</text>
</paragraph><paragraph id="ID467a9e50ff5141ceb21bdc3ab60f45df"><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="IDdeafde09214748e1a3ada61959164bf8"><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="idB63A69437D54482583F4DD46BA901E7A"><enum>(b)</enum><header>Purposes</header><text display-inline="yes-display-inline">The purposes of this title are to—</text>
<paragraph id="ID4983ff1a1bd949e781f54b30d736adc2"><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="IDe26aa87fa56e4ba4879012ca14a92eef"><enum>(2)</enum><text>evaluate the
effectiveness of such changes to the State policies.</text>
</paragraph></subsection></section><section id="ID9efc8630da00440da3d1bca9b3e791b0"><enum>302.</enum><header>Systemic
initiative to improve high school graduation rate</header>
<subsection id="id98111361083A413EB7507617785B6107"><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 303 to enable such States to design and align State
policies in order to act as laboratories of innovation by reducing barriers and
creating incentives to improve outcomes for high school students.</text>
</subsection><subsection id="IDcf20ef0d74c142f38e0a0c30f375c85c"><enum>(b)</enum><header>Number of
grants; duration</header>
<paragraph id="id3C216405C2C34E68A3C9812849FDCCE8"><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 4 or more grants under this
title, except that the Secretary shall award a total of not more than 20 grants
under this title for all 3 such years.</text>
</paragraph><paragraph id="ID63481008ba8b4856bc5ea2f83b393016"><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="ID9964456af953462fb67a48f6f3febcd0"><enum>303.</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="ID11cea3a58db048d4b5d3a72c3862d783"><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="idF92A491F92024C718154D0336C0ED3F1"><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="ID9dabe9b6e142448fb01961c5698a99bc"><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="IDebc7c138104348d09ef106bb43dfc8bc"><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="ID51a029a8439f4f9bb549257a3950e3e4"><enum>304.</enum><header>Application</header>
<subsection id="id65B9F372A1CE4AA1843F674300DAE795"><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="IDf5cc913183fd441f820707f64152a15e"><enum>(b)</enum><header>Contents</header><text>Each
application submitted under this section shall include the following:</text>
<paragraph id="id2D0B54F474C640E0997DA675D534B04F"><enum>(1)</enum><text>A description of
the State’s plan to conduct the policy gap and impact analysis described in
section 305(1).</text>
</paragraph><paragraph id="id7E892550576540B291E8F79BD13D6911"><enum>(2)</enum><text>A description of
the State's plan for using the findings of the policy gap and impact analysis
to strengthen the policies of the State in effect as of the date of enactment
of this Act.</text>
</paragraph><paragraph id="idE67D90BD635F4B128EDDD72A73BF037B"><enum>(3)</enum><text>A description of
how the State will ensure that the State elementary and secondary education
content standards and academic assessments described in section 1111(b) of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(b)) are aligned
to college and work readiness.</text>
</paragraph><paragraph id="ID465b063658db436a96cf8bb05f9069e5"><enum>(4)</enum><text>A description of
how the State will ensure that all students have access to a college
preparatory curriculum.</text>
</paragraph><paragraph id="id86C3FF175F5041E1BBF2C751F9ACABF5"><enum>(5)</enum><text>A plan to ensure
the statewide longitudinal student data system, other statewide data systems,
and data protocols are designed and implemented in such a way that allows for
data interoperability and portability across local educational agencies and
among pre-kindergarten through grade 12 systems, institutions of higher
education, and systems that identify whether students enter the Armed
Forces.</text>
</paragraph><paragraph id="idEEB869735F694848B392EFC0CA0D470F"><enum>(6)</enum><text>A plan to grant
additional flexibility and autonomy to schools and local educational agencies
working to increase the graduation rates and college readiness of secondary
school students.</text>
</paragraph><paragraph id="IDccbbfeefba9a4b0097ae10f1f72a82dc"><enum>(7)</enum><text>A plan to
stimulate the development of multiple pathways and expanded educational options
to help secondary students, including struggling students and dropouts, attain
a secondary school diploma that prepares the student with the necessary skills
to succeed in higher education and work.</text>
</paragraph><paragraph id="IDea4933ad379a4becae8d2e542472c65a"><enum>(8)</enum><text>An assurance that
the following stakeholders are committed to achieving the goals and objectives
set forth in the grant application:</text>
<subparagraph commented="no" display-inline="no-display-inline" id="id845A24CFDB5945FEB1830DF8DFF132F1"><enum>(A)</enum><text>The Governor of
the State.</text>
</subparagraph><subparagraph id="ID23FA54F59D534571A132CDD8B93037B4"><enum>(B)</enum><text>The chief
executive officer of the State higher education coordinating board.</text>
</subparagraph><subparagraph id="ID20C142FA5F1440A99BEFF7FA756A77DD"><enum>(C)</enum><text>The chief State
school officer.</text>
</subparagraph><subparagraph id="ID8b93f79fc4984fb3954bbe82f5dd44ab"><enum>(D)</enum><text>The head of the
State Board of Education.</text>
</subparagraph><subparagraph id="ID8C7672527699457A9890DE7DAD13822B"><enum>(E)</enum><text>The head of
career and technical education in the State.</text>
</subparagraph><subparagraph id="ID0FCCD515708E453185EBBEA95E1F0863"><enum>(F)</enum><text>Other agency
heads, as determined appropriate by the Governor and the individuals, entities,
and agencies involved in the consultation under section 303(3).</text>
</subparagraph></paragraph></subsection></section><section id="IDbccb8c978f534d9ea2841c89b5c934dc"><enum>305.</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="IDe189b0eca61e4d1c999878f7b780f1b2"><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="ID0fc72e6ee6704f428d552a33973431cd"><enum>(A)</enum><text>examine the
policies of the State, and of the local educational agencies within the State,
affecting—</text>
<clause id="ID9b5374d35a7b4685852be5050f8e5589"><enum>(i)</enum><text>school
funding;</text>
</clause><clause id="ID202d09409120473bbaddc3a407ba0229"><enum>(ii)</enum><text>data
capacity;</text>
</clause><clause id="ID824af58b7d9546fdad66924e9e8e2a37"><enum>(iii)</enum><text>accountability
systems;</text>
</clause><clause id="ID73fa79a2d2974d729f48842828e2190f"><enum>(iv)</enum><text>interventions in
high-priority secondary schools;</text>
</clause><clause id="IDa1fe707f8a9d49ea943eb11157a9a0bc"><enum>(v)</enum><text>new
school development; and</text>
</clause><clause id="idDF57ACF7B94D4092ACC478F65D3C0A2C"><enum>(vi)</enum><text>the
dissemination and implementation of effective local school improvement
activities throughout the State; and</text>
</clause></subparagraph><subparagraph id="id6D69DF454DB549A8843D64826FFCFAD3"><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="ID3e2be9cb365a494a8bf836adb3067756"><enum>(i)</enum><text>innovative
finance models, such as weighted student funding;</text>
</clause><clause id="IDf3fa49fecaac4e9aa2e4eaaa91f8d82a"><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="ID52ceff050afd4f03ac2c98ef9bb3378c"><enum>(iii)</enum><text>improving a
differentiated system of supports, sanctions, and interventions for
high-priority high schools;</text>
</clause><clause id="ID53019d6deae3490e80d9801eb28b463a"><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="ID491062d3c84642d3ad3e2c192aab70ab"><enum>(v)</enum><text>additional
accountability measures in the State accountability system;</text>
</clause><clause id="IDd942cf79ccb34f939a524f5a95b4d182"><enum>(vi)</enum><text>dual student
enrollment in secondary schools and institutions of higher education;
and</text>
</clause><clause id="IDa0df085906444b8d865d9f72fbdcbbf0"><enum>(vii)</enum><text>the development
of school-family-community partnerships to improve student achievement.</text>
</clause></subparagraph></paragraph><paragraph id="idD605F76E2FE942F297E224047DDDBB36"><enum>(2)</enum><text>Implement or
enact—</text>
<subparagraph id="idB45202016B3E4C2F8052CCFAE1596139"><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="id5EBF551419494EE8A41975D6930B12F7"><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="ID8742a9df1c9d4b4bbfca3a80f1b8402e"><enum>(3)</enum><text>Develop a system
to—</text>
<subparagraph id="id084CFBA480A84B189387470987D58983"><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="idAAFADA5DF02C4FD5944318C1364D2A9C"><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="id157182D558114B0EAE78AEEBA4ED91B9"><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="IDc3aec164f3564412bafd40ed18c3b0d2"><enum>306.</enum><header>Evaluation and
reporting</header>
<subsection id="id9996E1346F144A37853C8AA16D90E2D9"><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="id89E34CBC18654489B0C88E6341119C4F"><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="ID1e51720d929c4ec79dd84e18dd7ce7c3"><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="ID22432eca57fb4cb2ac7d882bd266dd56"><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="IDc1407f81c05942dc9faa8c6913741119"><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="ID98d2a65780184a80a7dbc8dd4aa8163a"><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="ID09d69be074154934854a00c9f0e22ee3"><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="idCFB123CAF23047699C65A32E14373864"><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="id86D79B25DD7E4FAEAABA575C135CA6AE"><enum>(3)</enum><text>submit the
results of the evaluation to the Secretary.</text>
</paragraph></subsection><subsection id="ID3975661a2db542f4b9b06bb2b31fb8fe"><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="id4526D412647B4B018DD588AE77432234" section-type="subsequent-section"><enum>307.</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>