1.This Act may be cited as
the Success in the Middle Act of
2007
.
2.In this Act:
(1)Assessments
indicate that the interval between the 4th and 8th grades is a period where
academic achievement for United States students falls dramatically, with the
most severe losses in academic achievement among minority and low-income
students. International comparisons indicate that students in the United States
do not start out behind students of other nations in mathematics and science,
but that they fall behind by the end of the middle grades.
(2)Only
1/3 of the students in 8th grade, and only 5 percent of
English language learners, can read with proficiency, according to the 2007
National Assessment on Educational Progress (NAEP). The percentage of 8th grade
students proficient at reading has decreased since 1998, and the NAEP average
reading score for 8th graders has remained static. In contrast, NAEP reading
scores and achievement levels for 4th graders have increased
significantly.
(3)In mathematics,
again less than 1/3 of students in 8th grade show skills
at the NAEP proficient level, and nearly 30 percent score below the basic
level. The percentage of 8th grade students scoring above the basic level was 8
points higher in 2007 than in 2000, but for 4th graders, the percentage
increased 17 points, more than double the increase for middle school students.
In 8th grade, the gaps between the average mathematics scores of white and
black students and between white and Hispanic students were as wide in 2007 as
in 1990.
(4)Lack of basic
skills at the end of middle school has serious implications for students.
Students who enter high school 2 or more years behind grade level in
mathematics and literacy have only a 50 percent chance of progressing on time
to the 10th grade; those not progressing are at grave risk of dropping out of
high school.
(5)Middle school
students are hopeful about their future, with 93 percent believing that they
will complete high school and 92 percent anticipating that they will attend
college. Yet about 1/3 of students who enter high school
do not graduate with their peers, and another 1/3 graduate
but do not have the knowledge and skills to succeed in college. In fact,
results from ACT's EXPLORE assessment reflect that only 11 percent of 8th grade
students are on track to succeed in first-year college English, algebra,
biology and social science courses.
(6)Sixth-grade
students who do not attend school regularly, who are subjected to frequent
disciplinary actions, or who fail mathematics or English have no more than a 10
percent chance of graduating high school on time and a 20 percent chance of
graduating 1 year late. Significant numbers of 6th grade students exhibit
attendance or behavior problems, or need additional supports in reading or
mathematics; without effective interventions and proper supports, these
students are at risk of subsequent failure in high school, or of dropping
out.
(7)Student
transitions from elementary school to middle school and from middle school to
high school are often complicated by poor curriculum alignment, inadequate
counseling services to help them make decisions about high school classes that
will prepare them for college, and unsatisfactory sharing of student
performance and academic achievement data between schools.
(8)Middle schools
are more likely than elementary schools or high schools to be identified for
improvement. Although middle schools represented only 15 percent of the schools
that received funds under part A of title I of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6311 et seq.), they accounted for 32 percent
of those schools in corrective action or restructuring during 2005–2006. In the
2004–2005 academic year, 36 percent of middle schools that received funds under
part A of title I of the Elementary and Secondary Education Act of 1965 (20
U.S.C. 6311 et seq.), were deemed in need of improvement, compared with 10
percent of elementary schools.
(9)Federal funding
has long focused on early elementary grades and on higher education. Students
in the middle grades represent 23 percent of the Nation's student population
and 58 percent of the Nation's annual test-takers under the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.). Yet, of the funds
appropriated in fiscal year 2005 for part A of title I of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6311 et seq.), only 10 percent were
allocated to middle schools by the States.
(10)Middle school
improvement strategies should be tailored based on a variety of performance
indicators and data, so that educators can create and implement successful
school improvement strategies to address the needs of the individual schools,
and so that schools can provide effective instruction and adequate assistance
to meet the needs of at-risk students.
(11)To stem a
dropout rate twice that of students without disabilities, students with
disabilities in the critical middle grades must receive appropriate academic
accommodations and access to assistive technology, high-risk behaviors such as
absenteeism and course failure must be monitored, and problem-solving skills
with broad application must be taught.
(12)Local
educational agencies and State educational agencies often do not have the
capacity to provide support for school improvement strategies. Successful
models do exist for turning around low-performing middle schools, and Federal
support should be provided to increase the capacity to apply promising
practices based on evidence from successful schools.
3.In this Act:
(1)The term middle school means a nonprofit
public school, including a public charter middle school, that provides
education in any 2 or more successive grades beginning with grade 5 and ending
with grade 8, as determined under State law.
(2)The term middle grade means grade 5, 6, 7, or
8.
(3)The term scientifically valid means the
rationale, design, and interpretation are soundly developed in accordance with
accepted principles of scientific research.
(4)The
term Secretary means the Secretary of Education.
(5)The
term State means each of the 50 States, the District of Columbia,
and the Commonwealth of Puerto Rico.
<enum>I</enum><header>Middle school
improvement</header>
<section id="ID58c7f15dc5db4cd098454c81586584c3"><enum>101.</enum><header>Purposes</header><text display-inline="no-display-inline">The purposes of this title are to—</text>
<paragraph id="ID1015ffbd8eb347b396b0bfa61bd7d252"><enum>(1)</enum><text>improve middle
school student academic achievement to prepare students for rigorous high
school course work, and eventually for postsecondary education, independent
living, and employment;</text>
</paragraph><paragraph id="IDf53a87ae7148488481c84223e6a8a4ea"><enum>(2)</enum><text>align curriculum
and student supports between elementary school and middle school and between
middle school and high school;</text>
</paragraph><paragraph id="IDab934c6c3cbf486d9d5f8451bc4f289a"><enum>(3)</enum><text>provide resources
to State educational agencies and local educational agencies to collaboratively
develop school improvement plans in order to deliver support and technical
assistance to schools serving students in the middle grades; and</text>
</paragraph><paragraph id="ID5a5d39e0f839443cb985d5a2f95066a1"><enum>(4)</enum><text>increase the
capacity of States and local educational agencies to develop effective,
sustainable, and replicable school improvement programs and models and
evidence-based or, when available, scientifically valid student interventions
for implementation by schools serving students in the middle grades.</text>
</paragraph></section><section id="ID7d264eb5c41847ffa0a9f20534ecf9af"><enum>102.</enum><header>Formula grants
to State educational agencies for middle school improvement</header>
<subsection id="ID9f619c5a281445cd9a421f410eed39d9"><enum>(a)</enum><header>In
general</header><text>From amounts appropriated under section 107, the
Secretary shall make grants under this title for a fiscal year to each State
educational agency for which the Secretary has approved an application under
subsection (h) in an amount equal to the allotment determined for such agency
under subsection (c) for such fiscal year.</text>
</subsection><subsection id="ID8487fb5a9155404a8f8161314a4fc56f"><enum>(b)</enum><header>Reservations</header><text>From
the total amount made available to carry out this title for a fiscal year, the
Secretary—</text>
<paragraph id="ID06baab826b374e01a0ee00cdd1a010da"><enum>(1)</enum><text>shall reserve not
more than 1 percent for the Secretary of the Interior (on behalf of the Bureau
of Indian Affairs) and the outlying areas for activities carried out in
accordance with this section;</text>
</paragraph><paragraph id="ID6b83cedcc1df4eadb702bfa0c0323e60"><enum>(2)</enum><text>shall reserve 1
percent to evaluate the effectiveness of this title in achieving the purposes
of this title and ensuring that results are peer-reviewed and widely
disseminated, which may include hiring an outside evaluator; and</text>
</paragraph><paragraph id="ID48ec1144dcbc43899f052aff4a4442cb"><enum>(3)</enum><text>shall reserve 5
percent for technical assistance and dissemination of best practices in middle
grades education to States and local educational agencies.</text>
</paragraph></subsection><subsection id="ID5078449d79e9483798335228bc02294e"><enum>(c)</enum><header>Amount of State
allotments</header>
<paragraph id="ID64ce65afc9fb4f63ba05b1eff86cc9af"><enum>(1)</enum><header>In
general</header><text>Of the total amount made available to carry out this
title for a fiscal year and not reserved under subsection (b), the Secretary
shall allot such amount among the States in proportion to the number of
children, aged 5 to 17, who reside within the State and are from families with
incomes below the poverty line for the most recent fiscal year for which
satisfactory data are available, compared to the number of such individuals who
reside in all such States for that fiscal year, determined in accordance with
section 1124(c)(1)(A) of the Elementary and Secondary Education Act of 1965(20
U.S.C. 6333(c)(1)(A)).</text>
</paragraph><paragraph id="ID227489e8300d49fc94f508cafb26ad6b"><enum>(2)</enum><header>Minimum
allotments</header><text>No State educational agency shall receive an allotment
under this subsection for a fiscal year that is less than
<fraction>1/2</fraction> of 1 percent of the amount made available to carry out
this title for such fiscal year.</text>
</paragraph></subsection><subsection id="ID87f10b254a4e4d0ea35282bbe6aa81a4"><enum>(d)</enum><header>Matching
requirement</header>
<paragraph id="IDd4f4fd7014324a269caa668f88b4d818"><enum>(1)</enum><header>In
general</header><text>To be eligible to receive a grant under this title, a
State educational agency shall provide non-Federal matching funds equal to not
less than 25 percent of the amount of the grant.</text>
</paragraph><paragraph id="IDcf3434ea3d4b4922bd42e40d5223451b"><enum>(2)</enum><header>In-kind
contributions</header><text>In-kind contributions, fairly assessed, may be used
to meet the requirement of paragraph (1) but only to the extent of 10 percent
of the amount of the grant.</text>
</paragraph></subsection><subsection id="ID3c78384e50ae43d78b39a40f4bd6cdbe"><enum>(e)</enum><header>Special
rule</header><text>For any fiscal year for which the funds appropriated to
carry out this title are less that $500,000,000, the Secretary is authorized to
award grants to State educational agencies, on a competitive basis, rather than
as allotments described in this section, to enable such agencies to award
subgrants, on a competitive basis, to carry out the activities authorized under
section 104.</text>
</subsection><subsection id="IDfce4abd78729435a8c3361cd694e035b"><enum>(f)</enum><header>Reallotment</header>
<paragraph id="ID52e2f86b47a3496fb44f674d698afeb9"><enum>(1)</enum><header>Failure to
apply; application not approved</header><text>If any State does not apply for
an allotment under this title for a fiscal year, or if the application from the
State educational agency is not approved, the Secretary shall reallot the
amount of the State's allotment to the remaining States in accordance with this
section.</text>
</paragraph><paragraph id="IDbc13b61982254b70a34887a9ec1eaf6c"><enum>(2)</enum><header>Unused
funds</header><text>The Secretary may reallot any amount of an allotment to a
State if the Secretary determines that the State will be unable to use such
amount within 2 years of such allotment. Such reallotments shall be made on the
same basis as allotments are made under subsection (c).</text>
</paragraph></subsection><subsection id="ID78b817e0ad2d42958fda3cdb2083802a"><enum>(g)</enum><header>Application</header><text>In
order to receive a grant under this title, a State educational agency shall
submit an application to the Secretary at such time, in such manner, and
accompanied by such information as the Secretary may reasonably require,
including a State middle school improvement plan described in section
103(a)(4).</text>
</subsection><subsection id="IDb66cc6149db04484b17c386a028936f9"><enum>(h)</enum><header>Peer review and
selection</header><text>The Secretary—</text>
<paragraph id="ID66f5a62bb0ba4263a1a4b24e3ae6df76"><enum>(1)</enum><text>shall establish a
peer-review process to assist in the review and approval of proposed State
applications;</text>
</paragraph><paragraph id="IDe1bc66938eff4530a9be4a0ad7501385"><enum>(2)</enum><text>shall appoint
individuals to participate in the peer-review process who are educators and
experts in identifying, evaluating, and implementing effective education
programs and practices, including areas of teaching and learning, educational
standards and assessments, school improvement, and academic and behavioral
supports for middle school students, including recognized exemplary middle
level teachers and principals who have been recognized at the State or national
level for exemplary work or contributions to the field;</text>
</paragraph><paragraph id="IDe6fe3e4ad1944073a1990614e0b719ed"><enum>(3)</enum><text>shall ensure that
States are given the opportunity to receive timely feedback, and to interact
with peer-review panels, in person or via electronic communication, on issues
that need clarification during the peer-review process;</text>
</paragraph><paragraph id="ID47fc0aa47f2045ff807a676d9400e040"><enum>(4)</enum><text>shall approve a
State application submitted under this title not later than 120 days after the
date of submission of the application unless the Secretary determines that the
application does not meet the requirements of this title;</text>
</paragraph><paragraph id="ID52401dd62c994663a9c9f7bfa07a5d1e"><enum>(5)</enum><text>may not decline
to approve a State's application before—</text>
<subparagraph id="ID19192f15c73a441c8c43e3e3fbed55a6"><enum>(A)</enum><text>offering the
State an opportunity to revise the State's application;</text>
</subparagraph><subparagraph id="ID29a1056421914681b7e2e870bf1fe82a"><enum>(B)</enum><text>providing the
State with technical assistance in order to submit a successful application;
and</text>
</subparagraph><subparagraph id="ID69635b67132b46fb93fe741aee05f3e4"><enum>(C)</enum><text>providing a
hearing to the State; and</text>
</subparagraph></paragraph><paragraph id="IDc8b5b5953886494ca8f5f24d1a5c230d"><enum>(6)</enum><text>shall direct the
Inspector General of the Department to review final determinations reached by
the Secretary to approve or deny State applications, and to analyze the
consistency of the process used by peer review panels in reviewing and
recommending to the Secretary approval or denial of such State applications,
and report the findings of this review and analysis to Congress.</text>
</paragraph></subsection></section><section id="IDc15bdebfbd594685b5ab8f2fe2abc156"><enum>103.</enum><header>State plan;
authorized activities</header>
<subsection id="ID7152e1c0d1d24bd98f5fdb8865170def"><enum>(a)</enum><header>Mandatory
activities</header>
<paragraph id="ID246cf8525a9943f684f7644da163c346"><enum>(1)</enum><header>In
general</header><text>A State educational agency that receives a grant under
this title shall use the grant funds—</text>
<subparagraph id="ID64023b47d1694c64817148eeecfbc77d"><enum>(A)</enum><text>to prepare and
implement the needs analysis and middle school improvement plan described in
paragraphs (3) and (4) of such agency;</text>
</subparagraph><subparagraph id="ID3d97d49d827a47b89e8aab8d49be7dd0"><enum>(B)</enum><text>to make subgrants
to local educational agencies under section 104; and</text>
</subparagraph><subparagraph id="ID4d39538319d84ec8820a11ffca8fd66e"><enum>(C)</enum><text>to assist local
educational agencies when determined necessary, or at the request of a local
educational agency, in designing an improvement plan and carrying out the
activities under section 104.</text>
</subparagraph></paragraph><paragraph id="ID69c5136b3b40460aa75cc47e354f4fcc"><enum>(2)</enum><header>Funds for
subgrants</header><text>A State educational agency that receives a grant under
this title shall use not less than 80 percent of the grant funds to make
subgrants to local educational agencies under section 104.</text>
</paragraph><paragraph id="ID86aa9da82850468f8b7ac01a0e671129"><enum>(3)</enum><header>Middle school
needs analysis</header>
<subparagraph id="id09D2B1A03E0E44CF9DB3F1015E95267F"><enum>(A)</enum><header>In
general</header><text>A State educational agency that receives a grant under
this title shall enter into a contract, or similar formal agreement, to work
with entities such as national and regional comprehensive centers (as described
in section 203 of the Educational Technical Assistance Act of 2002),
institutions of higher education, or nonprofit organizations, to prepare a plan
that analyzes how to strengthen the programs, practices, and policies of the
State in supporting middle school education, including the factors, such as
local implementation, that influence variation in the effectiveness of such
programs, practices, and policies.</text>
</subparagraph><subparagraph id="id28D715917537425D860BE7B56FE2F88C"><enum>(B)</enum><header>Preparation of
plan</header><text>In preparing the plan under subparagraph (A), the State
educational agency shall examine policies and practices of the State, and of
local educational agencies within the State, affecting—</text>
<clause id="id271A334EC1724EFF9CB570877E9AC1B0"><enum>(i)</enum><text>middle school
curriculum instruction and assessment;</text>
</clause><clause id="idA31FA81D782341B5A70F80C70165ADB9"><enum>(ii)</enum><text>education
accountability and data systems;</text>
</clause><clause id="id75658C5A67EE486C81D9A0641673EF55"><enum>(iii)</enum><text>teacher quality
and equitable distribution; and</text>
</clause><clause id="id0904C22B2AB2434EBB7B82A04D811CAA"><enum>(iv)</enum><text>interventions
that support learning in school.</text>
</clause></subparagraph></paragraph><paragraph id="IDf5f9dd9df6584f599c86ce9d10079bb6"><enum>(4)</enum><header>Middle school
improvement plan</header>
<subparagraph id="idA447DC30CA414DC89B6C28F0E758D33D"><enum>(A)</enum><header>In
general</header><text>A State educational agency that receives a grant under
this title shall develop a middle school improvement plan that shall be a
statewide plan to improve student academic achievement, based on the needs
analysis described in paragraph (3), that describes what students are required
to know and do to successfully—</text>
<clause id="id8EFDCBD6979646A29B245D0DCA2AE342"><enum>(i)</enum><text>complete the
middle grades; and</text>
</clause><clause id="id3DBC76CBF8AC41D9A28A8ABFEBD823DA"><enum>(ii)</enum><text>make the
transition to succeed in an academically rigorous high school coursework, that
prepares students for college, independent living, and employment.</text>
</clause></subparagraph><subparagraph id="id2EB79242E1A745FBAEB0F76CAC6D78AF"><enum>(B)</enum><header>Plan
components</header><text>A middle school improvement plan described in
subparagraph (A) shall also describe how the State educational agency will do
each of the following:</text>
<clause id="ID5987ce6c8b024d469c4160c23ba56e48"><enum>(i)</enum><text>Ensure that the
curricula and assessments for middle grades education are aligned with high
school curricula and assessments and prepare students to take challenging high
school courses and successfully engage in postsecondary education, ensuring
coordination, where applicable, with grants for P–16 alignment as provided in
section 6401 of the America COMPETES Act (Public Law 110–69).</text>
</clause><clause id="ID197ea0ec89914fadaa582687d3e46072"><enum>(ii)</enum><text>Provide
professional development to school leaders, teachers, and other school
personnel in addressing the needs of diverse learners, including students with
disabilities and English language learners, in using challenging and relevant
research-based best practices and curricula, and in using data to inform
instruction.</text>
</clause><clause id="ID60c690e2c2934e9b8433f2b2bd88df65"><enum>(iii)</enum><text>Identify and
disseminate information on effective schools and instructional strategies for
middle grade learners based on high-quality research.</text>
</clause><clause id="IDb4785d2c57604f89958a89a3b75a6860"><enum>(iv)</enum><text>Include specific
provisions for students most at-risk of failure, including English language
learners and students with disabilities.</text>
</clause><clause id="ID122331bdf42240d28ee28e0e00b8f4e2"><enum>(v)</enum><text>Develop and
implement early identification data systems (as defined in section 104(k)) to
alert schools when students begin to exhibit outcomes or behaviors that
indicate the student is at increased risk for low academic achievement or is
unlikely to progress to high school graduation, to and develop and implement a
system of evidence based interventions that schools can use to effectively
intervene.</text>
</clause><clause id="ID39b32bdf57ae4afeb18f18726af901cb"><enum>(vi)</enum><text>Define a set of
comprehensive school performance indicators that shall be used, in addition to
the indicators used to determine adequate yearly progress, to evaluate school
performance, and guide the school improvement process, such as—</text>
<subclause id="ID75fa116070c64c6aaa70732fb027c90d"><enum>(I)</enum><text>student
attendance and absenteeism;</text>
</subclause><subclause id="ID0b61c0f6d86141deb527d725050111d2"><enum>(II)</enum><text>earned on-time
promotion rates from grade to grade;</text>
</subclause><subclause id="ID4624bbdccaa945de8e8bd8c80766a7dc"><enum>(III)</enum><text>percent of
students failing a mathematics, reading or language arts, or science course, or
failing 2 or more of any course;</text>
</subclause><subclause id="ID9322c78ee1d84be09f29ac34002a8fca"><enum>(IV)</enum><text>teacher quality
and attendance measures;</text>
</subclause><subclause id="ID83c2ca90a5e54a7696cb7ee1b1587373"><enum>(V)</enum><text>in-school and
out-of-school suspension or other measurable evidence of at-risk behavior;
and</text>
</subclause><subclause id="IDab1978033aeb419d9adc82da04368b2a"><enum>(VI)</enum><text>additional
indicators proposed by the State educational agency, and approved by the
Secretary pursuant to the peer-review process described in section
102(h).</text>
</subclause></clause><clause id="idA2DA362BC788462AA823BCE4B0FC3B58"><enum>(vii)</enum><text>Ensure that
such plan is coordinated with State activities to turn around other schools in
need of improvement, including State activities to improve high schools and
elementary schools.</text>
</clause></subparagraph></paragraph></subsection><subsection id="ID0c144a20304f41829eadd79485f2d5f5"><enum>(b)</enum><header>Permissible
activities</header>
<paragraph id="ID14f187b5ffa24f06b333d00b43041622"><enum>(1)</enum><header>In
general</header><text>A State educational agency that receives a grant under
this title may use the grant funds to make competitive grants to eligible
entities to carry out the following activities:</text>
<subparagraph id="ID95d10701a6eb48b4bedb37683b6f6549"><enum>(A)</enum><text>Develop and
encourage collaborations among researchers at institutions of higher education,
State educational agencies, educational service agencies (as defined in section
9101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801),
local educational agencies, and nonprofit organizations to expand the use of
effective practices in the middle grades and to improve middle grade
education.</text>
</subparagraph><subparagraph id="ID4366b8ed8dca41018b85b6ae01c81f71"><enum>(B)</enum><text>Support local
educational agencies in implementing effective middle grade practices, models
and programs that are evidence-based or, when available, scientifically valid
and that lead to improved student academic achievement.</text>
</subparagraph><subparagraph id="ID00b68ee70917473c92eb4b8199946ceb"><enum>(C)</enum><text>Support
collaborative communities of middle school teachers, administrators, and
researchers in creating and sustaining informational databases to disseminate
results from rigorous research on effective practices and programs for middle
grade education.</text>
</subparagraph><subparagraph id="IDd40b6fa6cf5645c5942d5621a5c0b4b8"><enum>(D)</enum><text>Increase student
support services, such as school counseling on the transition to high
school.</text>
</subparagraph></paragraph><paragraph id="IDd436bedfe344452aa718cbdc0e5c2abd"><enum>(2)</enum><header>Eligible
entity</header><text>In this subsection, the term <term>eligible entity</term>
means any partnership that includes not less than 1 local educational agency
and may include an institution of higher education, an educational service
agency, and any non-profit organization with demonstrated expertise in high
quality middle grade interventions.</text>
</paragraph></subsection></section><section id="ID2cb8638c8f8749d2ab3c1c0b3a3a48e2"><enum>104.</enum><header>Competitive
subgrants to local educational agencies to improve low-performing middle
grades</header>
<subsection id="ID5e4db36e9e0c4f4586b755b35da0a0d9"><enum>(a)</enum><header>In
general</header><text>A State educational agency that receives a grant under
this title shall make competitive subgrants to eligible local educational
agencies.</text>
</subsection><subsection id="ID81a0f8d26c9b415891947bf6fdcd0de0"><enum>(b)</enum><header>Priorities</header><text>In
making subgrants under this section, a State educational agency shall give
priority to eligible local educational agencies based on—</text>
<paragraph id="ID9f5465334a7b49f1854e582339c8c60e"><enum>(1)</enum><text>the local
educational agency's respective populations of children described in section
102(c)(1); and</text>
</paragraph><paragraph id="ID7b738d9ed96847a082c23465234b24c4"><enum>(2)</enum><text>the local
educational agency's respective populations of children attending eligible
schools.</text>
</paragraph></subsection><subsection id="IDa3e2a2c44ef54908b376dfecce5081d2"><enum>(c)</enum><header>Matching
requirement</header>
<paragraph id="IDa6508760d9874ee78619e8c60986a252"><enum>(1)</enum><header>In
general</header><text>To be eligible to receive a subgrant under this section,
an eligible local educational agency shall provide non-Federal matching funds
equal to not less than 15 percent of the amount of the subgrant.</text>
</paragraph><paragraph id="ID7f6ad59cc1fd4d8ca6a749bba2e0e7c5"><enum>(2)</enum><header>In-kind
contributions</header><text>In-kind contributions, fairly assessed, may be used
to meet the requirement of paragraph (1) but only to the extent of 10 percent
of the amount of the subgrant.</text>
</paragraph></subsection><subsection id="ID089903324f7141a89fcc207fd18ff357"><enum>(d)</enum><header>Application</header><text>An
eligible local educational agency that desires to receive a subgrant under this
title shall submit an application to the State educational agency at such time,
in such manner, and accompanied by such information as the State educational
agency may reasonably require, including—</text>
<paragraph id="idEF4F6A5736AA4C2CA1BEE871C7F738A2"><enum>(1)</enum><text>a comprehensive
schoolwide improvement plan described in subsection (e);</text>
</paragraph><paragraph id="ID763c1ac68f9040558670e20d5638db8b"><enum>(2)</enum><text>a description of
how activities described in such plan will be coordinated with activities
specified in plans for schoolwide programs under section 1114 of the Elementary
and Secondary Education Act of 1965 (20 U.S.C. 6314) and school improvement
plans required under section 1116 of such Act (20 U.S.C. 6316); and</text>
</paragraph><paragraph id="IDd1ed97d9a22e4fc38dfb59e5537dca23"><enum>(3)</enum><text>a description of
how activities described in such plan will be complementary to, and coordinated
with, school improvement activities for elementary schools and high schools in
need of improvement that serve the same students within the local educational
agency.</text>
</paragraph></subsection><subsection id="IDdfe2b3ab839944b8a2b10e8457fb9f27"><enum>(e)</enum><header>Comprehensive
schoolwide improvement plan</header><text>An eligible local educational agency
that desires to receive a subgrant under this title shall develop a
comprehensive schoolwide improvement plan that shall include the information
described in subsection (d)(2) and describe how the agency will—</text>
<paragraph id="ID6addcbdd1e074e74b1e601dcee0a200f"><enum>(1)</enum><text>identify eligible
schools;</text>
</paragraph><paragraph id="IDf5be52316d54495da1cf783be4633675"><enum>(2)</enum><text>ensure that funds
go to the highest priority eligible schools first;</text>
</paragraph><paragraph id="ID6f395449a3eb4b8787b3bfc63f66e52b"><enum>(3)</enum><text>use funds to
improve the academic achievement of all students, including English language
learners and students with disabilities, in eligible schools and middle
grades;</text>
</paragraph><paragraph id="IDc5fd6f88722c4a6bb7884dfbd78714c7"><enum>(4)</enum><text>implement an
early identification data system and use this data to guide decisions on
implementing appropriate interventions;</text>
</paragraph><paragraph id="IDffa1c3157c62412ebc0de7f7d3626e4c"><enum>(5)</enum><text>increase academic
rigor and foster student engagement to ensure students are entering high school
prepared for success in a rigorous college-ready curriculum, including a
description of how such readiness will be measured;</text>
</paragraph><paragraph id="ID312f89ba0f5442e5b80fc9b7499aad98"><enum>(6)</enum><text>implement a
systemic transition plan for all students and encourage collaboration between
elementary, middle, and high schools; and</text>
</paragraph><paragraph id="IDbea234e122a248abb03b1b83e096e496"><enum>(7)</enum><text>provide evidence
of an ongoing commitment to sustain the plan for a period of not less than 4
years.</text>
</paragraph></subsection><subsection id="ID50368cde7ef74d0d8bfac8fafc757b21"><enum>(f)</enum><header>Review and
selection of subgrants</header><text>In making subgrants under this section,
the State educational agency shall—</text>
<paragraph id="ID9bb298822c6b4ecab1543cb1e6db1aea"><enum>(1)</enum><text>establish a
peer-review process to assist in the review and approval of eligible local
educational agency applications; and</text>
</paragraph><paragraph id="ID6bbb12ffada445ab84f62a2eac6f24fe"><enum>(2)</enum><text>appoint
individuals to participate in the peer-review process who are educators and
experts in identifying, evaluating, and implementing effective education
programs and practices, including areas of teaching and learning, educational
standards and assessments, school improvement, and academic and behavioral
supports for middle school students, including recognized exemplary middle
level teachers and principals who have been recognized at the State or national
level for exemplary work or contributions to the field.</text>
</paragraph></subsection><subsection id="IDe86e1078ec9147e08501dca30972abc9"><enum>(g)</enum><header>Revision of
subgrants</header><text>If a State educational agency, using the peer-review
process described in subsection (f), determines that an eligible local
educational agency's application does not meet the requirements of this title,
the State educational agency shall notify the local educational agency of such
determination and the reasons for such determination, and offer—</text>
<paragraph id="IDd73be3a762b14fe19f328ff492edb928"><enum>(1)</enum><text>the local
educational agency an opportunity to revise and resubmit the application;
and</text>
</paragraph><paragraph commented="no" display-inline="no-display-inline" id="ID3698c45f2cf2415d8ac6922ad3832513"><enum>(2)</enum><text>technical
assistance to the local educational agency to revise the application.</text>
</paragraph></subsection><subsection id="IDee37df96874c43aabe66467ec630be56"><enum>(h)</enum><header>Mandatory uses
of funds</header><text>An eligible local educational agency that receives a
subgrant under this section shall carry out the following in each eligible
school served by the agency:</text>
<paragraph id="IDb98d6f923c1f45e29fe53af8dc0efd9b"><enum>(1)</enum><text>Align curricula
among elementary grades, middle grades, and high schools to improve transitions
from elementary school to middle school and from middle school to high school
within the local educational agency, and across all grade levels within middle
schools to improve grade to grade transitions.</text>
</paragraph><paragraph id="ID9ae4687affab4af3b3e8fa42f517adee"><enum>(2)</enum><text>Implement
evidence-based or, when available, scientifically valid instructional
strategies, programs, and learning environments that meet the needs of all
students and ensure that school leaders and teachers receive professional
development on the use of these strategies.</text>
</paragraph><paragraph id="ID050254cce7ab409189ea0b29b331bb38"><enum>(3)</enum><text>Ensure that
school leaders, teachers, pupil service personnel, and other school staff
understand the developmental stages of adolescents in the middle grades and how
to deal with those stages appropriately in an educational setting.</text>
</paragraph><paragraph id="ID87cc0ef1b09e4a1c99d3bec9652774b6"><enum>(4)</enum><text>Implement
organizational practices and school schedules that allow for effective
leadership, collaborative staff participation, effective teacher teaming, and
parent and community involvement.</text>
</paragraph><paragraph id="ID70d52f7eff0443449c628d6e50d6d369"><enum>(5)</enum><text>Create a more
personalized and engaging learning environment for middle grade students by
developing a personal academic plan for each student and assigning not less
than 1 adult to help monitor student progress.</text>
</paragraph><paragraph id="ID66afeb5cfd2c43d3b96a2f7d58312ee0"><enum>(6)</enum><text>Provide all
students with information and assistance about the requirements for high school
graduation, college admission, and career success.</text>
</paragraph><paragraph id="IDfcd7e37c36f34da5a53d35ce7450bf61"><enum>(7)</enum><text>Utilize data from
an early identification data system and guidance resources to identify
struggling students and assist the students as the students transition from
elementary school to middle school and from middle school to high
school.</text>
</paragraph><paragraph id="IDe95b2de74cb14ba3927f1610c1185e06"><enum>(8)</enum><text>Implement
academic supports and effective and coordinated additional assistance programs
to ensure that students have a strong foundation in reading, writing,
mathematics, and science skills.</text>
</paragraph><paragraph id="IDb3b9e6738be9433b81a8e3a07c6c4493"><enum>(9)</enum><text>Implement
evidence-based or, when available, scientifically valid schoolwide programs and
targeted supports to promote positive academic outcomes, such as increased
attendance rates and the promotion of physical, personal, and social
development.</text>
</paragraph><paragraph id="IDccd55626564e4e54b798b8081b2cd959"><enum>(10)</enum><text>Develop and use
an effective formative assessment to inform instruction.</text>
</paragraph></subsection><subsection id="IDcc07faaff2654f4c9d20e5c25ff206ac"><enum>(i)</enum><header>Permissible
uses of funds</header><text>An eligible local educational agency that receives
a subgrant under this section may use the subgrant funds to carry out the
following:</text>
<paragraph id="ID0698c60993194f47a5951c7b4f0f27dc"><enum>(1)</enum><text>Implement
extended learning opportunities in core academic areas including more
instructional time in literacy, mathematics, science, history, and civics in
addition to opportunities for language instruction and understanding other
cultures and the arts.</text>
</paragraph><paragraph id="ID011b165ef6e34e99920ff511009ce23a"><enum>(2)</enum><text>Provide
evidence-based professional development activities with specific benchmarks to
enable teachers and other school staff to appropriately monitor academic and
behavioral progress, modify curricula, and implement accommodations and
assistive technology services for students with disabilities, consistent with
individualized education programs under section 614(d) of the Individuals with
Disabilities Education Act (20 U.S.C. 1414(d)).</text>
</paragraph><paragraph id="ID561ef87796ed4f4aa001fdfcf35c8e90"><enum>(3)</enum><text>Employ and use
instructional coaches, including literacy, mathematics, and English language
learner coaches.</text>
</paragraph><paragraph id="IDfc5460a967194685ac43f37ebfd88188"><enum>(4)</enum><text>Provide
professional development for content-area teachers on working effectively with
English language learners and students with disabilities, as well as
professional development for English as a second language educators, bilingual
educators, and special education personnel.</text>
</paragraph><paragraph id="ID60ecf5f7dec249aba9941c0ef0c7c205"><enum>(5)</enum><text>Encourage and
facilitate the sharing of data among elementary schools, middle schools, and
high schools as well as postsecondary institutions.</text>
</paragraph><paragraph id="IDb7802c63e5384c8c94fd2a11ea577b7c"><enum>(6)</enum><text>Create
collaborative study groups composed of principals or teachers, or both, among
middle schools within the eligible local educational agency, or between the
eligible local educational agency and another local educational agency, with a
focus on developing and sharing methods to increase student learning and
academic achievement.</text>
</paragraph></subsection><subsection id="ID1b9b2bee579a4472877f5933b23434f6"><enum>(j)</enum><header>Planning
subgrants</header>
<paragraph id="ID1d42eb7e27fe475883e92fa6c1e3305d"><enum>(1)</enum><header>In
general</header><text>In addition to the subgrants to which the preceding
provisions of this section apply, a State educational agency may (without
regard to such preceding provisions) make planning subgrants, and provide
technical assistance, to eligible local educational agencies that have not
received a subgrant under subsection (a) to assist the local educational
agencies in meeting the requirements of subsections (d) and (e).</text>
</paragraph><paragraph id="ID81c9c5e381e34ca1be29c34666d9a919"><enum>(2)</enum><header>Amount and
duration</header><text>Subgrants under this subsection may not exceed $50,000
nor 1 year in duration.</text>
</paragraph></subsection><subsection id="ID5295efe6d8fb485692944383c2c68311"><enum>(k)</enum><header>Definitions</header><text>In
this section:</text>
<paragraph id="IDc82f6389f2174d00b905b967fe29a5ca"><enum>(1)</enum><header>Early
identification data system</header><text>The term <term>early identification
data system</term> means an electronic system—</text>
<subparagraph id="ID5553365c528946c2a9c5a2dc0785bb7f"><enum>(A)</enum><text>that is
maintained by the State educational agency for use by local educational
agencies and schools containing not less than 1 middle grade;</text>
</subparagraph><subparagraph id="IDe4a48487ff884f38b25575269ca81582"><enum>(B)</enum><text>that stores
individual middle grade student level data (including data necessary to make
the determinations under paragraph (3)(B)) tied to a unique student identifier
on school outcomes that has been shown to be highly predictive of whether or
not a student is on track to graduate from high school with a regular diploma,
such as—</text>
<clause id="ID908eb836f67b467384dfa516c11ed86f"><enum>(i)</enum><text>student
attendance and absenteeism;</text>
</clause><clause id="ID7e51fac7e92e49c68475e3b01022d2d0"><enum>(ii)</enum><text>earned on-time
promotion rates from grade to grade;</text>
</clause><clause id="ID61469b48f61d40e8a66839c82e300393"><enum>(iii)</enum><text>a
failing grade in a mathematics, reading or language arts course;</text>
</clause><clause id="IDe8117187d5994b4c8d44e4229d9ec293"><enum>(iv)</enum><text>in-school and
out-of-school suspension or other measurable evidence of at-risk behavior;
and</text>
</clause><clause id="IDe20a94bb676f4a3fbf02908fa8bd6cb1"><enum>(v)</enum><text>additional
indicators proposed by the State educational agency and approved by the
Secretary;</text>
</clause></subparagraph><subparagraph id="IDe557d34e41024dea89a616ccbc85c330"><enum>(C)</enum><text>the data in which
is easily accessible to teachers and administrators; and</text>
</subparagraph><subparagraph id="IDd4cd3f9c4f9842a0b736f8d51fa9c00f"><enum>(D)</enum><text>that is updated
on a regular basis to measure student progress over time.</text>
</subparagraph></paragraph><paragraph id="ID53e91a205e02441ab0c802d76d0ffcae"><enum>(2)</enum><header>Eligible local
educational agency</header><text>The term <term>eligible local educational
agency</term> means a local educational agency that serves not less than 1
eligible school.</text>
</paragraph><paragraph id="ID956062ee2cdf4a7c88d4a3ac9d2dc554"><enum>(3)</enum><header>Eligible
school</header><text>The term <term>eligible school</term> means a school
containing not less than 1 middle grade and—</text>
<subparagraph id="IDb3bdb76e54b848b49576ba3037ac9707"><enum>(A)</enum><text>more than 50
percent of the middle grade students go on to attend a high school with a
graduation rate of less than 60 percent;</text>
</subparagraph><subparagraph id="ID2a316ef72e14465097d49b3e7728ab0b"><enum>(B)</enum><text>more than 25
percent of the students who finish grade 6, or the earliest middle grade level
in the school, exhibit 1 or more of the key risk factors and early risk
identification signs, including—</text>
<clause id="ID7904d434a8134acf9e45586bfe8df957"><enum>(i)</enum><text>student
attendance below 90 percent;</text>
</clause><clause id="ID7a94901e12564e1b8f85cb77683057bb"><enum>(ii)</enum><text>a
failing grade in a mathematics, reading or language arts course;</text>
</clause><clause id="ID24a2d62132e24c7ea24c1df13d738877"><enum>(iii)</enum><text>2
failing grades in any courses; and</text>
</clause><clause id="ID6bff89ff86874f58a749922561b2fc1d"><enum>(iv)</enum><text>out-of-school
suspension or other evidence of at-risk behavior; or</text>
</clause></subparagraph><subparagraph id="IDb99f098938a6416496eba3e83c1f67f4"><enum>(C)</enum><text>more than 50
percent of the middle grade students do not perform at a proficient level on
State assessments required under section 1111(b)(3) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6311(b)(3)) in mathematics or
reading or language arts.</text>
</subparagraph></paragraph></subsection></section><section id="ID707aa8d339db48c0a4b2e695b74eae64"><enum>105.</enum><header>Duration of
grants; supplement not supplant</header>
<subsection id="IDbc07489c27a744df8802e39266ec3478"><enum>(a)</enum><header>Duration of
grants</header>
<paragraph id="ID9a2ba29a73c242a39595647e6413060b"><enum>(1)</enum><header>In
general</header><text>Except as provided in paragraph (2), grants and subgrants
under this title may not exceed 3 years in duration.</text>
</paragraph><paragraph id="ID1bb3433b36b5418781d7911feb6bca7f"><enum>(2)</enum><header>Renewals</header>
<subparagraph id="IDb594ffc50de44c9b9097ac2f01e74923"><enum>(A)</enum><header>In
general</header><text>Grants and subgrants under this title may be renewed in
2-year increments.</text>
</subparagraph><subparagraph id="ID59e9a3f8ac194620b347ff11d1d04d48"><enum>(B)</enum><header>Conditions</header><text>In
order to be eligible to have a grant or subgrant renewed under this paragraph,
the grant or subgrant recipient shall demonstrate, to the satisfaction of the
granting entity, that—</text>
<clause id="IDe24582632f46455a9e9b6bd3c15ae0cf"><enum>(i)</enum><text>the
recipient has complied with the terms of the grant or subgrant, including by
undertaking all required activities; and</text>
</clause><clause id="ID8a518fae63e74a2fb2b8ce8b2a7bf9e1"><enum>(ii)</enum><text>during the
period of the grant or subgrant, there has been significant progress in student
academic achievement, as measured by the annual measurable objectives
established pursuant to section 1111(b)(2)(C)(v) of the Elementary and
Secondary Education Act (20 U.S.C. 6311(b)(2)(C)(v)) and other key risk factors
such as attendance and on-time promotion.</text>
</clause></subparagraph></paragraph></subsection><subsection id="ID0ec71e00374e466796138731e048d3e4"><enum>(b)</enum><header>Federal funds
to supplement, not supplant, non-Federal funds</header>
<paragraph id="ID28a5f55f953745758ba4b92331d39b15"><enum>(1)</enum><header>In
general</header><text>A State educational agency or local educational agency
shall use Federal funds received under this title only to supplement the funds
that would, in the absence of such Federal funds, be made available from
non-Federal sources for the education of pupils participating in programs
assisted under this title, and not to supplant such funds.</text>
</paragraph><paragraph id="ID1cf9c7a208f44ecfa797003c2b7c0df1"><enum>(2)</enum><header>Special
rule</header><text>Nothing in this title shall be construed to authorize an
officer, employee, or contractor of the Federal Government to mandate, direct,
limit, or control a State, local educational agency, or school's specific
instructional content, academic achievement standards and assessments,
curriculum, or program of instruction.</text>
</paragraph></subsection></section><section id="ID847bef27675440a09fcd5efe3694ad50"><enum>106.</enum><header>Evaluation and
reporting</header>
<subsection id="IDb72b23f21fa449dea28959f32a269061"><enum>(a)</enum><header>Evaluation</header><text>Not
later than 180 days after the date of enactment of this Act, and annually
thereafter for the period of the grant, each State receiving a grant under this
title shall—</text>
<paragraph id="ID6c4ac433b34e4ceab9598eb566d1fff6"><enum>(1)</enum><text>conduct an
evaluation of the State's progress regarding the impact of the changes made to
the policies and practices of the State in accordance with this title,
including—</text>
<subparagraph id="IDeaa3c2366ee542b68411e4ee683cd63d"><enum>(A)</enum><text>a description of
the specific changes made, or in the process of being made, to policies and
practices as a result of the grant;</text>
</subparagraph><subparagraph id="IDe1cd48cd44414bda93c5d87babe5199e"><enum>(B)</enum><text>a discussion of
any barriers hindering the identified changes in policies and practices, and
implementations strategies to overcome such barriers;</text>
</subparagraph><subparagraph id="ID78e6d3715c964ac4a6535c2809a2ab72"><enum>(C)</enum><text>evidence of the
impact of changes to policies and practices on behavior and actions at the
local educational agency and school level; and</text>
</subparagraph><subparagraph id="ID9b6e36176c1440ba8815a9754a6e0dd4"><enum>(D)</enum><text>evidence of the
impact of the changes to State and local policies and practices on improving
measurable learning gains by middle school students;</text>
</subparagraph></paragraph><paragraph id="IDcb0948e5b2ce452e878382a740d056b7"><enum>(2)</enum><text>use the results
of the evaluation conducted under paragraph (1) to adjust the policies and
practices of the State as necessary to achieve the purposes of this title;
and</text>
</paragraph><paragraph id="ID189c38df2e764d67b798c1cff1cf0dfb"><enum>(3)</enum><text>submit the
results of the evaluation to the Secretary.</text>
</paragraph></subsection><subsection id="IDeec44a7005164708aef48bba2b746595"><enum>(b)</enum><header>Availability</header><text>The
Secretary shall make the results of each State's evaluation under subsection
(a) available to other States and local educational agencies.</text>
</subsection><subsection id="IDc84e060d675f4c91a78635b51f57ba26"><enum>(c)</enum><header>Local
educational agency reporting</header><text>On an annual basis, each eligible
local educational agency receiving a subgrant under this title shall report to
the State educational agency and to the public on—</text>
<paragraph id="ID46107dfa034e43f28f6952ce5d4b98b2"><enum>(1)</enum><text>the school
performance indicators (as described in section 103(a)(4)(B)(vi)) for each
eligible school (as defined in section 104(k)) served by the local educational
agency, 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)); and</text>
</paragraph><paragraph id="ID7e0e76b00d444096b689a249c6190fcc"><enum>(2)</enum><text>the use of funds
by the local educational agency and each such school.</text>
</paragraph></subsection><subsection id="ID04252e441e5b4ed8a8753a9dc18eae68"><enum>(d)</enum><header>State
educational agency reporting</header><text>On an annual basis, each State
educational agency receiving grant funds under this title shall report to the
Secretary and to the public on—</text>
<paragraph id="IDae1b71d992024d6a83c6e79881c83568"><enum>(1)</enum><text>the school
performance indicators (as described in section 103(a)(4)(B)(vi)) in the
aggregate and disaggregated by the subgroups described in section
1111(b)(2)(C)(v)(II) of the Elementary and Secondary Education Act of 1965 (20
U.S.C. 6311(b)(2)(C)(v)(II)); and</text>
</paragraph><paragraph id="IDb5896d447cf7454aa63eb440609df6f8"><enum>(2)</enum><text>the use of the
funds by each local educational agency and each school served with such
funds.</text>
</paragraph></subsection><subsection id="ID4c4b88e29394416598daf5a6db29760d"><enum>(e)</enum><header>Report to
Congress</header><text>Every 2 years, the Secretary shall report to the public
and to Congress—</text>
<paragraph id="ID445399065dc647d9ae883d1f76f2ae95"><enum>(1)</enum><text>a summary of the
State reports under subsection (d); and</text>
</paragraph><paragraph id="ID5a71d213b6d24e849a5810de8399d641"><enum>(2)</enum><text>the use of funds
by each State under this title.</text>
</paragraph></subsection></section><section id="ID197c9902dbcf46b1b437a644b3bac7e5"><enum>107.</enum><header>Authorization
of appropriations</header><text display-inline="no-display-inline">There are
authorized to be appropriated to carry out this title $1,000,000,000 for fiscal
year 2008 and such sums as may be necessary for each of the 5 succeeding fiscal
years.</text>
</section><enum>II</enum><header>Research
recommendations</header>
<section id="ID9659d18e69ed409a9365c693b19faa06"><enum>201.</enum><header>Purpose</header><text display-inline="no-display-inline">The purpose of this title is to facilitate
the generation, dissemination, and application of research needed to identify
and implement effective practices that lead to continual student learning and
high academic achievement at the middle level.</text>
</section><section id="IDd16bfc0608194066982bebb5b4939350"><enum>202.</enum><header>Research
recommendations</header>
<subsection id="id59930E225CAA41379E83C7C0C39D16E1"><enum>(a)</enum><header>Study on
promising practices</header>
<paragraph id="ID6662838ee37b466b801caa2e7ee2ca98"><enum>(1)</enum><header>In
general</header><text>Not later than 60 days after the date of enactment of
this Act, the Secretary shall enter into a contract with the Center for
Education of the National Academies to identify promising practices for the
improvement of middle school education.</text>
</paragraph><paragraph id="ID8d392fe442ef41758c1843d6748bc0f6"><enum>(2)</enum><header>Content of
study</header><text>The study described in paragraph (1) shall identify
promising practices currently being implemented for the improvement of middle
school education. The study shall be conducted in an open and transparent way
that provides interim information to the public about criteria being used to
identify—</text>
<subparagraph id="id722D242B7DD340C3BA83C404124CDBE0"><enum>(A)</enum><text>promising
practices;</text>
</subparagraph><subparagraph id="id01D00DD5B15842D9A2A1B07F2BE9DF18"><enum>(B)</enum><text>the practices
that are being considered; and</text>
</subparagraph><subparagraph id="idD0A0234A6F5840F7A1C361E3F760BC53"><enum>(C)</enum><text>the kind of
evidence needed to document effectiveness.</text>
</subparagraph></paragraph><paragraph id="ID974012ae46af48ef9909a203447f0a71"><enum>(3)</enum><header>Report</header><text>The
contract entered into pursuant to this subsection shall require that the Center
for Education of the National Academies submit to the Secretary, the Committee
on Health, Education, Labor, and Pensions of the Senate, and the Committee on
Education and Labor of the House of Representatives a final report regarding
the study conducted under this subsection not later than 1 year after the date
of the commencement of the contract.</text>
</paragraph><paragraph id="ID484ca36d69f54f0db3d78eb5455c0a84"><enum>(4)</enum><header>Publication</header><text>The
Secretary shall make public and post on the website of the Department of
Education the findings of the study conducted under this subsection.</text>
</paragraph></subsection><subsection id="ID12191e6fa0d74820821fb0f46a6ecffc"><enum>(b)</enum><header>Synthesis study
of effective teaching and learning in middle school</header>
<paragraph id="ID4d84dc20e32641feae6c437df14caa08"><enum>(1)</enum><header>In
general</header><text>Not later than 60 days after the date of enactment of
this Act, the Secretary shall enter into a contract with the Center for
Education of the National Academies to review existing research on middle
school education, and on factors that might lead to increased effectiveness and
enhanced innovation in middle school education.</text>
</paragraph><paragraph id="ID3ed0905afde54be7b4f8322955e38c97"><enum>(2)</enum><header>Content of
study</header><text>The study described in paragraph (1) shall review research
on education programs, practices, and policies, as well as research on the
cognitive, social, and emotional development of children in the middle grades
age range, in order to provide an enriched understanding of the factors that
might lead to the development of innovative and effective middle school
programs, practices, and policies. The study shall focus on—</text>
<subparagraph id="ID9b55fe3dda474efc8ab7a0c207228421"><enum>(A)</enum><text>the areas of
curriculum, instruction, and assessment (including additional supports for
students who are below grade level in reading, writing, mathematics, and
science, and the identification of students with disabilities) to better
prepare all students for subsequent success in high school, college, and
cognitively challenging employment;</text>
</subparagraph><subparagraph id="ID54241832481c4d89aef48a688c4dd794"><enum>(B)</enum><text>the quality of,
and supports for, the teacher workforce;</text>
</subparagraph><subparagraph id="ID4604b988c7904c7f8a879ab39a53a65a"><enum>(C)</enum><text>aspects of
student behavioral and social development, and of social interactions within
schools that affect the learning of academic content;</text>
</subparagraph><subparagraph id="ID8d14f8c16f5d4919891da6e5234b563a"><enum>(D)</enum><text>the ways in which
schools and local educational agencies are organized and operated that may be
linked to student outcomes; and</text>
</subparagraph><subparagraph id="ID4a3a834415e3437683b927027d300d36"><enum>(E)</enum><text>identification of
areas where further research and evaluation may be needed on these topics to
further the development of effective middle school practices.</text>
</subparagraph></paragraph><paragraph id="ID5099512df4214ee79b69bfec2057d554"><enum>(3)</enum><header>Report</header><text>The
contract entered into pursuant to this subsection shall require that the Center
for Education of the National Academies submit to the Secretary, the Committee
on Health, Education, Labor, and Pensions of the Senate, and the Committee on
Education and Labor of the House of Representatives a final report regarding
the study conducted under this subsection not later than 2 years after the date
of commencement of the contract.</text>
</paragraph><paragraph id="IDf85c51837617451e9395abe19fd565d9"><enum>(4)</enum><header>Publication</header><text>The
Secretary shall make public and post on the website of the Department of
Education the findings of the study conducted under this subsection.</text>
</paragraph></subsection><subsection id="IDe102b7d7c1b14790a387ba0b2d483ce9"><enum>(c)</enum><header>Other
activities</header><text>The Secretary shall carry out each of the
following:</text>
<paragraph id="id782E79F962554D6C835FA9B4790EC98E"><enum>(1)</enum><text>Create a national
clearinghouse, in coordination with entities such as What Works and the Doing
What Works Clearinghouses, for research in best practices in the middle grades
and in the approaches that successfully take those best practices to scale in
schools and local educational agencies.</text>
</paragraph><paragraph id="IDaa960c0997a6455f8de98bd30ccbd9d9"><enum>(2)</enum><text>Create a national
middle grades database accessible to educational researchers, practitioners,
and policymakers that identifies school, classroom, and system-level factors
that facilitate or impede student academic achievement in the middle
grades.</text>
</paragraph><paragraph id="ID3cea9a54fc124ccfaea467cbe7fc512d"><enum>(3)</enum><text>Require the
Institute for Education Sciences to develop a strand of field-initiated and
scientifically valid research designed to enhance performance of middle grade
schools and students who are most at risk of educational failure, which may be
coordinated with the Regional Education Laboratories, institutions of higher
education, agencies recognized for their research work that has been published
in peer-reviewed journals, and organizations that have regional education
laboratories funded through the Institute for Education Sciences. Such research
shall target specific issues such as—</text>
<subparagraph id="ID0d0f6b9cdeef4656b43227cc771bad81"><enum>(A)</enum><text>effective
practices for instruction and assessment in mathematics, science, technology,
and literacy;</text>
</subparagraph><subparagraph id="IDc6beffdb66124cde981f74e82c65ea76"><enum>(B)</enum><text>academic
interventions for adolescent English language learners;</text>
</subparagraph><subparagraph id="ID1bd63019284b42738cb2e3140e05277d"><enum>(C)</enum><text>school
improvement programs and strategies for closing the academic achievement
gap;</text>
</subparagraph><subparagraph id="ID68f6cdcadb124e22814f0f20500b7b05"><enum>(D)</enum><text>evidence-based
or, when available, scientifically valid professional development planning
targeted to improve pedagogy and student academic achievement;</text>
</subparagraph><subparagraph id="ID14d466aa0b5b49549747631c3b8a43c4"><enum>(E)</enum><text>the effects of
increased learning or extended school time in the middle grades; and</text>
</subparagraph><subparagraph id="IDb1887b1607aa436ba857e26ba6f17385"><enum>(F)</enum><text>the effects of
decreased class size or increased instructional and support staff.</text>
</subparagraph></paragraph><paragraph id="IDc47fb8b7d4144c40939cbb7b423457a3"><enum>(4)</enum><text>Strengthen the
work of the existing National Research and Development Centers by adding an
Educational Research and Development Center dedicated to addressing—</text>
<subparagraph id="IDcf9009632d8148728c8efad755f32594"><enum>(A)</enum><text>curricular,
instructional, and assessment issues pertinent to the middle grades (such as
mathematics, science, technological fluency, the needs of English language
learners, and students with disabilities);</text>
</subparagraph><subparagraph id="ID5051f5bb8fff4be48327017a90780973"><enum>(B)</enum><text>comprehensive
school-wide reforms for low-performing middle grade schools; and</text>
</subparagraph><subparagraph id="IDc3b8e6519a414624865b7a210793b87b"><enum>(C)</enum><text>other topics
pertinent to middle schools.</text>
</subparagraph></paragraph><paragraph id="IDf6f2b92034b74f3cbd3ec71e9fef8338"><enum>(5)</enum><text>Provide grants to
nonprofit organizations, for-profit organizations, institutions of higher
education, and others to partner with State educational agencies and local
educational agencies to develop, adapt, or replicate effective models for
turning around low-performing middle schools.</text>
</paragraph></subsection></section><section id="IDd97368b3573041e49528bef7d3005eaf"><enum>203.</enum><header>Authorization
of appropriations; reservations</header>
<subsection id="ID6d412e29bd594e91b4c71e8a457ccdf7"><enum>(a)</enum><header>Authorization</header><text>There
are authorized to be appropriated to carry out this title $100,000,000 for
fiscal year 2008 and such sums as may be necessary for each of the 5 succeeding
fiscal years.</text>
</subsection><subsection id="ID992e66ac5f5f4d1eb6af9c154e54c5da"><enum>(b)</enum><header>Reservations</header><text>From
the total amount made available to carry out this title, the Secretary shall
reserve—</text>
<paragraph id="IDb9c0461bc4fa455287ced1a87d1f8479"><enum>(1)</enum><text>2.5 percent for
the studies described in subsections (a) and (b) of section 202;</text>
</paragraph><paragraph id="IDd53a369ab4f54807bb06065dbca437bd"><enum>(2)</enum><text>5 percent for the
clearinghouse described in section 202(c)(1);</text>
</paragraph><paragraph id="ID6da7259e7d9d40eeb1d5113124edbe29"><enum>(3)</enum><text>5 percent for the
database described in section 202(c)(2);</text>
</paragraph><paragraph id="ID3b1fea7bffed477498082fc1f8a0b6fc"><enum>(4)</enum><text>42.5 percent for
the activities described in section 202(c)(3);</text>
</paragraph><paragraph id="ID9e095b2b295b4c7abd43f4865b68e5df"><enum>(5)</enum><text>15 percent for
the activities described in section 202(c)(4); and</text>
</paragraph><paragraph id="ID81447dd3431b4e39a6f0fd21f6c546e5"><enum>(6)</enum><text>30 percent for
the activities described in section 202(c)(5).</text>
</paragraph></subsection></section>