[Congressional Bills 114th Congress]
[From the U.S. Government Publishing Office]
[H.R. 3369 Introduced in House (IH)]

114th CONGRESS
  1st Session
                                H. R. 3369

 To establish an Office of Rural Education Policy in the Department of 
  Education, make other modifications to Federal law to improve rural 
                    schools, and for other purposes.


_______________________________________________________________________


                    IN THE HOUSE OF REPRESENTATIVES

                             July 29, 2015

 Mr. Loebsack introduced the following bill; which was referred to the 
   Committee on Education and the Workforce, and in addition to the 
Committee on Ways and Means, for a period to be subsequently determined 
 by the Speaker, in each case for consideration of such provisions as 
        fall within the jurisdiction of the committee concerned

_______________________________________________________________________

                                 A BILL


 
 To establish an Office of Rural Education Policy in the Department of 
  Education, make other modifications to Federal law to improve rural 
                    schools, and for other purposes.

    Be it enacted by the Senate and House of Representatives of the 
United States of America in Congress assembled,

SECTION 1. SHORT TITLE.

    This Act may be cited as the ``Restructuring Underutilized 
Resources for Advancing Learning Act'' or the ``RURAL Act''.

SEC. 2. FINDINGS AND PURPOSES.

    (a) Findings.--The Congress finds the following:
            (1) Rural schools have unique challenges and benefits.
            (2) More than 33 percent of regular elementary and 
        secondary public schools nationwide are in locations classified 
        as rural. As of the 2010-2011 school year, more than 20 percent 
        of public school students were enrolled in rural school 
        districts.
            (3) In rural areas of the United States, 6,100,000 children 
        live in poverty.
            (4) Among children living in rural areas, 24 percent live 
        in poverty, compared to 20 percent among nonrural children.
            (5) Rural schools have fewer financial resources than non-
        rural schools, largely as a result of diminished local property 
        tax bases and inequitable distributions of State funds.
            (6) There is a substantial pay gap for teachers and 
        administrators in rural school districts. Rural teachers and 
        administrators in the U.S. earn about $10,000 less than their 
        counterparts in nonrural schools.
            (7) Rural schools have difficulty recruiting and retaining 
        teachers. A recent survey of rural school superintendents 
        suggests low salaries combined with social and geographic 
        isolation are the primary factors responsible for difficulties 
        recruiting and retaining teachers.
            (8) Digital learning technology holds the promise of 
        transforming rural education by removing barriers of distance 
        and increasing school capacity.
            (9) While many large urban local education agencies are at 
        the forefront of implementing new digital learning innovations, 
        it is often harder for smaller and more rural local education 
        agencies to access these tools. Smaller local education 
        agencies with less capacity may also find it more difficult to 
        provide the training needed to effectively implement new 
        digital learning technologies.
            (10) Low literacy rates among parents in poor rural 
        communities affect the early language development and 
        educational aspirations of children.
            (11) Investing in after-school programs helps children in 
        rural communities break out of the cycle of poverty and creates 
        opportunities for at-risk youth.
            (12) In areas in which resources are limited, after-school 
        programs are often the only source of supplemental enrichment 
        in literacy, nutrition education, technology, and preparation 
        for college and entrance exams.
            (13) Children attending rural schools have the lowest 
        median per-student funding for after-school programs under the 
        21st Century Community Learning Center Program under part B of 
        title IV of the Elementary and Secondary Education Act of 1965 
        (20 U.S.C. 7171 et seq.), as compared to children attending 
        urban and suburban schools.
    (b) Purposes.--The purposes of this Act are--
            (1) to establish an Office of Rural Education Policy in the 
        Department of Education;
            (2) to provide input to the Secretary of Education 
        regarding the impact of proposed changes in law, regulations, 
        policies, rules, and budgets on rural schools and communities;
            (3) to provide a tax incentive to individuals teaching in 
        elementary and secondary schools located in rural or high 
        unemployment areas and to individuals who achieve certification 
        from the National Board for Professional Teaching Standards;
            (4) to support the expansion of the use of digital learning 
        through competitive grants to partnerships to implement and 
        evaluate the results of technology-based learning practices, 
        strategies, tools, or programs at rural schools; and
            (5) to enhance after-school programs in rural areas by 
        helping communities establish after-school programs and improve 
        existing programs by over-coming barriers to service.

            TITLE I--INCENTIVES TO EDUCATE AMERICAN CHILDREN

SEC. 101. REFUNDABLE TAX CREDIT FOR EDUCATORS AND SCHOOL LEADERS IN 
              ELEMENTARY AND SECONDARY SCHOOLS LOCATED IN HIGH POVERTY 
              OR RURAL AREAS.

    (a) In General.--Subpart C of part IV of subchapter A of chapter 1 
of the Internal Revenue Code of 1986 is amended by inserting after 
section 36B the following new section:

``SEC. 36C. TAX CREDIT FOR EDUCATORS AND SCHOOL LEADERS IN ELEMENTARY 
              AND SECONDARY SCHOOLS LOCATED IN HIGH POVERTY OR RURAL 
              AREAS.

    ``(a) Allowance of Credit.--In the case of an eligible teacher or 
school leader, there shall be allowed as a credit against the tax 
imposed by this subtitle for the taxable year an amount equal to the 
applicable amount for the eligible academic year ending during such 
taxable year.
    ``(b) Applicable Amount.--For purposes of this section--
            ``(1) Teachers in schools in rural areas or schools with 
        high poverty.--
                    ``(A) In general.--In the case of an eligible 
                teacher who performs services in a public kindergarten 
                or a public elementary or secondary school described in 
                subparagraph (B) during the eligible academic year, the 
                applicable amount is $1,000.
                    ``(B) School described.--A public kindergarten or a 
                public elementary or secondary school is described in 
                this subparagraph if--
                            ``(i) at least 75 percent of the students 
                        attending such kindergarten or school receive 
                        free or reduced-cost lunches under the school 
                        lunch program established under the Richard B. 
                        Russell National School Lunch Act, or
                            ``(ii) such kindergarten or school is 
                        designated with a school locale code of 32, 33, 
                        41, 42, or 43, as determined by the Secretary 
                        of Education.
            ``(2) Certified teachers.--In the case of an eligible 
        teacher who is described in paragraph (1) and who is certified 
        by the National Board for Professional Teaching Standards for 
        the eligible academic year, paragraph (1)(A) shall be applied 
        by substituting `$2,000' for `$1,000'.
            ``(3) Eligible school leaders in schools in rural areas.--
        In the case of an eligible school leader who serves in a public 
        kindergarten or a public elementary or secondary school 
        described in paragraph (1)(B)(ii), paragraph (1)(A) shall be 
        applied by substituting `$2,000' for `$1,000'.
    ``(c) Eligible Teacher.--For purposes of this section, the term 
`eligible teacher' means, for any eligible academic year, an individual 
who is a kindergarten through grade 12 classroom teacher or instructor 
in a public kindergarten or a public elementary or secondary school on 
a full-time basis for such eligible academic year.
    ``(d) Eligible School Leader.--For purposes of this section, the 
term `eligible school leader' means, for any eligible academic year, an 
individual who, on a full-time basis for such eligible academic year, 
is a kindergarten through grade 12 principal or assistant principal in 
a public kindergarten or a public elementary or is a school 
superintendent or other administrator employed by a local educational 
agency.
    ``(e) Additional Definitions.--For purposes of this section--
            ``(1) Elementary and secondary schools; local educational 
        agency.--The terms `elementary school', `secondary school', and 
        `local educational agency' have the respective meanings given 
        such terms by section 9101 of the Elementary and Secondary 
        Education Act of 1965.
            ``(2) Eligible academic year.--The term `eligible academic 
        year' means any academic year ending in a taxable year 
        beginning after December 31, 2015.''.
    (b) Conforming Amendments.--
            (1) Paragraph (2) of section 1324(b) of title 31, United 
        States Code, is amended by inserting ``, 36C'' after ``36B''.
            (2) The table of sections for subpart C of part IV of 
        subchapter A of chapter 1 of the Internal Revenue Code of 1986 
        is amended by inserting after the item relating to section 36B 
        the following new item:

``Sec. 36C. Tax credit for educators and school leaders in elementary 
                            and secondary schools located in high 
                            poverty or rural areas.''.
    (c) Effective Date.--The amendments made by this section shall 
apply to academic years ending in taxable years beginning after 
December 31, 2015.

               TITLE II--OFFICE OF RURAL EDUCATION POLICY

SEC. 201. ESTABLISHMENT OF OFFICE OF RURAL EDUCATION POLICY.

    (a) In General.--Title II of the Department of Education 
Organization Act (20 U.S.C. 3411 et seq.) is amended by adding at the 
end the following:

``SEC. 221. OFFICE OF RURAL EDUCATION POLICY.

    ``(a) In General.--There shall be, in the Office of Elementary and 
Secondary Education of the Department, an Office of Rural Education 
Policy (referred to in this section as the `Office').
    ``(b) Director; Duties.--
            ``(1) In general.--The Office shall be headed by a 
        Director, who shall advise the Secretary on the characteristics 
        and needs of rural schools and the effects of current policies 
        and proposed statutory, regulatory, administrative, and 
        budgetary changes on State educational agencies, and local 
        educational agencies, that serve schools with a locale code of 
        32, 33, 41, 42, or 43, as determined by the Secretary.
            ``(2) Additional duties of the director.--In addition to 
        advising the Secretary with respect to the matters described in 
        paragraph (1), the Director of the Office of Rural Education 
        Policy (referred to in this section as the `Director'), through 
        the Office, shall--
                    ``(A) establish and maintain a clearinghouse for 
                collecting and disseminating information on--
                            ``(i) teacher and principal recruitment and 
                        retention at rural elementary schools and rural 
                        secondary schools;
                            ``(ii) access to, and implementation and 
                        use of, technology and distance learning at 
                        such schools;
                            ``(iii) rigorous coursework delivery 
                        through distance learning at such schools;
                            ``(iv) student achievement at such schools, 
                        including the achievement of low-income and 
                        minority students;
                            ``(v) innovative approaches in rural 
                        education to increase student achievement;
                            ``(vi) higher education and career 
                        readiness and secondary school completion of 
                        students enrolled in such schools;
                            ``(vii) access to, and quality of, early 
                        childhood development for children located in 
                        rural areas;
                            ``(viii) access to, or partnerships with, 
                        community-based organizations in rural areas;
                            ``(ix) the availability of professional 
                        development opportunities for rural teachers 
                        and principals;
                            ``(x) the availability of Federal and other 
                        grants and assistance that are specifically 
                        geared or applicable to rural schools; and
                            ``(xi) the financing of such schools;
                    ``(B) identify innovative research and 
                demonstration projects on topics of importance to rural 
                elementary schools and rural secondary schools, 
                including gaps in such research, and recommend such 
                topics for study by the Institute of Education Sciences 
                and other research agencies;
                    ``(C) coordinate the activities within the 
                Department that relate to rural education;
                    ``(D) provide information to the Secretary and 
                others in the Department with respect to the activities 
                of other Federal departments and agencies that relate 
                to rural education, including activities relating to 
                rural housing, rural agricultural services, rural 
                transportation, rural economic development, rural 
                career and technical training, rural health care, rural 
                disability services, and rural mental health;
                    ``(E) coordinate with the Bureau of Indian 
                Education, the Bureau of Indian Affairs, the Department 
                of the Interior, and the schools administered by such 
                agencies regarding rural education;
                    ``(F) provide, directly or through grants, 
                cooperative agreements, or contracts, technical 
                assistance and other activities as necessary to support 
                activities related to improving education in rural 
                areas; and
                    ``(G) produce an annual report on the condition of 
                rural education that is delivered to the members of the 
                Education and the Workforce Committee of the House of 
                Representatives and the Health, Education, Labor, and 
                Pensions Committee of the Senate and published on the 
                Department's Web site.
    ``(c) Impact Analyses of Rules and Regulations on Rural Schools.--
            ``(1) Proposed rulemaking.--Whenever the Secretary 
        publishes a general notice of proposed rulemaking for any rule 
        or regulation that may have a significant impact on State 
        educational agencies or local educational agencies serving 
        schools with a locale code of 32, 33, 41, 42, or 43, as 
        determined by the Secretary, the Secretary (acting through the 
        Director) shall prepare and make available for public comment 
        an initial regulatory impact analysis. Such analysis shall 
        describe the impact of the proposed rule or regulation on such 
        State educational agencies and local educational agencies and 
        shall set forth, with respect to such agencies, the matters 
        required under section 603 of title 5, United States Code, to 
        be set forth with respect to small entities. The initial 
        regulatory impact analysis (or a summary) shall be published in 
        the Federal Register at the time of the publication of general 
        notice of proposed rulemaking for the rule or regulation.
            ``(2) Final rule.--Whenever the Secretary promulgates a 
        final version of a rule or regulation with respect to which an 
        initial regulatory impact analysis is required by paragraph 
        (1), the Secretary (acting through the Director) shall prepare 
        a final regulatory impact analysis with respect to the final 
        version of such rule or regulation. Such analysis shall set 
        forth, with respect to State educational agencies and local 
        educational agencies serving schools with a locale code of 32, 
        33, 41, 42, or 43, as determined by the Secretary, the matters 
        required under section 604 of title 5, United States Code, to 
        be set forth with respect to small entities. The Secretary 
        shall make copies of the final regulatory impact analysis 
        available to the public and shall publish, in the Federal 
        Register at the time of publication of the final version of the 
        rule or regulation, a statement describing how a member of the 
        public may obtain a copy of such analysis.
            ``(3) Regulatory flexibility analysis.--If a regulatory 
        flexibility analysis is required by chapter 6 of title 5, 
        United States Code, for a rule or regulation to which this 
        subsection applies, such analysis shall specifically address 
        the impact of the rule or regulation on State educational 
        agencies and local educational agencies serving schools with a 
        locale code of 32, 33, 41, 42, or 43, as determined by the 
        Secretary.''.
    (b) Effective Date.--Section 221(c) of the Department of Education 
Organization Act, as added by subsection (a), shall apply to 
regulations proposed more than 30 days after the date of the enactment 
of this Act.

TITLE III--ASSISTANCE TO RURAL SCHOOLS FOR IMPLEMENTING AND EVALUATING 
                            DIGITAL LEARNING

SEC. 301. PROGRAM AUTHORIZED.

    (a) Grants to Eligible Partnerships.--From the amounts appropriated 
to carry out this title, the Secretary of Education is authorized to 
award grants, on a competitive basis, to eligible partnerships to carry 
out the activities described in section 304.
    (b) Duration of Grant.--A grant under subsection (a) shall be 
awarded for not less than a 3-year and not longer than a 5-year period.
    (c) Fiscal Agent.--If an eligible partnership receives a grant 
under this title, a school partner in the partnership shall serve as 
the fiscal agent for the partnership.

SEC. 302. APPLICATION.

    An eligible partnership 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, which 
shall include the following:
            (1) A description of the eligible partnership, including 
        the name of each of the partners and their respective roles and 
        responsibilities.
            (2) A description of the technology-based learning 
        practice, tool, strategy, or course that the eligible 
        partnership proposes to develop or implement using the grant 
        funds.
            (3) An assurance that all teachers of record hold the 
        relevant license and are otherwise qualified to implement any 
        technology-based practice, tool, strategy, or course using the 
        grant funds.
            (4) An assurance that all students in a class or school 
        implementing a practice, tool, strategy or course using the 
        grant funds will have access to any equipment necessary to 
        participate on a full and equitable basis.
            (5) An assurance that the proposed uses of smartphones, 
        laptops, tablets, or other devices susceptible to inappropriate 
        use have the informed consent of parents or guardians and are 
        not inconsistent with any policies of the local educational 
        agency on the use of such devices.
            (6) Information relevant to the selection criteria under 
        section 303(c).
            (7) A description of the evaluation to be undertaken by the 
        eligible partnership, including--
                    (A) how the school partner and the evaluation 
                partner will work together to implement the practice, 
                tool, strategy, or course in such a way that permits 
                the use of a rigorous, independent evaluation design 
                that meets the standards of the What Works 
                Clearinghouse of the Institute of Education Sciences; 
                and
                    (B) a description of the evaluation design that 
                meets such standards, which will be used to measure any 
                significant effects on the outcomes described in 
                paragraphs (1) through (3) of section 305(a).
            (8) An estimate of the number of students to be reached 
        through the grant and evidence of its capacity to reach the 
        proposed number of students during the course of the grant.
            (9) Any other information the Secretary may require.

SEC. 303. APPLICATION REVIEW AND AWARD BASIS.

    (a) Peer Review.--The Secretary shall use a peer review process to 
review applications for grants under this title. The Secretary shall 
appoint individuals to the peer review process who have relevant 
expertise in digital learning, research and evaluation, standards 
quality and alignment, and rural education.
    (b) Award Basis.--In awarding grants under this title, the 
Secretary shall ensure, to the extent practicable, diversity in the 
type of activities funded under the grants.
    (c) Selection Criteria.--In evaluating an eligible partnership's 
application for a grant under this title, the Secretary shall 
consider--
            (1) the need for the proposed technology-based learning 
        practice, tool, strategy, or course;
            (2) the quality of the design of the proposed practice, 
        tool, strategy, or course;
            (3) the strength of the existing research evidence with 
        respect to such practice, tool, strategy, or course;
            (4) the experience of the eligible partnership; and
            (5) the quality of the evaluation proposed by the eligible 
        partnership.
    (d) Dedicated Funding for Fringe Rural, Distant Rural, and Remote 
Rural Schools.--Not less than 50 percent of the grant funds awarded 
under this title shall be awarded to eligible partnerships that 
provides assurances that the school partners in the eligible 
partnership will ensure that each school to be served by the grant is 
designated with a school locale code of 32, 33, 41, 42, or 43, as 
determined by the Secretary.

SEC. 304. USE OF FUNDS.

    (a) Required Use of Funds.--
            (1) In general.--An eligible partnership receiving a grant 
        under this title shall use such funds to implement and evaluate 
        the results of technology-based learning practices, strategies, 
        tools, or courses, including the practices, strategies, tools, 
        or courses identified under paragraphs (2) through (6).
            (2) Tools and courses designed to personalize the learning 
        experience.--Technology-based tools and courses identified 
        under this paragraph include the following types of tools and 
        courses designed to personalize the learning experience:
                    (A) Technology-based personalized instructional 
                systems.
                    (B) Adaptive software, games, or tools, that can be 
                used to personalize learning.
                    (C) Computer-based tutoring courses to help 
                struggling students.
                    (D) Games, digital tools, and smartphone or tablet 
                applications to improve students' engagement, focus, 
                and time on task.
                    (E) Other tools and courses designed to personalize 
                the learning experience.
            (3) Practices and strategies designed to aid and inform 
        instruction.--Technology-based practices and strategies 
        identified under this paragraph include the following types of 
        practices and strategies designed to aid and inform 
        instruction:
                    (A) Adaptive software, games, or tools that can be 
                used for the purpose of formative assessment.
                    (B) Web resources that provide teachers and their 
                students access to instructional and curricular 
                materials that are--
                            (i) aligned with high-quality standards; 
                        and
                            (ii) designed to prepare students for 
                        college and a career, such as a repository of 
                        primary historical sources for use in history 
                        and civics courses or examples of 
                        developmentally appropriate science 
                        experiments.
                    (C) Online professional development opportunities, 
                teacher mentoring opportunities, and professional 
                learning communities.
                    (D) Tools or web resources designed to address 
                specific instructional problems.
                    (E) Other practices and strategies designed to 
                personalize the learning experience.
            (4) Tools, courses, and strategies designed to improve the 
        achievement of students with specific educational needs.--
        Technology-based tools, courses, and strategies identified 
        under this paragraph include the following types of tools, 
        courses, and strategies designed to meet the needs of students 
        with specific educational needs:
                    (A) Digital tools specifically designed to meet the 
                needs of students with a particular disability.
                    (B) Online courses that give students who are not 
                on track to graduate or have already dropped out of 
                school the opportunity for accelerated credit recovery.
                    (C) Language instruction courses, games, or 
                software designed to meet the needs of English language 
                learners.
                    (D) Other tools, courses, and strategies designed 
                to personalize the learning experience.
            (5) Tools, courses, and strategies designed to help 
        students develop 21st century skills.--Technology-based tools, 
        courses, and strategies identified under this paragraph include 
        peer-to-peer virtual learning opportunities to be used for the 
        purposes of project-based learning, deeper learning, and 
        collaborative learning, and other tools, courses, and 
        strategies designed to help students develop 21st century 
        skills, such as the ability to think critically and solve 
        problems, be effective communicators, collaborate with others, 
        and learn to create and innovate.
            (6) Technology-based or online courses that allow students 
        to take courses that they would not otherwise have access to.--
        Technology-based or online courses identified under this 
        paragraph include courses or collections of courses approved by 
        the applicable local educational agency or State educational 
        agency that provide students with access to courses that they 
        would not otherwise have access to, such as the following:
                    (A) An online repository of elective courses.
                    (B) Online or software-based courses in foreign 
                languages, especially in languages identified as 
                critical or in schools where a teacher is not available 
                to teach the language or course level a student 
                requires.
                    (C) Online advanced or college-level courses that 
                can be taken for credit.
    (b) Authorized Use of Funds.--An eligible partnership receiving a 
grant under this title may use grant funds to--
            (1) develop or implement the technology for technology-
        based learning strategies, practices, courses, or tools to be 
        carried out under the grant;
            (2) purchase hardware or software needed to carry out such 
        strategies, practices, courses, or tools under the grant, 
        except that such purchases may not exceed 50 percent of total 
        grant funds;
            (3) address the particular needs of student subgroups, 
        including students with disabilities and English-language 
        learners;
            (4) provide technology-based professional development or 
        professional development on how to maximize the utility of 
        technology; and
            (5) address issues of cost and capacity in rural areas and 
        shortage subjects.
    (c) Supplementation.--An eligible partnership that receives a grant 
under this title shall use the grant funds to supplement, not supplant, 
the work of teachers with students, and may not use such funds to 
reduce staffing levels for the school partners in the eligible 
partnership.
    (d) Teacher of Record.--For each student in a class or school 
implementing a practice, tool, strategy, or course using grant funds 
provided under this title, there shall be a teacher of record, holding 
the relevant certification or license, and otherwise qualified to 
implement any digitally based practice, tool, strategy or course using 
the grant funds. An eligible partnership shall use grant funds provided 
under this title, and shall determine the extent and nature of 
pedagogical uses of digital tools, in a manner that is consistent with 
the judgments of teachers of record about what is developmentally 
appropriate for students.

SEC. 305. DATA COLLECTION AND EVALUATION.

    (a) In General.--Each eligible partnership receiving a grant under 
this title shall require its evaluation partner to complete an 
independent, comprehensive, well-designed, and well-implemented 
evaluation that meets the standards of the What Works Clearinghouse 
after the third year of implementation of the grant to measure the 
effect of the practice, tool, strategy, or course on--
            (1) growth in student achievement, as measured by high 
        quality assessments that provide objective, valid, reliable 
        measures of student academic growth and information on whether 
        a student is on-track to graduate ready for college and career;
            (2) costs and savings to the school partner; and
            (3) at least one of the following:
                    (A) Student achievement gaps.
                    (B) Graduation and dropout rates.
                    (C) College enrollment.
                    (D) College persistence.
                    (E) College completion.
                    (F) Placement in a living-wage job.
                    (G) Enhanced teacher or principal effectiveness as 
                measured by valid, reliable, and multiple measures of 
                student achievement and other appropriate measures.
    (b) Evaluation.--The Secretary shall--
            (1) acting through the Director of the Institute of 
        Education Sciences--
                    (A) evaluate the implementation and impact of the 
                activities supported under the grant program authorized 
                under this section; and
                    (B) identify best practices; and
            (2) disseminate, in consultation with the regional 
        educational laboratories established under part D of the 
        Education Sciences Reform Act of 2002 and comprehensive centers 
        established under the Educational Technical Assistance Act of 
        2002, research on best practices in school leadership.
    (c) Implementation Evaluation.--An evaluation partner may use funds 
under this title to carry out an implementation evaluation designed to 
provide information that may be useful for schools, local educational 
agencies, States, consortia of schools, and charter school networks 
seeking to implement similar practices, tools, strategies, or courses 
in the future.
    (d) Publication of Results.--Upon completion of an evaluation 
described in subsection (a), (b), or (c) the evaluation partner shall--
            (1) submit a report of the results of the evaluation to the 
        Secretary; and
            (2) make publicly available such results.

SEC. 306. DEFINITIONS.

    In this title:
            (1) Digital learning partner.--The term ``digital learning 
        partner'' means an organization with expertise in the 
        technology required to develop or implement the digital 
        learning practices, tools, strategies, or courses proposed by 
        the school partner with which the digital learning partner will 
        partner or has partnered under this title, such as--
                    (A) an institution of higher education;
                    (B) a nonprofit organization; or
                    (C) an organization with school development or 
                turnaround experience.
            (2) Eligible partnership.--The term ``eligible 
        partnership'' means a partnership that includes a school 
        partner and not less than 1--
                    (A) digital learning partner, except that in a case 
                in which a school partner or evaluation partner 
                demonstrates expertise in digital learning to the 
                Secretary; and
                    (B) evaluation partner.
            (3) Evaluation partner.--The term ``evaluation partner'' 
        means a partner that has the expertise and ability to carry out 
        the evaluation of a grant received under this title, such as--
                    (A) an institution of higher education;
                    (B) a nonprofit organization with expertise in 
                evaluation; or
                    (C) an evaluation firm.
            (4) Institution of higher education.--The term 
        ``institution of higher education'' has the meaning given the 
        term in section 102 of the Higher Education Act of 1965 (20 
        U.S.C. 1002).
            (5) Local educational agency.--The term ``local educational 
        agency'' has the meaning given the term in section 9101 of the 
        Elementary and Secondary Education Act of 1965 (20 U.S.C. 
        7801).
            (6) School partner.--The term ``school partner'' means a--
                    (A) local educational agency;
                    (B) a charter school network that does not include 
                virtual schools;
                    (C) a consortium of public elementary schools or 
                secondary schools;
                    (D) a regional educational service agency or 
                similar regional educational service provider; or
                    (E) a consortium of the entities described in 
                subparagraphs (A) through (D).
            (7) Secretary.--The term ``Secretary'' means the Secretary 
        of Education.

      TITLE IV--ELEMENTARY AND SECONDARY EDUCATION ACT AMENDMENTS

SEC. 401. OUTREACH AND TECHNICAL ASSISTANCE FOR RURAL LOCAL EDUCATIONAL 
              AGENCIES.

    (a) In General.--Subpart 2 of part E of title IX of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 7901 et seq.) is amended 
by adding at the end the following:

``SEC. 9537. OUTREACH AND TECHNICAL ASSISTANCE FOR RURAL LOCAL 
              EDUCATIONAL AGENCIES.

    ``(a) Outreach.--The Secretary shall engage in outreach to rural 
local educational agencies regarding opportunities to apply for 
competitive grant programs under this Act.
    ``(b) Technical Assistance.--If requested to do so, the Secretary 
shall provide technical assistance to rural local educational agencies 
with locale codes 32, 33, 41, 42, or 43, or an educational service 
agency representing rural local educational agencies with locale codes 
32, 33, 41, 42, or 43 on applications or pre-applications for any 
competitive grant program under this Act. No rural local educational 
agency or education service agency shall be required to request 
technical assistance or include any technical assistance provided by 
the Secretary in any application.''.
    (b) Conforming Amendment.--The table of contents for such Act is 
amended by inserting after the item relating to section 9536 the 
following:

``Sec. 9537. Outreach and technical assistance for rural local 
                            educational agencies.''.

SEC. 402. RURAL CONSOLIDATED PLAN.

    Section 9305 of the Elementary and Secondary Education Act of 1965 
(20 U.S.C. 7845) is amended by adding at the end the following:
    ``(e) Rural Consolidated Plan.--
            ``(1) In general.--Two or more eligible local educational 
        agencies, a consortium of eligible local education service 
        agencies, or an education service agency on behalf of eligible 
        local educational agencies may submit plans or applications for 
        one or more covered programs to the State educational agency on 
        a consolidated basis, if each eligible local educational agency 
        impacted elects to participate in the joint application or 
        elects to allow the educational service agency to apply on its 
        behalf.
            ``(2) Eligible local educational agency.--For the purposes 
        of this subsection, the term `eligible local educational 
        agency' means a local educational agency that is an eligible 
        local educational agency under part B of title VI.''.

                TITLE V--EXPANDED LEARNING OPPORTUNITIES

SEC. 501. EXPANDED LEARNING OPPORTUNITIES.

    Subtitle D of the Consolidated Farm and Rural Development Act is 
amended by inserting after section 365 (7 U.S.C. 2008) the following:

``SEC. 366. EXPANDED LEARNING OPPORTUNITIES.

    ``(a) Purpose.--The purpose of this section is to enhance expanded 
learning time opportunities in rural areas by helping communities--
            ``(1) to establish expanded learning time opportunities, 
        including after-school programs; and
            ``(2) to improve existing programs by overcoming barriers 
        to service.
    ``(b) Definitions.--In this section:
            ``(1) Eligible entity.--The term `eligible entity' means a 
        local educational agency (as such term is defined in section 
        9101 of the Elementary and Secondary Education Act of 1965 (20 
        U.S.C. 7801)), educational service agency, community-based 
        organization, another public or private entity, or a consortium 
        of 2 or more such agencies, organizations, or entities.
            ``(2) Expanded learning time.--The term `expanded learning 
        time' means using a longer school day, week, or year schedule 
        to significantly increase the total number of school hours, in 
        order to include additional time for--
                    ``(A) instruction and enrichment in core academic 
                subjects, other academic subjects, and other activities 
                that contribute to a well-rounded education; and
                    ``(B) instructional and support staff to 
                collaborate, plan, and engage in professional 
                development (including professional development on 
                family and community engagement) within and across 
                grades and subjects.
            ``(3) Rural area.--The term `rural area' means an area that 
        is served by an elementary or secondary school that is 
        designated with a school locale code of 32, 33, 41, 42, or 43, 
        as determined by the Secretary of Education.
    ``(c) Grants.--
            ``(1) In general.--The Secretary shall make grants to 
        eligible entities to improve, expand, or establish expanded 
        learning time programs, and afterschool programs (taking place 
        during non-school hours), in rural areas.
            ``(2) Requirement.--Each grant under this section shall be 
        in an amount of not less than $25,000.
    ``(d) Duration.--
            ``(1) Term of grant.--The term of a grant under this 
        section may not be for less than 3 years.
            ``(2) Renewal.--The Secretary may renew a grant under this 
        section for a period of not less than 3 years, based on the 
        performance of the eligible entity during the previous grant 
        term.
    ``(e) Uses.--As a condition of the receipt of a grant under this 
section, an eligible entity shall use the grant to fund projects and 
activities described in subsection (c), including transportation, 
professional development, training, recruitment and retention of staff, 
staff compensation for additional hours worked, increasing access to 
technology, and planning.
    ``(f) Evaluation.--The Secretary may use not more than 1 percent of 
the funds under this section--
            ``(1) to conduct evaluations of the effectiveness of 
        programs and activities assisted under subsection (c); and
            ``(2) to disseminate the results of those evaluations for 
        the purpose of refining, improving, and strengthening programs.
    ``(g) Outreach, Training, and Technical Assistance.--The Secretary 
may use not more than 3 percent of the funds made available to carry 
out this section--
            ``(1) to conduct outreach, including bidders' conferences, 
        to ensure widespread knowledge of the availability of resources 
        described in subsection (c);
            ``(2) to disseminate information on best practices and 
        successful program models for serving children and youth in 
        rural areas; and
            ``(3) to provide capacity building, training, and technical 
        assistance to after-school programs and providers in rural 
        areas.
    ``(h) Application.--
            ``(1) In general.--To be considered for a grant under this 
        section, each eligible entity shall submit to the Secretary an 
        application at such time, in such manner, and accompanied by 
        such information as the Secretary may require.
            ``(2) Contents.--An application submitted pursuant to 
        paragraph (1) shall include--
                    ``(A) a description of the expanded learning time 
                program to be funded, including--
                            ``(i) an assurance that the program will 
                        take place in a safe and easily accessible 
                        facility;
                            ``(ii) a description of how children and 
                        youth participating in the program will travel 
                        safely between the program site and home;
                            ``(iii) a description of how the eligible 
                        entity will disseminate information about the 
                        program, including the location of the program, 
                        to the community in a manner that is 
                        understandable and accessible;
                            ``(iv)(I) a description of the services to 
                        be provided to children and youth, which may 
                        include a broad array of activities, such as--
                                    ``(aa) academic enrichment and 
                                youth development activities;
                                    ``(bb) drug and violence prevention 
                                programs;
                                    ``(cc) counseling programs;
                                    ``(dd) art, music, physical 
                                fitness, and recreational programs;
                                    ``(ee) technology education 
                                programs;
                                    ``(ff) character education 
                                programs; and
                                    ``(gg) service-learning programs;
                            ``(II) the roles and responsibilities of 
                        the partners in providing the services; and
                            ``(III) how the services enhance an 
                        existing expanded learning time program; and
                            ``(v) an assurance that the program will 
                        provide a nutritious snack or meal that meets 
                        nutrition standards established by the 
                        Secretary;
                    ``(B) an assurance that the proposed program was 
                developed, and will be carried out, in active 
                collaboration with the schools the students attend;
                    ``(C) an assurance that funds provided under this 
                section will be used to increase the level of State, 
                local, and other non-Federal funds that would, in the 
                absence of funds under this section, be made available 
                for programs and activities authorized under this 
                section, and in no case supplant Federal, State, local, 
                or non-Federal funds;
                    ``(D) a description of the partnership between a 
                local educational agency, a community-based 
                organization, or another public entity or private 
                entity, if applicable; and
                    ``(E) such additional assurances as the Secretary 
                determines to be necessary to ensure compliance with 
                this section.
    ``(i) Priority.--The Secretary shall give priority to applications 
that--
            ``(1) propose partnerships between 2 or more eligible 
        entities; or
            ``(2) propose that a majority of the students participating 
        in the expanded learning time program are eligible for free or 
        reduced price school meals under the Richard B. Russell 
        National School Lunch Act (42 U.S.C. 1751 et seq.) and section 
        4 of the Child Nutrition Act of 1966 (42 U.S.C. 1773).
    ``(j) Construction.--Nothing in this Act shall be construed to 
alter or otherwise affect the rights, remedies, and procedures afforded 
to employees of a school or local educational agency under Federal, 
State, or local laws (including applicable regulations or court orders 
as well as requirements that school districts negotiate and meet and 
confer in good faith) or under the terms of collective bargaining 
agreements, memoranda of understanding, or other agreements between 
such employers and their employees.
    ``(k) Authorization of Appropriations.--There are authorized to be 
appropriated to carry out this section--
            ``(1) $25,000,000 for fiscal year 2016;
            ``(2) $50,000,000 for fiscal year 2017; and
            ``(3) such sums as are necessary for each of fiscal years 
        2018 through 2020.''.
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