[Congressional Record Volume 152, Number 75 (Tuesday, June 13, 2006)]
[Senate]
[Pages S5795-S5810]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]

      By Mr. KENNEDY (for himself, Mrs. Clinton, and Mr. Kerry):
  S. 3502. A bill to modernize the education system of the United 
States, to arm individuals with 21st century knowledge and skills in 
order to preserve the economic and national security of the United 
States, and for other purposes; to the Committee on Health, Education, 
Labor, and Pensions.
  Mr. KENNEDY. Mr. President, American families face great challenges 
in dealing with the rapidly changing global economy. The value of their 
wages is declining, the cost of living is going up, and many jobs are 
moving overseas. More and more Americans feel the American dream is 
slowly slipping out of reach.
  We can and must deal more effectively with this problem. We have a 
responsibility to make the investments that are necessary to our 
progress--a responsibility to our families, to our economy, to our 
Nation, and even to our national security.
  We can guarantee America's continuing prosperity in the future, but 
we must work for it. We must sacrifice for it. The rest of the world is 
playing for keeps. We cannot just tinker at the margins if we expect to 
continue to be a leader in this rapidly shrinking world.
  We must ensure that our citizens can achieve the American dream once 
again. To do so, our highest priority must be a world class education 
for every American. We must make the American employee and employer the 
best educated, best trained, and most capable in the world. We need to 
strengthen the capacities of every person in the Nation.
  This isn't just my opinion. In recent years, study after study has 
emphasized education as the solution to keeping America competitive in 
the years to come.
  Last year, the Council on Competitiveness urged a focus on lifelong 
skill development--through elementary, secondary and higher education, 
and through training and workforce support, as essential to keeping 
America on the cutting edge of innovation.
  A recent National Academy of Sciences report contains these 
recommendations. Two of the report's four major recommendations state 
that education is the solution to meeting the global challenge.
  The National Association of Manufacturers has also issued a report 
urging a renewed focus on education and training to keep American 
businesses competitive.
  Other industrialized countries are embracing education as the key to 
competing in this new economy, but America is slipping behind. We rank 
28th out of 40 nations in math education. We were 3rd in the world in 
1975 in the production of new scientists and engineers, but now we rank 
15th. By 2008, 6 million U.S. jobs will go unfilled because our 
workforce will not be qualified to fill them.
  These shortcomings threaten both our economic security and our 
national security.
  The last time America was shocked into realizing we were unacceptably 
behind in math and science was in 1957, when the Soviet Union launched 
Sputnik. To meet that crisis, Republican President Eisenhower worked 
closely with a Democratic Congress to pass the National Defense 
Education Act. The new law declared a national ``education emergency,'' 
and we doubled the Federal investment in education virtually overnight.
  Today I join with my colleagues, Senator Clinton and Senator Kerry, 
to introduce a new National Defense Education Act for our own day and 
generation.
  To respond to this major challenge, we must ensure our education 
standards are internationally competitive, so that our high school 
graduates can succeed in the new economy. We must make a commitment to 
all students--regardless of the studies they choose to pursue--that 
cost will not be a barrier to a college degree. We must strengthen math 
and science education in this country by making college free for 
students training to become math or science teachers in high need 
schools.
  Our New National Defense Education Act responds to each of these 
imperatives. It modernizes our education system and equips Americans 
with 21st century knowledge and skills.
  It provides incentives and resources for schools to develop and 
implement more rigorous standards in math, science and reading.
  The legislation updates the Nation's report card--the National 
Assessment of Educational Progress--to ensure that it sets a national 
benchmark which is internationally competitive and is aligned with the 
demands of the 21st century global economy. It expands our ability to 
monitor science achievement. It requires the NAEP to measure student 
preparedness to enter college, the 21st century workforce, or the armed 
services. It also requires the Secretary of Education to examine 
the gaps in student performance on State-level assessments and NAEP 
assessments, and to assist States in understanding those gaps. It 
provides critical resources to states to create PreK-16 Preparedness 
Councils to help them with their efforts to improve state standards and 
ensure that they are aligned with the expectations of colleges, 
employers, and the Armed Services. It also provides funding to States 
working in collaboration to establish common standards and assessments.
  The New NDEA also directs resources to high need schools, to enable 
them to invest in math, science, engineering and technology textbooks 
and laboratories, and give their students equal

[[Page S5796]]

access to a curriculum that will provide the skills they need to be 
successful in the 21st century global economy.
  The legislation recognizes the critical role of the National Science 
Foundation in ensuring our children have access to cutting-edge science 
and technology programs, by doubling the investment in elementary, 
secondary, and postsecondary education programs at NSF.
  The New NDEA also helps open the doors of college to all by creating 
the Contract for Educational Opportunity grant program, or ``CEO 
Grants,'' which guarantee students that if they work hard and are 
admitted to college, their financial need will be met through 
additional State and Federal financial aid.
  The legislation also offers additional grants to make college tuition 
free for low- and middle-income students studying science, technology, 
engineering or math, as well as critical-need foreign languages.
  The bill provides larger grants to students studying to become 
teachers in these fields who agree to work in a high poverty school for 
at least 4 years. It also provides teachers with tax credits, increased 
loan forgiveness and additional incentives to continue to teach where 
they are needed the most. It provides grants to institutions of higher 
education to develop innovative programs for recruiting and training 
new teachers, and invests in teacher training programs to support their 
continuing education.
  The bill recognizes that it is increasingly important for students to 
be exposed to other languages and cultures. In recent years, foreign 
language needs have significantly increased throughout the public and 
private sector because of the wider range of security threats, the 
emergence of new nation states, and the globalization of the U.S. 
economy. American businesses increasingly need employees experienced in 
foreign languages and international cultures to manage a culturally 
diverse workforce.
  The New NDEA responds to these needs by providing grants for 
elementary and secondary critical-need language programs, summer 
institutes to improve teachers' knowledge and instruction of foreign 
languages and international content, and study abroad and foreign 
language study opportunities for high school students, and 
undergraduate and graduate students.
  The New NDEA also continues to invest in our current workforce. The 
bill builds on existing formula funds for job training with competitive 
grants to support innovative strategies to meet emerging labor market 
needs.
  From our earliest days as a nation, education has been the engine of 
the American dream. Our country is home to the greatest universities in 
the world, and our education system has produced the world's leading 
teachers, scientists, writers, musicians, and inventors. We cannot let 
these achievements stall. Slogans are not enough. We have to put first 
things first, and give children, parents, schools, communities and 
states the support they need to refuel the amazing engine of education 
and keep our country great in the years ahead.
  I urge my colleagues to join us in making this strong new commitment 
to securing our Nation's future by supporting the New National Defense 
Education Act.
  Mr. President, I ask unanimous consent that the text of the New 
National Defense Education Act be printed in the Record.
  There being no objection, the text of the bill was ordered to be 
printed in the Record, as follows:

                                S. 3502

       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 ``New National Defense 
     Education Act of 2006''.

     SEC. 2. FINDINGS.

       Congress finds the following:
       (1) Throughout our Nation's history, the skills and 
     education of our workforce have been a major determinant of 
     the standard of living of the people of the United States.
       (2) Spurred into action by the launch of Sputnik, Congress 
     passed the National Defense Education Act of 1958 (Public Law 
     85-864, 72 Stat. 1580). The law, now nearly 50 years old, 
     declared a national ``educational emergency'', and Federal 
     expenditures for education more than doubled in the 4 years 
     after its passage. The programs authorized under the Act 
     helped the United States to improve rapidly in mathematics, 
     science, engineering, technology, and foreign languages and 
     led to our dominance in the arms race and the global economy.
       (3) Today, our Nation once again faces an international 
     challenge in education: we must confront a shortage of highly 
     skilled and educated workers, especially in mathematics, 
     science, engineering, technology, and critical-need foreign 
     languages. As a percentage of total first university degrees 
     granted, the United States produced fewer graduates in 
     mathematics, science, and engineering in 2002 than the Nation 
     did in 1985. Currently, the United States Government requires 
     34,000 employees with foreign language skills in 100 
     languages across more than 80 Federal agencies. These trends 
     pose a threat to our national security and our economic 
     security.
       (4) Student achievement in mathematics and science in 
     elementary school and secondary school lags behind other 
     nations, according to the Trends in International Mathematics 
     and Science study and other studies, including the Programme 
     for International Student Assessment, that recently ranked 
     United States secondary school students 28th out of 40 first- 
     and second-world nations, and tied with Latvia, in 
     mathematics performance and problem solving.
       (5) According to the most recent National Assessment of 
     Educational Progress, less than 40 percent of the students in 
     grade 4 and 30 percent of the students in grade 8, and only 
     17 percent of the students in grade 12, reach the proficient 
     level in mathematics, and approximately \1/3\ of the students 
     in grades 4 and 8, and nearly \1/2\ of the students in grade 
     12, do not reach the basic level in science.
       (6) A State-by-State comparison of the 2005 National 
     Assessment of Educational Progress average scale scores for 
     8th grade mathematics reveals that 31 States--more than \1/2\ 
     of the States in the Nation--scored more than 10 points 
     (about 1 grade level) below the highest scoring State, 
     Massachusetts.
       (7) More than 200,000,000 children in China are studying 
     English, a compulsory subject for all Chinese primary school 
     students. By comparison, only about 24,000 of approximately 
     54,000,000 elementary and secondary school children in the 
     United States are studying Chinese.
       (8) There is a significant shortage of trained and 
     qualified mathematics and science teachers in the United 
     States. According to the National Science Board, in 2002, 
     between 17 and 28 percent of public secondary school science 
     teachers (depending on the specific scientific field), and 20 
     percent of public secondary school mathematics teachers, 
     lacked full certification in their teaching field.
       (9) More than \1/2\ of the 20 fastest growing occupations 
     require postsecondary degrees in mathematics or science. 
     According to the National Science Board, out of more than 
     15,000,000 college students, less than 400,000 Americans a 
     year graduate with a bachelor's degree in mathematics, 
     science, engineering, or technology. According to the 
     National Science Foundation, only 75,000 American 
     undergraduate students obtain a master's degree in 
     mathematics, science, engineering, or technology.
       (10) In a 2002 Government Accountability Office report, the 
     United States Army reported that it was experiencing serious 
     shortfalls of translators and interpreters in 5 of its 6 
     critical languages: Arabic, Korean, Mandarin Chinese, 
     Persian-Farsi, and Russian. According to the Modern Language 
     Association, enrollment in foreign languages declined from 16 
     percent of college students in 1965 to 8 percent in 1974, 
     rebounding to just 8.6 percent in 2002. Less commonly taught 
     languages accounted for only 12 percent of all language 
     enrollments. This means that 1 percent of American 
     undergraduate students are studying these critical languages.
       (11) In 2002, 79 percent of Americans agreed that students 
     should have a study-abroad experience sometime during 
     college. Only 1 percent of all United States undergraduate 
     students studied abroad in the 2001-2002 school year.
       (12) The Government Accountability Office estimates that 
     the number of students enrolled in science, technology, 
     engineering, or mathematics doctoral degree programs at 
     United States institutions of higher education declined from 
     217,395 during the 1995-1996 academic year to 198,504 during 
     the 2003-2004 academic year.
       (13) The extent of this crisis requires a coordinated 
     Federal response and an increased Federal investment in 
     programs of the Department of Education and the National 
     Science Foundation.

            TITLE I--MODERNIZING AMERICA'S EDUCATION SYSTEM

         Subtitle A--Prekindergarten Through Grade 16 Education

     SEC. 111. PURPOSES.

       The purposes of this subtitle are the following:
       (1) To ensure students receive an education competitive 
     with other industrialized countries.
       (2) To assist States in improving the rigor of standards 
     and assessments.
       (3) To provide for the establishment of prekindergarten 
     through grade 16 student preparedness councils to better link 
     early childhood education and school readiness with 
     elementary school success, elementary student

[[Page S5797]]

     skills with success in secondary school, and secondary 
     student skills and curricula, especially with respect to 
     reading, mathematics, and science, with the demands of higher 
     education, the 21st century workforce, and the Armed Forces, 
     in order to--
       (A) ensure that greater number of students, especially low-
     income and minority students, complete secondary school with 
     the coursework and skills necessary to enter--
       (i) credit-bearing coursework in higher education without 
     the need for remediation;
       (ii) high-paying employment in the 21st century workforce; 
     or
       (iii) the Armed Forces.
       (4) To establish a system that encourages local educational 
     agencies to adopt a curriculum that meets State academic 
     content standards and student academic achievement standards 
     and prepares all students for success in elementary school, 
     secondary school, and post-secondary endeavors in the 21st 
     century.

     SEC. 112. DEFINITIONS.

       In this subtitle:
       (1) In general.--The terms ``elementary school'', ``limited 
     English proficient'', ``local educational agency'', 
     ``scientifically based research'', ``secondary school'', 
     ``Secretary'', and ``State educational agency'' have the 
     meanings given such terms in section 9101 of the Elementary 
     and Secondary Education Act of 1965 (20 U.S.C. 7801).
       (2) Academic content standards; student academic 
     achievement standards.--The terms ``academic content 
     standards'' and ``student academic achievement standards'', 
     when used with respect to a particular State, mean the 
     academic content standards and student academic achievement 
     standards adopted by a State under section 1111(b)(1) of the 
     Elementary and Secondary Education Act of 1965 (20 U.S.C. 
     6311(b)(1)).
       (3) 21st century curriculum.--The term ``21st century 
     curriculum'' means a course of study identified by a State as 
     preparing secondary school students for entrance into credit-
     bearing coursework in higher education without the need for 
     remediation, employment in the 21st century workforce, or 
     entrance into the Armed Forces. A State shall define the 21st 
     century curriculum in terms of content as well as course 
     names.
       (4) End of course examination.--The term ``end of course 
     examination'' means an assessment of student learning given 
     at the end of a particular course that is used to measure 
     student learning of State academic content standards in the 
     subject matter of the course.
       (5) Graduation rate.--The term ``graduation rate'' means 
     the percentage of students who graduate from secondary school 
     with a regular diploma in the standard number of years.
       (6) Institution of higher education.--The term 
     ``institution of higher education'' has the meaning given the 
     term in section 101(a) of the Higher Education Act of 1965 
     (20 U.S.C. 1001(a)).
       (7) Professional development.--The term ``professional 
     development'' includes activities that--
       (A) improve and increase teachers' knowledge of the 
     academic subjects the teachers teach, and enable teachers to 
     become highly qualified;
       (B) are an integral part of broad educational improvement 
     plans across the school and across the local educational 
     agency;
       (C) give teachers, principals, and administrators the 
     knowledge and skills to provide students with the opportunity 
     to meet the State academic content standards and student 
     academic achievement standards and the 21st century 
     curriculum demands;
       (D) are high-quality, sustained, intensive, and classroom-
     focused, in order to have a positive and lasting effect on 
     classroom instruction and the teacher's performance in the 
     classroom;
       (E) advance teacher understanding of effective 
     instructional strategies that are based on scientifically 
     based research and are directly aligned with the State 
     academic content standards and State assessments;
       (F) are designed to give teachers the knowledge and skills 
     to provide instruction and appropriate language and academic 
     support services to limited English proficient students and 
     students with special needs, including the appropriate use of 
     curricula and assessments;
       (G) are, as a whole, regularly evaluated for their impact 
     on increased teacher effectiveness and improved student 
     academic achievement, with the findings of the evaluations 
     used to improve the quality of professional development; and
       (H) include instruction in the use of data and assessments 
     to inform and instruct classroom practice.
       (8) State.--The term ``State'' means each of the several 
     States of the United States, the District of Columbia, the 
     Commonwealth of Puerto Rico, the United States Virgin 
     Islands, Guam, American Samoa, the Commonwealth of the 
     Northern Mariana Islands, the Republic of the Marshall 
     Islands, the Federated States of Micronesia, and the Republic 
     of Palau.
       (9) State assessment.--The term ``State assessment'', when 
     used with respect to a particular State, means the student 
     academic assessments implemented by the State pursuant to 
     section 1111(b)(3) of the Elementary and Secondary Education 
     Act of 1965 (20 U.S.C. 6311(b)(3)).
       (10) Student preparedness.--The term ``student 
     preparedness'' means preparedness based on the knowledge and 
     skills that--
       (A) are prerequisites for entrance into--
       (i) credit-bearing coursework in higher education without 
     the need for remediation;
       (ii) the 21st century workforce; and
       (iii) the Armed Forces;
       (B) can be measured and verified objectively using widely 
     accepted professional assessment standards; and
       (C) are consistent with widely accepted professional 
     assessment standards and competitive with international 
     levels of preparedness of students for postsecondary success.

     SEC. 113. ALIGNING STATE STANDARDS WITH NATIONAL BENCHMARKS.

       (a) Report on Results of State Assessments and National 
     Assessment.--Not later than 90 days after each release of the 
     results of the National Assessment of Educational Progress 
     (as carried out under section 303(b)(2) of the National 
     Assessment of Educational Progress Authorization Act (20 
     U.S.C. 9622(b)(2)) and section 1111(c)(2) of the Elementary 
     and Secondary Education Act of 1965 (20 U.S.C. 6311(c)(2)) in 
     reading or mathematics (or, beginning in 2009, science) in 
     grades 4 and 8, the Secretary shall--
       (1) prepare and submit to Congress the report described in 
     subsection (b) on the results of the State assessments and 
     the assessments of reading and mathematics, and, beginning in 
     2009, science, in grades 4 and 8, required under section 
     1111(c)(2) of the Elementary and Secondary Education Act of 
     1965; and
       (2) identify States with significant discrepancies in 
     performance between the 2 assessments, as described in 
     subsection (b)(3).
       (b) Contents of Report.--
       (1) In general.--The report described in this subsection 
     shall include the following information for each subject area 
     and grade described in subsection (a)(1) in each State:
       (A) The percentage of students who performed at or above 
     the basic level on the State assessment--
       (i) for the most recent applicable year;
       (ii) for the preceding year; and
       (iii) for the previous year in which the assessment 
     required under section 1111(c)(2) of the Elementary and 
     Secondary Education Act of 1965 was given in such subject,
     and the change in such percentages between those assessments.
       (B) The percentage of students who performed at or above 
     the proficient level on the State assessment--
       (i) for the most recent applicable year;
       (ii) for the preceding year; and
       (iii) for the previous year in which the assessment 
     required under section 1111(c)(2) of the Elementary and 
     Secondary Education Act of 1965 was given in such subject,
     and the change in such percentages between those assessments.
       (C) The percentage of students who performed at or above 
     the basic level on the assessment required under section 
     1111(c)(2) of the Elementary and Secondary Education Act of 
     1965--
       (i) for the most recent applicable year; and
       (ii) for the previous such assessment,
     and the change in such percentages between those assessments.
       (D) The percentage of students who performed at or above 
     the proficient level on the assessment required under section 
     1111(c)(2) of the Elementary and Secondary Education Act of 
     1965--
       (i) for the most recent applicable year; and
       (ii) for the previous such assessment,
     and the change in such percentages between those assessments.
       (E) The difference between--
       (i) the percentage of students who performed at or above 
     the basic level for the most recent applicable year on the 
     assessment required under section 1111(c)(2) of the 
     Elementary and Secondary Education Act of 1965; and
       (ii) the percentage of students who performed at or above 
     the basic level on the State assessment for such year.
       (F) The difference between--
       (i) the percentage of students who performed at or above 
     the proficient level for the most recent applicable year on 
     the assessment required under section 1111(c)(2) of the 
     Elementary and Secondary Education Act of 1965; and
       (ii) the percentage of students who performed at or above 
     the proficient level on the State assessment for such year.
       (2) Analysis.--In addition to the information described in 
     paragraph (1), the Secretary shall include in the report--
       (A) an analysis of how the achievement of students in 
     grades 4, 8, and 12, and the preparedness of students in 
     grade 12 (when such data on preparedness exists from 
     assessments described in section 303 of the National 
     Assessment of Educational Progress Authorization Act), in the 
     United States compares to the achievement and preparedness of 
     students in other industrialized countries; and
       (B) possible reasons for any deficiencies identified in the 
     achievement or preparedness of United States students 
     compared to students in other industrialized countries.
       (3) Ranking.--The Secretary shall--
       (A) using the information described in paragraph (1), rank 
     the States according to the degree to which student 
     performance on State assessments differs from performance on 
     the assessments required under section 1111(c)(2) of the 
     Elementary and Secondary Education Act of 1965; and

[[Page S5798]]

       (B) identify those States with the most significant 
     discrepancies in performance between the State assessments 
     and the assessments required under section 1111(c)(2) of the 
     Elementary and Secondary Education Act of 1965.
       (c) Report on State Progress.--Beginning 5 years after the 
     date of enactment of this Act, the Secretary shall include in 
     the report described in subsection (a)(1) the following:
       (1) Information about the progress made by States to 
     decrease discrepancies in student performance on the State 
     assessments and the assessments required under section 
     1111(c)(2) of the Elementary and Secondary Education Act of 
     1965.
       (2) The differences that exist in States across subject 
     areas and grades.

     SEC. 114. NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS 
                   CHANGES.

       (a) National Assessment Governing Board.--Section 302 of 
     the National Assessment of Educational Progress Authorization 
     Act (20 U.S.C. 9621) is amended--
       (1) in subsection (a), by striking ``shall formulate'' and 
     all that follows through the period at the end and inserting 
     ``shall--
       ``(1) formulate policy guidelines for the National 
     Assessment of Educational Progress (carried out under section 
     303); and
       ``(2) carry out, upon the request of a State, an alignment 
     analysis (under section 304) comparing a State's academic 
     content standards and student academic achievement standards 
     adopted under section 1111(b)(1) of the Elementary and 
     Secondary Education Act of 1965, assessment specifications, 
     assessment questions, and performance standards with national 
     benchmarks reflected in the assessments authorized under this 
     Act.'';
       (2) in subsection (b)(1), by adding at the end the 
     following:
       ``(O) One representative of the Armed Forces with expertise 
     in military personnel requirements and military preparedness, 
     who shall serve as an ex-officio, nonvoting member.'';
       (3) in subsection (c), by striking paragraph (4);
       (4) in subsection (e)--
       (A) in paragraph (1)--
       (i) in subparagraph (B), by inserting ``and grade 12 
     student preparedness levels'' after ``achievement levels'';
       (ii) in subparagraph (D), by inserting ``members of the 
     business and military communities,'' after ``parents,'';
       (iii) in subparagraph (E), by inserting ``and'' after 
     ``subject matter,'';
       (iv) by redesignating subparagraphs (G), (H), (I), and (J) 
     as subparagraphs (H), (I), (K), and (L), respectively;
       (v) by inserting after subparagraph (F) the following:
       ``(G) consistent with section 303, measure grade 12 student 
     preparedness;'';
       (vi) by inserting after subparagraph (I) (as redesignated 
     by clause (iv)) the following:
       ``(J) ensure the rigor of the National Assessment of 
     Educational Progress framework and assessments, taking into 
     consideration--
       ``(i) the knowledge and skills that are prerequisite to 
     credit-bearing coursework in higher education without the 
     need for remediation, the 21st century workforce, and the 
     Armed Forces; and
       ``(ii) rigorous international content and performance 
     standards, and how the achievement of students in grades 4, 
     8, and 12, and the preparedness of students in grade 12, in 
     the United States compare to the achievement and the 
     preparedness of students in other industrialized 
     countries;'';
       (vii) in subparagraph (K) (as redesignated by clause (iv)), 
     by striking ``and'' after the semicolon;
       (viii) in subparagraph (L) (as redesignated by clause 
     (iv)), by striking the period and inserting ``; and'';
       (ix) by inserting after subparagraph (L) the following:
       ``(M) conduct an alignment analysis as described in section 
     304 for each State that requests such analysis.''; and
       (x) in the flush matter at the end--

       (I) by inserting ``for an assessment'' after ``data'';
       (II) by inserting ``Assessment Board's'' after ``prior to 
     the''; and
       (III) by striking ``(J)'' and inserting ``(L)'';

       (B) in paragraph (4), by inserting ``of Educational 
     Progress'' after ``National Assessment'';
       (C) in paragraph (5), in the paragraph heading, by 
     inserting ``advice'' after ``Technical''; and
       (D) in paragraph (6), by inserting ``or grade 12 student 
     preparedness levels'' after ``student achievement levels''; 
     and
       (5) in subsection (g)(1), by inserting ``of Educational 
     Progress'' after ``National Assessment''.
       (b) National Assessment of Educational Progress.--Section 
     303 of the National Assessment of Educational Progress 
     Authorization Act (20 U.S.C. 9622) is amended--
       (1) in subsection (b)--
       (A) in the subsection heading, by striking ``Purpose'' and 
     inserting ``Purposes'';
       (B) by striking paragraph (1) and inserting the following:
       ``(1) Purposes.--The purposes of this section are--
       ``(A) to provide, in a timely manner, a fair and accurate 
     measurement of student achievement and grade 12 student 
     preparedness in reading, mathematics, science, and other 
     subject matter as specified in this section; and
       ``(B) to report trends in student achievement and grade 12 
     student preparedness in reading, mathematics, science, and 
     other subject matter as specified in this section.'';
       (C) in paragraph (2)--
       (i) in subparagraph (B), by striking ``reading and 
     mathematics'' and inserting ``reading, mathematics, and 
     science'';
       (ii) by striking subparagraph (C) and inserting the 
     following:
       ``(C) conduct a national assessment and collect and report 
     assessment data, including achievement and student 
     preparedness data trends, in a valid and reliable manner on 
     student academic achievement and student preparedness in 
     public and private schools in reading, mathematics, and 
     science at least once every 2 years in grade 12;'';
       (iii) in subparagraph (D)--

       (I) by striking ``subparagraph (B) are implemented and the 
     requirements described in subparagraph (C) are met,'' and 
     inserting ``subparagraphs (B) and (C) are implemented,''; and
       (II) by striking ``science,'';

       (iv) in subparagraph (E)--

       (I) by striking ``reading and mathematics'' and inserting 
     ``reading, mathematics, and science''; and
       (II) by striking ``subparagraph (B)'' and inserting 
     ``subparagraphs (B) and (C)''; and

       (v) in subparagraph (H), by striking ``achievement data'' 
     and inserting ``student achievement data and grade 12 student 
     preparedness data'';
       (D) in paragraph (3)--
       (i) in subparagraph (A)--

       (I) in clause (i), by striking ``reading and mathematics'' 
     and inserting ``reading, mathematics, and science'';
       (II) in clause (ii)--

       (aa) by inserting ``and grade 12 student preparedness'' 
     after ``achievement''; and
       (bb) by striking ``reading and mathematics'' and inserting 
     ``reading, mathematics, and science''; and

       (III) in clause (iv), by striking ``an evaluation'' and 
     inserting ``a review''; and

       (ii) in subparagraph (C)(ii), by striking ``reading and 
     mathematics'' and inserting ``reading, mathematics, and 
     science'';
       (E) in paragraph (4)(B), by striking ``, require, or 
     influence'' and inserting ``or require''; and
       (F) in paragraph (5)(B), by striking ``academic 
     achievement'' and inserting ``academic achievement or grade 
     12 student preparedness'';
       (2) in subsection (c)(3)(A), by striking ``academic 
     achievement'' and inserting ``academic achievement or grade 
     12 preparedness'';
       (3) in subsection (d)(3)--
       (A) in subparagraph (A), by striking ``reading and 
     mathematics in grades 4 and 8'' and inserting ``reading, 
     mathematics, and science in grades 4 and 8''; and
       (B) in subparagraph (B), by striking ``reading and 
     mathematics assessments in grades 4 and 8'' and inserting 
     ``reading, mathematics, and science assessments in grades 4 
     and 8'';
       (4) in subsection (e)--
       (A) in the subsection heading, by inserting ``and Grade 12 
     Student Preparedness Levels'' after ``Levels'';
       (B) in paragraph (1)--
       (i) by striking the paragraph heading and inserting 
     ``Development.--''; and
       (ii) by inserting ``, and develop grade 12 student 
     preparedness levels'' after ``subsection (b)(2)(F)'';
       (C) in paragraph (2)--
       (i) by striking subparagraph (A) and inserting the 
     following:
       ``(A) Student achievement and grade 12 preparedness 
     levels.--
       ``(i) Student achievement levels.--The student achievement 
     levels described in paragraph (1) shall be determined by--

       ``(I) identifying the knowledge and skills that--

       ``(aa) are prerequisite to credit-bearing coursework in 
     higher education without the need for remediation in English, 
     mathematics, or science, participation in the 21st century 
     workforce, and the Armed Forces or, in the case of grade 4 
     and grade 8 students, are prerequisite to grade 12 
     preparedness;
       ``(bb) are competitive with rigorous international content 
     and performance standards; and
       ``(cc) can be measured and verified objectively using 
     widely accepted professional assessment standards; and

       ``(II) developing student achievement levels that are--

       ``(aa) based on the knowledge and skills identified in 
     subclause (I);
       ``(bb) based on the appropriate level of subject matter 
     knowledge for the grade levels to be assessed, or the age of 
     the students, as the case may be; and
       ``(cc) consistent with relevant widely accepted 
     professional assessment standards.
       ``(ii) Grade 12 student preparedness levels.--The grade 12 
     student preparedness levels described in paragraph (1) shall 
     be determined by--

       ``(I) identifying the knowledge and skills that--

       ``(aa) are prerequisite to credit-bearing coursework in 
     higher education without the need for remediation in English, 
     mathematics, or science, participation in the 21st century 
     workforce, and the Armed Forces;
       ``(bb) are competitive with rigorous international content 
     and performance standards; and
       ``(cc) can be measured and verified objectively using 
     widely accepted professional assessment standards; and

[[Page S5799]]

       ``(II) developing grade 12 student preparedness levels that 
     are--

       ``(aa) based on the knowledge and skills identified in 
     subclause (I); and
       ``(bb) consistent with widely accepted professional 
     assessment standards.''; and
       (ii) in subparagraph (C), by striking ``achievement 
     levels'' and inserting ``student achievement levels and grade 
     12 student preparedness levels'';
       (D) in paragraph (3)--
       (i) by striking ``After determining that such levels'' and 
     inserting ``After determining that the student achievement 
     levels and grade 12 student preparedness levels''; and
       (ii) by striking ``an evaluation'' and inserting ``a 
     review''; and
       (E) in paragraph (4), by inserting ``or grade 12 student 
     preparedness levels'' after ``achievement levels''; and
       (5) in subsection (f)(1)--
       (A) in subparagraph (A), by inserting ``and grade 12 
     student preparedness levels'' after ``student achievement 
     levels''; and
       (B) in subparagraph (B)--
       (i) in clause (i), by inserting ``or grade 12 student 
     preparedness'' after ``achievement'';
       (ii) in clause (ii), by inserting ``and grade 12 student 
     preparedness levels'' after ``achievement levels'';
       (iii) by striking clause (iii) and inserting the following:
       ``(iii) whether any authorized assessment is being 
     administered as a random sample and is reporting the trends 
     in student achievement or grade 12 student preparedness in a 
     valid and reliable manner in the subject areas being 
     assessed;'';
       (iv) in clause (iv), by striking ``and'' after the 
     semicolon;
       (v) in clause (v), by striking ``and mathematical 
     knowledge.'' and inserting ``and mathematical knowledge and 
     scientific knowledge; and''; and
       (vi) by adding at the end the following:
       ``(vi) whether the appropriate authorized assessments are 
     measuring, consistent with this section, the preparedness of 
     students in grade 12 in the United States for entry into--
       ``(I) credit-bearing coursework in higher education without 
     the need for remediation in English, mathematics, or science;
       ``(II) the 21st century workforce; and
       ``(III) the Armed Forces.''.
       (c) National Benchmarks.--The National Assessment of 
     Educational Progress Authorization Act (20 U.S.C. 9621 et 
     seq.) is amended--
       (1) by redesignating sections 304 and 305 as sections 305 
     and 306, respectively; and
       (2) by inserting after section 303 the following:

     ``SEC. 304. NATIONAL BENCHMARKS.

       ``(a) Purposes.--The purposes of this section are--
       ``(1) to encourage the coordination of, and consistency 
     between--
       ``(A) a State's academic content standards and student 
     academic achievement standards adopted under section 
     1111(b)(1) of the Elementary and Secondary Education Act of 
     1965, assessment specifications, and assessment questions; 
     and
       ``(B) national benchmarks, as reflected in the National 
     Assessment of Educational Progress;
       ``(2) to assist States in increasing the rigor of their 
     State academic content standards, student academic 
     achievement standards, assessment specifications, and 
     assessment questions, to ensure that such are competitive 
     with rigorous national and international benchmarks; and
       ``(3) to improve the instruction and academic achievement 
     of students, beginning in the early grades, to ensure that 
     secondary school graduates are well-prepared to enter--
       ``(A) credit-bearing coursework in higher education without 
     the need for remediation;
       ``(B) the 21st century workforce; or
       ``(C) the Armed Forces.
       ``(b) Alignment Analysis.--
       ``(1) In general.--When the chief State school officer of a 
     State identifies a need for, and requests the Assessment 
     Board to conduct, an alignment analysis for the State in 
     reading, mathematics, or science in grades 4 and 8, the 
     Assessment Board shall perform an alignment analysis of the 
     State's academic content standards and student academic 
     achievement standards adopted under section 1111(b)(1) of the 
     Elementary and Secondary Education Act of 1965 (20 U.S.C. 
     6311(b)(1)), assessment specifications, and assessment 
     questions, for the identified subject in grades 4 and 8. Such 
     analysis shall begin not later than 180 days after the 
     alignment analysis is requested.
       ``(2) Assessment board responsibilities.--As part of the 
     alignment analysis, the Assessment Board shall--
       ``(A) identify the differences between the State's academic 
     content standards and student academic achievement standards, 
     assessment specifications, and assessment questions for the 
     subject identified by the State, and national benchmarks 
     reflected in the National Assessment of Educational Progress 
     in such subject in grades 4 and 8;
       ``(B) at the State's request, recommend steps for, and 
     policy questions such State should consider regarding, the 
     alignment of the State's academic content standards and 
     student academic achievement standards in the identified 
     subject, with national benchmarks reflected in the National 
     Assessment of Educational Progress in such subject in grades 
     4 and 8; and
       ``(C) at the State's request, and in conjunction with a 
     State prekindergarten through grade 16 student preparedness 
     council established under section 115 of the New National 
     Defense Education Act of 2006, assist in the development of a 
     plan described in section 115(e)(1)(C) of such Act.
       ``(3) Contract.--At the discretion of the Assessment Board, 
     the Assessment Board may enter into a contract with an entity 
     that possesses the technical expertise to conduct the 
     analysis described in this subsection.
       ``(4) State panel.--The chief State school officer of a 
     State participating in an alignment analysis described in 
     this subsection shall appoint a panel of not less than 6 
     individuals to partner with the Assessment Board in 
     conducting the alignment analysis. Such panel--
       ``(A) shall include--
       ``(i) local and State curriculum experts;
       ``(ii) relevant content and pedagogy experts, including 
     representatives of entities with widely accepted national 
     educational standards and assessments; and
       ``(iii) not less than 1 entity that possesses the technical 
     expertise to assist the State in implementing standards-based 
     reform, which may be the same entity with which the 
     Assessment Board contracts to conduct the analysis under 
     paragraph (3); and
       ``(B) may include other State and local representatives and 
     representatives of organizations with relevant expertise.''.
       (d) Definition of Secretary.--Section 305 of the National 
     Assessment of Educational Progress Authorization Act (as 
     redesignated by subsection (c)(1)) is amended--
       (1) by redesignating paragraph (2) as paragraph (3); and
       (2) by inserting after paragraph (1) the following:
       ``(2) Secretary.--The term `Secretary' means the Secretary 
     of Education.''.
       (e) Authorization of Appropriations.--Section 306(a) of the 
     National Assessment of Educational Progress Authorization Act 
     (as redesignated by subsection (c)(1)) is amended--
       (1) by striking paragraph (1) and inserting the following:
       ``(1) for fiscal year 2007--
       ``(A) $7,500,000 to carry out section 302;
       ``(B) $200,000,000 to carry out section 303; and
       ``(C) $10,000,000 to carry out section 304; and''; and
       (2) in paragraph (2)--
       (A) by striking ``5 succeeding'' and inserting ``4 
     succeeding''; and
       (B) by striking ``and 303, as amended by section 401 of 
     this Act'' and inserting ``, 303, and 304''.
       (f) Conforming Changes and Amendments.--
       (1) Conforming changes to the elementary and secondary 
     education act of 1965.--
       (A) State plans.--Section 1111(c)(2) of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 6311(c)(2)) is 
     amended by striking ``and mathematics'' and inserting ``, 
     mathematics, and science''.
       (B) Local educational agency plans.--Section 1112(b)(1)(F) 
     of the Elementary and Secondary Education Act of 1965 (20 
     U.S.C. 6312(b)(1)(F)) is amended by striking ``reading and 
     mathematics'' and inserting ``reading, mathematics, and 
     science''.
       (2) Conforming amendment.--Section 113(a)(1) of the 
     Education Sciences Reform Act of 2002 (20 U.S.C. 9513(a)(1)) 
     is amended by striking ``section 302(e)(1)(J)'' and inserting 
     ``section 302(e)(1)(L)''.

     SEC. 115. PREKINDERGARTEN THROUGH GRADE 16 STUDENT 
                   PREPAREDNESS COUNCIL GRANTS.

       (a) Program Authorized.--
       (1) In general.--From amounts appropriated under subsection 
     (g) for a fiscal year, the Secretary is authorized to award, 
     on a competitive basis, grants to States for the purpose of 
     allowing the States to establish State prekindergarten 
     through grade 16 student preparedness councils (referred to 
     in this section as ``councils'') that--
       (A) convene stakeholders within the State and create a 
     forum for identifying and deliberating on educational issues 
     that cut across prekindergarten through grade 12 education 
     and higher education, and transcend any single system of 
     education's ability to address;
       (B) develop and implement a plan for improving the rigor of 
     a State's academic content standards, student academic 
     achievement standards, assessment specifications, and 
     assessment questions as necessary, to ensure such standards 
     and assessments meet national and international benchmarks as 
     reflected in the assessments required under section 303(b)(2) 
     of the National Assessment of Educational Progress 
     Authorization Act (20 U.S.C. 9622(b)(2)) or as defined by the 
     council as necessary for success in credit-bearing coursework 
     in higher education without the need for remediation, the 
     21st century workforce, or the Armed Forces;
       (C) inform the design and implementation of integrated 
     prekindergarten through grade 16 data systems, which--
       (i) will allow the State to track the progress of 
     individual students from prekindergarten through grade 12 and 
     into higher education; and
       (ii) shall be capable of being linked with appropriate 
     databases on service in the Armed Forces and participation in 
     the 21st century workforce; and
       (D) shall develop challenging--
       (i) school readiness standards;
       (ii) curricula for elementary schools and middle schools; 
     and
       (iii) 21st century curricula for secondary schools.

[[Page S5800]]

       (2) Duration.--The Secretary shall award grants under this 
     section for a period of not more than 5 years.
       (3) Existing state council.--A State with an existing State 
     council may qualify for the purposes of a grant under this 
     section if--
       (A) such council--
       (i) has the authority to carry out this section; and
       (ii) includes the members required under subsection (b); or
       (B) the State amends the membership or responsibilities of 
     the existing council to meet the requirements of subparagraph 
     (A).
       (b) Composition.--
       (1) Required members.--The members of a council described 
     in subsection (a) shall include--
       (A) the Governor of the State or the designee of the 
     Governor;
       (B) the chief executive officer of the State public 
     institution of higher education system, if such a position 
     exists;
       (C) the chief executive officer of the State Higher 
     Education Coordinating Board;
       (D) the chief State school officer;
       (E) not less than 1 representative each from--
       (i) the business community; and
       (ii) the Armed Forces;
       (F) a public elementary school teacher employed in the 
     State; and
       (G) a public secondary school teacher employed in the 
     State.
       (2) Optional members.--The council described in subsection 
     (a) may also include--
       (A) a representative from--
       (i) a private institution of higher education;
       (ii) the Chamber of Commerce for the State;
       (iii) a civic organization;
       (iv) a civil rights organization;
       (v) a community organization; or
       (vi) an organization with expertise in world cultures;
       (B) the State official responsible for economic 
     development, if such a position exists; or
       (C) a dean or similar representative for a school of 
     education at an institution of higher education or a similar 
     teacher certification or licensure program.
       (c) Timeline.--A State receiving a grant under this section 
     shall establish a council (or use or amend an existing 
     council in accordance with subsection (a)(3)) not later than 
     60 days after the receipt of the grant.
       (d) Application.--
       (1) In general.--Each State desiring a grant under this 
     section shall submit an application to the Secretary at such 
     time, in such manner, and accompanied by such information as 
     the Secretary may reasonably require.
       (2) Contents.--Each application submitted under paragraph 
     (1) shall--
       (A) demonstrate that the opinions of the larger education, 
     business, and military community, including parents, 
     students, teachers, teacher educators, principals, school 
     administrators, and business leaders, will be represented 
     during the determination of the State academic content 
     standards and student academic achievement standards, 
     assessment specifications, assessment questions, and the 
     development of curricula, if applicable;
       (B) include a comprehensive plan to provide high-quality 
     professional development for teachers, paraprofessionals, 
     principals, and school administrators;
       (C) explain how the State will provide assistance to local 
     educational agencies in implementing rigorous State standards 
     through substantive curricula, including scientifically based 
     remediation and acceleration opportunities for students; and
       (D) explain how the State and the council will leverage 
     additional State, local, and other funds to pursue curricular 
     alignment and student success.
       (e) Use of Funds.--
       (1) Required activities.--A State receiving a grant under 
     this section shall use the grant funds to establish a council 
     that shall carry out the following:
       (A) Design and implement an integrated prekindergarten 
     through grade 16 longitudinal data system for the State, if 
     such system does not exist, that will allow the State to 
     track the progress of students from prekindergarten, through 
     grade 12, and into higher education, the 21st century 
     workforce, and the Armed Forces. The data system shall--
       (i) include--

       (I) a unique statewide student identifier for each student;
       (II) student-level enrollment, demographic, and program 
     participation information, including race or ethnicity, 
     gender, and income status;
       (III) the ability to match individual students' test 
     records from year to year to measure academic growth;
       (IV) information on untested students;
       (V) a teacher identifier system with the ability to match 
     teachers to students;
       (VI) student-level transcript information, including 
     information on courses completed and grades earned;
       (VII) student-level college preparedness examination 
     scores;
       (VIII) student-level graduation and dropout data;
       (IX) the ability to match student records between the 
     prekindergarten through grade 12 and the postsecondary 
     systems;
       (X) a State data audit system assessing data quality, 
     validity, and reliability;
       (XI) rates of student attendance at institutions of higher 
     education;
       (XII) rates of student enrollment and retention in the 
     Armed Forces; and
       (XIII) student nonmilitary postsecondary employment 
     information;

       (ii) to the extent possible, coordinate with other relevant 
     State databases, such as criminal justice or social services 
     data systems;
       (iii) allow the State to analyze correlations between 
     course-taking patterns in prekindergarten through grade 12 
     and outcomes after secondary school graduation, including--

       (I) entry into higher education;
       (II) the need for, and cost of, remediation in higher 
     education;
       (III) graduation from higher education;
       (IV) entry into the 21st century workforce;
       (V) entry into the Armed Forces; and
       (VI) to the extent possible through linkages with 
     appropriate databases on service in the Armed Forces and 
     participation in the 21st century workforce, persistence in 
     the Armed Forces and continued participation in the 21st 
     century workforce; and

       (iv) ensure that the use of any available data does not 
     allow for the public identification of the individual 
     student's personally identifiable information, and that all 
     data shall be collected and maintained in accordance with 
     section 444 of the General Education Provisions Act (20 
     U.S.C. 1232g; commonly referred to as the Family Educational 
     Rights and Privacy Act of 1974).
       (B) If an integrated prekindergarten through grade 16 
     longitudinal data system exists or is currently being built, 
     ensure that it complies with the requirements described in 
     subparagraph (A).
       (C) Develop and implement a plan to increase the rigor of 
     standards or assessments in reading, mathematics, or science 
     in order to better align such standards or assessments with 
     national benchmarks reflected in the National Assessment of 
     Educational Progress in grades 4 and 8 (in accordance with 
     the results of the alignment analysis conducted under section 
     304 of the National Assessment of Educational Progress 
     Authorization Act), and in other grades to ensure the 
     alignment of kindergarten through grade 12 standards or 
     assessments with the revisions made in grades 4 and 8, or to 
     align such standards or assessments with the demands of 
     higher education, the 21st century workforce, or the Armed 
     Forces or other national and international benchmarks 
     identified by the council. Such plan may include--
       (i) an articulation of the steps necessary--

       (I) for revising the State academic content standards and 
     student academic achievement standards, assessment 
     specifications, and assessment questions for the identified 
     subject; and
       (II) to better align the standards and the assessment 
     specifications and questions described in subclause (I) 
     with--

       (aa) national benchmarks as reflected in the National 
     Assessment of Educational Progress required under section 303 
     of the National Assessment of Educational Progress 
     Authorization Act (20 U.S.C. 9622) for the identified 
     subject; or
       (bb) the demands of higher education, the 21st century 
     workforce, or the Armed Forces or other national or 
     international benchmarks identified by the council;
       (ii) an articulation of the steps necessary and the process 
     the State will undertake to revise standards or assessments, 
     or both, in the identified subject;
       (iii) a description of the partners the State will work 
     with to revise standards or assessments, or both; and
       (iv) a description of the activities the State will 
     undertake to implement the revised standards or assessments, 
     or both, at the State educational agency level and the local 
     educational agency level, which activities may include--

       (I) preservice and in-service teacher, paraprofessional, 
     principal, and school administrator training;
       (II) statewide meetings to provide professional development 
     opportunities for teachers and administrators;
       (III) development of curricula and instructional methods 
     and materials;
       (IV) the redesign of existing assessments, or the 
     development or purchase of new high-quality assessments, with 
     a focus on ensuring that such assessments are rigorous, 
     measure significant depth of knowledge, use multiple measures 
     and formats (such as student portfolios), and are sensitive 
     to inquiry-based, project-based, or differentiated 
     instruction; and
       (V) other activities necessary for the effective 
     implementation of the new State standards or assessments, or 
     both.

       (D) Analyze the State's level of prekindergarten through 
     grade 16 curricular alignment and the success of the State's 
     education system in preparing students for higher education, 
     the 21st century workforce, and the Armed Forces by--
       (i) using the data produced by a data system described in 
     subparagraph (A) or (B), or other information as appropriate; 
     and
       (ii) exploring a possible agreement between the State 
     educational agency and the higher education system in the 
     State on a common assessment or assessments that--

       (I) shall follow established guidelines to guarantee 
     reliability and validity;

       (II) shall provide adequate accommodations for students who 
     are limited English proficient and students with 
     disabilities; and
       (III) may be a placement examination, end of course 
     examination, college, workforce, or Armed Forces preparedness 
     examination, or

[[Page S5801]]

     admissions examination, that measures secondary students' 
     preparedness to succeed in postsecondary, credit-bearing 
     courses.

       (E) If the State has an officially designated college 
     preparatory curriculum at the time the State applies for a 
     grant under this section--
       (i) describe the extent to which students who completed the 
     college preparatory curriculum are more or less successful 
     than other students, including students who did not complete 
     a college preparatory curriculum, in entering and graduating 
     from a program of study at an institution of higher education 
     or entering the 21st century workforce or the Armed Forces;
       (ii) examine the extent to which the expectations of the 
     college preparatory curriculum are aligned with the entry 
     standards of the State's institutions of higher education, 
     including whether such curriculum enables secondary school 
     students to enter credit-bearing coursework in higher 
     education without the need for remediation; and
       (iii) examine the extent to which the curriculum allows 
     graduates to attain the skills necessary to enter the 21st 
     century workforce or the Armed Forces.
       (F) If the State has not designated a college preparatory 
     curriculum at the time the State applied for a grant under 
     this section, or if the curriculum described in subparagraph 
     (E) does not result in a higher number of students enrolling 
     in and graduating from institutions of higher education or 
     entering the 21st century workforce or the Armed Forces, or 
     is not aligned with the entry standards described in 
     subparagraph (E)(ii), develop a 21st century curriculum 
     that--
       (i) may be adopted by the local educational agencies in the 
     State for use in secondary schools;
       (ii) enables secondary school students to enter credit-
     bearing coursework in higher education without the need for 
     remediation;
       (iii) allows graduates to attain the skills necessary to 
     enter the 21st century workforce or the Armed Forces;
       (iv) reflects the input of teachers, principals, school 
     administrators, and college faculty; and
       (v) focuses on providing rigorous core courses that reflect 
     the State academic content standards and student academic 
     achievement standards.
       (G) Develop and make available specific opportunities for 
     extensive professional development for teachers, 
     paraprofessionals, principals, and school administrators, to 
     improve instruction and support mechanisms for students using 
     a curriculum described in subparagraph (E) or (F).
       (H) Develop a plan to provide remediation and additional 
     learning opportunities for students below grade level to 
     ensure that all students will have the opportunity to meet 
     the curricular standards of a curriculum described in 
     subparagraph (E) or (F).
       (I) Use data gathered by the council to improve 
     instructional methods, better tailor student support 
     services, and serve as the basis for all school reform 
     initiatives.
       (J) Implement activities designed to ensure the enrollment 
     of all students in rigorous coursework, which may include--
       (i) specifying the courses and performance levels required 
     for acceptance into public institutions of higher education;
       (ii) collaborating with institutions of higher education or 
     other State educational agencies to develop assessments 
     aligned to State academic content standards and a curriculum 
     described in subparagraph (E) or (F), which assessments may 
     be used as measures of student achievement in secondary 
     school as well as for entrance or placement at institutions 
     of higher education;
       (iii) creating ties between elementary schools and 
     secondary schools, and institutions of higher education, to 
     offer--

       (I) accelerated learning opportunities, particularly with 
     respect to mathematics, science, engineering, technology, and 
     critical-need foreign languages (as determined by the 
     Secretary under section 222) to secondary school students, 
     which may include--

       (aa) granting postsecondary credit for secondary school 
     courses;
       (bb) providing early enrollment opportunities in 
     postsecondary education for secondary students enrolled in 
     postsecondary-level coursework;
       (cc) creating dual enrollment programs;
       (dd) creating satellite secondary school campuses on the 
     campuses of institutions of higher education; and
       (ee) providing opportunities for higher education faculty 
     who are highly qualified, as such term is defined in section 
     9101 of the Elementary and Secondary Education Act of 1965 
     (20 U.S.C. 7801), to teach credit-bearing postsecondary 
     courses in secondary schools; and

       (II) professional development activities for teachers, 
     which may include--

       (aa) mentoring opportunities; and
       (bb) summer institutes;
       (iv) expanding or creating higher education awareness 
     programs for middle school and secondary school students;
       (v) expanding opportunities for students to enroll in 
     highly rigorous postsecondary preparatory courses, such as 
     Advanced Placement and International Baccalaureate courses; 
     and
       (vi) developing a high-quality professional development 
     curriculum to provide professional development opportunities 
     for paraprofessionals, teachers, principals, and 
     administrators.
       (2) Planning and implementation.--A State receiving a grant 
     under this section may use grant funds received for the first 
     fiscal year to form the council and plan the activities 
     described in paragraph (1). Grant funds received for 
     subsequent fiscal years shall be used for the implementation 
     of the activities described in such paragraph.
       (f) Reports and Publication.--
       (1) Reports.--
       (A) Initial report.--Not later than 9 months after a State 
     receives a grant under this section, the State shall submit a 
     report to the Secretary that includes--
       (i) an analysis of alignment and articulation across the 
     State's systems of public education for prekindergarten 
     through grade 16, including data that indicates the percent 
     of students who--

       (I) graduate from secondary school with a regular diploma 
     in the standard number of years;
       (II) complete a curriculum described in subparagraph (E) or 
     (F) of subsection (e)(1);
       (III) matriculate into an institution of higher education 
     (disaggregated by 2-year and 4-year degree-granting 
     programs);
       (IV) are secondary school graduates who need remediation in 
     reading, writing, mathematics, or science before pursuing 
     credit-bearing post-secondary courses in English, 
     mathematics, or science;
       (V) persist in an institution of higher education into the 
     second year; and
       (VI) graduate from an institution of higher education 
     within 150 percent of the expected time for degree completion 
     (within 3 years for a 2-year degree program and within 6 
     years for a baccalaureate degree);

       (ii) an analysis of the strengths and weaknesses of the 
     State--

       (I) in transitioning students from the prekindergarten 
     through grade 12 education system into higher education, the 
     21st century workforce, and the Armed Forces; and
       (II) in transitioning students from the prekindergarten 
     through grade 12 education system into mathematics, science, 
     engineering, technology, and critical-need foreign language 
     degree programs at institutions of higher education;

       (iii) an analysis of the quality and rigor of the State's 
     curriculum described in subparagraph (E) or (F) of subsection 
     (e)(1), and the accessibility of the curriculum to all 
     students in prekindergarten through grade 12;
       (iv) an analysis of the strengths and weaknesses of the 
     State in recruiting, retaining, and supporting qualified 
     teachers, including--

       (I) whether the State needs to recruit additional teachers 
     at the secondary level for specific subjects (such as 
     mathematics, science, engineering and technology education, 
     (as such term is defined in section 9101 of the Elementary 
     and Secondary Education Act of 1965 (20 U.S.C. 7801), and 
     critical-need foreign languages (as determined by the 
     Secretary under section 222)), particular schools, or local 
     educational agencies; and
       (II) recommendations on how to set and achieve goals in 
     this pursuit; and

       (v) a detailed action plan that describes how the council 
     will accomplish the goals and tasks required by the grant 
     under this section, including a timeline for accomplishing 
     all activities under the grant.
       (B) Annual reports.--Not later than 1 year following the 
     submission of the initial report described in subparagraph 
     (A), and annually thereafter for the duration of the grant, a 
     State receiving a grant under this section shall prepare and 
     submit to the Secretary a report that describes the State's 
     progress in accomplishing the goals and tasks required by the 
     grant, including progress on each item described in 
     subparagraph (A). The final annual report under this 
     subparagraph shall be submitted 1 year after the expiration 
     of the grant.
       (2) Publication.--A State submitting a report in accordance 
     with this subsection shall publish and widely disseminate the 
     report to the public, including posting the report on the 
     Internet.
       (g) Authorization of Appropriations.--There are authorized 
     to be appropriated to carry out this section $200,000,000 for 
     fiscal year 2007, and such sums as may be necessary for each 
     of the 4 succeeding fiscal years.

     SEC. 116. COLLABORATIVE STANDARDS AND ASSESSMENTS GRANTS.

       (a) Definitions.--In this section:
       (1) Eligible state.--The term ``eligible State'' means a 
     State that demonstrates that it has analyzed and, where 
     applicable, revised the State standards and assessments, 
     through participation in a prekindergarten through grade 16 
     student preparedness council described in section 115 or 
     through other State action, to ensure the standards and 
     assessments--
       (A) are aligned with the demands of the 21st century; and
       (B) prepare students for entry into--
       (i) credit-bearing coursework in higher education without 
     the need for remediation;
       (ii) the 21st century workforce; and
       (iii) the Armed Forces
       (2) Eligible consortium.--
       (A) In general.--The term ``eligible consortium'' means a 
     consortium of 2 or more eligible States that agrees to allow 
     the Secretary, under subsection (e), to make available any 
     assessment developed by the consortium under this section to 
     a State that so requests, including a State that is not a 
     member of the consortium.
       (B) Additional members.--An eligible consortium may 
     include, in addition to 2 or more eligible States, an entity 
     with the

[[Page S5802]]

     technical expertise to carry out a grant under this section.
       (b) Program Authorized.--From amounts authorized under 
     subsection (f), the Secretary shall award grants, on a 
     competitive basis, to eligible consortia to enable the 
     eligible consortia to develop common standards and 
     assessments that--
       (1) are highly rigorous, internationally competitive, and 
     aligned with the demands of higher education, the 21st 
     century workforce, and the Armed Forces; and
       (2) in the case of assessments, set rigorous performance 
     standards comparable to rigorous national and international 
     benchmarks.
       (c) Application.--An eligible consortium desiring a grant 
     under this section shall submit an application to the 
     Secretary at such time, in such manner, and containing such 
     information as the Secretary may require.
       (d) Report.--Not later than 90 days after the end of the 
     grant period, an eligible consortium receiving a grant under 
     this section shall prepare and submit a report to the 
     Secretary describing the grant activities.
       (e) Availability of Assessments.--The Secretary shall--
       (1) make available, to a State that so requests and at no 
     charge to the State, any rigorous, high-quality assessment 
     developed by an eligible consortium under this section; and
       (2) notify potential eligible States, at reasonable 
     intervals, of all assessments currently under development by 
     eligible consortia under this section.
       (f) Authorization of Appropriations.--There are authorized 
     to be appropriated to carry out this section $75,000,000 for 
     fiscal year 2007 and such sums as are necessary for each of 
     the 4 succeeding fiscal years.

                   Subtitle B--Investing in Teachers

     SEC. 121. PURPOSE.

       The purpose of this subtitle is to increase the number and 
     quality of teachers of mathematics, science, engineering and 
     technology education, and critical-need foreign languages, in 
     order to prepare students for entry into credit-bearing 
     courses in higher education without the need for remediation, 
     the 21st century workforce, and the Armed Forces.

     SEC. 122. DEFINITION OF ENGINEERING AND TECHNOLOGY EDUCATION.

       (a) Elementary and Secondary Education Act of 1965.--
     Section 9101 of the Elementary and Secondary Education Act of 
     1965 (20 U.S.C. 7801) is amended--
       (1) by redesignating paragraphs (19) through (43) as 
     paragraphs (20) through (44), respectively; and
       (2) by inserting after paragraph (18) the following:
       ``(19) Engineering and technology education.--The term 
     `engineering and technology education' means a curriculum and 
     instruction that--
       ``(A) uses technology as a knowledge base or as a way of 
     teaching innovation using an engineering design process and 
     context;
       ``(B) develops an appreciation and fundamental 
     understanding of technology through design skills and the use 
     of materials, tools, processes, and limited resources;
       ``(C) is taught in conjunction with applied mathematics, 
     science, language arts, fine arts, and social studies as a 
     part of a comprehensive education;
       ``(D) applies the use of tools and skills employed by a 
     globalized skilled 21st century workforce that are necessary 
     for communication, manufacturing, construction, energy 
     systems, biomedical systems, transportation systems, and 
     other related fields; and
       ``(E) through the application of engineering principles and 
     concepts, develops proficiency in abstract ideas and in 
     problem-solving techniques that build a comprehensive 
     education.''.
       (b) Higher Education Act of 1965.--Section 103 of the 
     Higher Education Act of 1965 (20 U.S.C. 1003) is amended--
       (1) by redesignating paragraphs (5) through (16) as 
     paragraphs (6) through (17), respectively; and
       (2) by inserting after paragraph (4) the following:
       ``(5) Engineering and technology education.--The term 
     `engineering and technology education' has the meaning given 
     the term in section 9101 of the Elementary and Secondary 
     Education Act of 1965.''.

     SEC. 123. EXPANDING TEACHER LOAN FORGIVENESS.

       (a) Increased Amount; Applicability of Expanded Program to 
     Reading Specialist.--Sections 428J(c)(3) and 460(c)(3) of the 
     Higher Education Act of 1965 (20 U.S.C. 1078-10(c)(3), 
     1087j(c)(3)) are each amended--
       (1) by striking the paragraph heading and inserting 
     ``Additional amounts for teachers in mathematics, science, 
     engineering and technology education, a critical-need foreign 
     language, or special education'';
       (2) in the matter preceding subparagraph (A), by striking 
     ``$17,500'' and inserting ``$23,000''; and
       (3) in subparagraph (A)(ii), by striking ``or science'' and 
     all that follows through ``; and'' and inserting ``, science, 
     engineering and technology education, or a critical-need 
     foreign language (as determined by the Secretary under 
     section 222 of the New National Defense Education Act of 
     2006), on a full-time basis; and''.
       (b) Annual Increments Instead of End of Service Lump 
     Sums.--
       (1) FFEL loans.--Section 428J(c) of the Higher Education 
     Act of 1965 (20 U.S.C. 1078-10(c)) is amended by adding at 
     the end the following:
       ``(4) Annual increments.--Notwithstanding paragraph (1), in 
     the case of an individual qualifying for loan forgiveness 
     under paragraph (3), the Secretary shall, in lieu of waiting 
     to assume an obligation only upon completion of 5 complete 
     years of service, assume the obligation to repay--
       ``(A) after each of the first and second years of service 
     by an individual in a position qualifying under paragraph 
     (3), 15 percent of the total amount of principal and interest 
     of the loans described in paragraph (1) to such individual 
     that are outstanding immediately preceding such first year of 
     such service;
       ``(B) after each of the third and fourth years of such 
     service, 20 percent of such total amount; and
       ``(C) after the fifth year of such service, 30 percent of 
     such total amount.''.
       (2) Direct loans.--Section 460(c) of the Higher Education 
     Act of 1965 (20 U.S.C. 1087j(c)) is amended by adding at the 
     end the following:
       ``(4) Annual increments.--Notwithstanding paragraph (1), in 
     the case of an individual qualifying for loan cancellation 
     under paragraph (3), the Secretary shall, in lieu of waiting 
     to assume an obligation only upon completion of 5 complete 
     years of service, assume the obligation to repay--
       ``(A) after each of the first and second years of service 
     by an individual in a position qualifying under paragraph 
     (3), 15 percent of the total amount of principal and interest 
     of the loans described in paragraph (1) to such individual 
     that are outstanding immediately preceding such first year of 
     such service;
       ``(B) after each of the third and fourth years of such 
     service, 20 percent of such total amount; and
       ``(C) after the fifth year of such service, 30 percent of 
     such total amount.''.

     SEC. 124. EXCLUSION FROM GROSS INCOME OF COMPENSATION OF 
                   TEACHERS AND PRINCIPALS IN CERTAIN HIGH-NEED 
                   SCHOOLS AND TEACHING HIGH-NEED SUBJECTS.

       (a) In General.--Part III of subchapter B of chapter 1 of 
     the Internal Revenue Code of 1986 is amended by inserting 
     after section 139A the following new section:

     ``SEC. 139B. COMPENSATION OF CERTAIN TEACHERS AND PRINCIPALS.

       ``(a) Principals in High-Need Schools.--In the case of an 
     individual employed as a principal in a high-need school 
     during the taxable year, gross income does not include so 
     much remuneration for such employment (which would but for 
     this paragraph be includible in gross income) as does not 
     exceed $15,000.
       ``(b) Teachers in High-Need Schools and of High-Need 
     Subjects.--
       ``(1) In general.--In the case of an individual employed as 
     a teacher of high-need subjects and in a high-need school 
     during the taxable year, gross income does not include so 
     much remuneration for such employment (which would but for 
     this paragraph be includible in gross income) as does not 
     exceed $15,000.
       ``(2) Teacher of high-need subjects.--For purposes of this 
     subsection, the term `teacher of high-need subjects' means 
     any teacher in a public elementary or secondary school who--
       ``(A)(i) teaches primarily 1 or more high-need subjects in 
     1 or more of grades 9 through 12, or
       ``(ii) teaches 1 or more high-need subjects in 1 or more of 
     grades kindergarten through 8,
       ``(B) received a baccalaureate or similar degree from an 
     eligible educational institution (as defined in section 
     25A(f)(2)) with a major in a high-need subject, and
       ``(C) is highly qualified (as defined in section 9101 of 
     the Elementary and Secondary Education Act of 1965 or, in the 
     case of a special education teacher, in section 602 of the 
     Individuals with Disabilities Education Act).
       ``(3) High-need subjects.--For purposes of this subsection, 
     the term `high-need subject' means mathematics, science, 
     engineering and technology education, a critical-need foreign 
     language (as determined by the Secretary of Education under 
     section 222 of the New National Defense Education Act of 
     2006), special education, teaching English language learners, 
     or any other subject identified as a high-need subject by the 
     Secretary of Education for purposes of this section.
       ``(c) Limitation on Total Remuneration Taken Into 
     Account.--In the case of any individual whose employment is 
     described in subsections (a) and (b)(1), the total amount of 
     remuneration which may be taken into account with respect to 
     such employment under this section for the taxable year shall 
     not exceed $25,000.
       ``(d) High-Need School.--For purposes of this section, the 
     term `high-need school' means a public elementary school or 
     secondary school that is eligible for assistance under 
     section 1114(a) of the Elementary and Secondary Education Act 
     of 1965 (20 U.S.C. 6314(a)).''.
       (b) Clerical Amendment.--The table of sections of such part 
     is amended by inserting after the item relating to section 
     139A the following new item:

``Sec. 139B. Compensation of certain teachers and principals''.

       (c) Effective Date.--The amendments made by this section 
     shall apply to remuneration received in taxable years 
     beginning after the date of the enactment of this Act.

[[Page S5803]]

     SEC. 125. MATHEMATICS AND SCIENCE EDUCATION PARTNERSHIPS AND 
                   TEACHER INSTITUTES FOR THE 21ST CENTURY THROUGH 
                   THE NATIONAL SCIENCE FOUNDATION.

       (a) Authorization of Appropriations.--
       (1) Sense of the senate.--It is the sense of the Senate 
     that--
       (A) the activities of the mathematics and science education 
     partnerships of the National Science Foundation, described in 
     section 9 of the National Science Foundation Authorization 
     Act of 2002, meet a distinct need separate from other Federal 
     investments in improving science, technology, engineering, 
     and mathematics education;
       (B) funding for the mathematics and science education 
     partnerships for fiscal year 2007 should be increased to the 
     $400,000,000 level authorized for fiscal year 2005 under 
     section 5 of such Act, and increased by 10 percent annually 
     for each of the fiscal years 2008 through 2011; and
       (C) the increase in funding for the mathematics and science 
     education partnerships should be in addition to any other 
     amounts authorized or appropriated for the National Science 
     Foundation.
       (2) Authorization of appropriations for nsf mathematics and 
     science education partnerships.--There is authorized to be 
     appropriated to the National Science Foundation for education 
     and human resources to carry out the mathematics and science 
     education partnerships described in section 9 of the National 
     Science Foundation Authorization Act of 2002, in addition to 
     the amounts authorized under section 214(b), amounts as 
     follows:
       (A) For fiscal year 2007, $400,000,000, of which 
     $50,000,000 shall be for the teacher institutes for the 21st 
     century under section 9(a)(3)(B) of the National Science 
     Foundation Authorization Act of 2002.
       (B) For fiscal year 2008, $440,000,000, of which 
     $60,000,000 shall be for the teacher institutes for the 21st 
     century under such section.
       (C) For fiscal year 2009, $484,000,000, of which 
     $70,000,000 shall be for the teacher institutes for the 21st 
     century under such section.
       (D) For fiscal year 2010, $532,400,000, of which 80,000,000 
     shall be for the teacher institutes for the 21st century 
     under such section.
       (E) For fiscal year 2011, $585,640,000, of which 
     $90,000,000 shall be for the teacher institutes for the 21st 
     century under such section.
       (b) Teacher Institutes for the 21st Century.--Section 9(a) 
     of the National Science Foundation Authorization Act of 2002 
     (42 U.S.C. 1862n(a)) is amended--
       (1) in paragraph (3)(B), by striking ``summer or'' and 
     inserting ``teacher institutes for the 21st century, as 
     described in paragraph (7)'';
       (2) by redesignating paragraph (7) as paragraph (8); and
       (3) by inserting after paragraph (6) the following:
       ``(7) Teacher institutes for the 21st century.--
       ``(A) In general.--Teacher institutes for the 21st century 
     carried out in accordance with paragraph (3)(B) shall--
       ``(i) be carried out in conjunction with a school served by 
     the local educational agency in the partnership;
       ``(ii) be science, mathematics, engineering, and technology 
     focused institutes that provide professional development to 
     elementary school and secondary school teachers during the 
     summer;
       ``(iii) serve teachers who are considered highly qualified 
     (as defined in section 9101 of the Elementary and Secondary 
     Education Act of 1965), teach high-need subjects, and teach 
     in high-need schools (as defined in section 1114(a) of the 
     Elementary and Secondary Education Act of 1965);
       ``(iv) focus on the theme and structure developed by the 
     Director under subparagraph (C);
       ``(v) be content-based and build on school year curricula 
     that are object-centered, experiment-oriented, content-based, 
     and grounded in current research;
       ``(vi) ensure that any pedagogy component is designed 
     around specific strategies that are relevant to teaching the 
     subject and content on which teachers are being trained, 
     which may include training teachers in the essential 
     components of adolescent literacy instruction in order to 
     improve student reading skills within the subject areas of 
     mathematics, science, and engineering and technology 
     education (as defined in section 9101 of the Elementary and 
     Secondary Education Act of 1965);
       ``(vii) be a multiyear program that is conducted for a 
     period of not less than 2 weeks per year;
       ``(viii) provide for direct interaction between students 
     and faculty of the teacher institute;
       ``(ix) have a component that includes the use of the 
     Internet;
       ``(x) provide for followup training in the classroom during 
     the academic year for a period of not less than 3 days, which 
     may or may not be consecutive, for participants in the 
     teacher institute, except that for teachers in rural local 
     educational agencies, the followup training may be provided 
     through the Internet;
       ``(xi) provide teachers participating in the teacher 
     institute with travel expense reimbursement, stipends, and 
     classroom materials related to the teacher institute; and
       ``(xii) establish a mechanism to provide supplemental 
     support during the academic year for teacher institute 
     participants.
       ``(B) Optional members of the partnership.--In addition to 
     the partnership requirement under paragraph (2), an 
     institution of higher education or eligible nonprofit 
     organization (or consortia) desiring a grant for a teacher 
     institute for the 21st century may also partner with a museum 
     or educational partnership organization.
       ``(C) Theme and structure.--Each year, not later than 180 
     days before the application deadline for a grant under this 
     section, the Director shall, in consultation with a broad 
     group of professional education organizations, develop a 
     theme and structure for the teacher institutes of the 21st 
     century supported under paragraph (3)(B).''.

     SEC. 126. TEACH GRANTS; RECRUITING TEACHERS WITH MATHEMATICS, 
                   SCIENCE, ENGINEERING, TECHNOLOGY, OR LANGUAGE 
                   MAJORS.

       (a) TEACH Grants.--Title II of the Higher Education Act of 
     1965 (20 U.S.C. 1021 et seq.) is amended by adding at the end 
     the following:

                         ``PART C--TEACH GRANTS

     ``SEC. 231. PURPOSES.

       ``The purposes of this part are--
       ``(1) to improve student academic achievement;
       ``(2) to help recruit and prepare teachers to meet the 
     national demand for a highly qualified teacher in every 
     classroom; and
       ``(3) to increase opportunities for Americans of all 
     educational, ethnic, class, and geographic backgrounds to 
     become highly qualified teachers.

     ``SEC. 232. PROGRAM ESTABLISHED.

       ``(a) Program Authority.--
       ``(1) Payments required.--For each of the fiscal years 2007 
     through 2014, the Secretary shall pay to each eligible 
     institution of higher education such sums as may be necessary 
     to pay to each eligible student (defined in accordance with 
     section 484) who files an application and agreement in 
     accordance with section 233, and qualifies under subsection 
     (a)(2) of such section, a TEACH Grant in the amount of $7,000 
     for each academic year during which that student is in 
     attendance at an institution of higher education.
       ``(2) Reference.--Grants made under this part shall be 
     known as `Teacher Education Assistance for College and Higher 
     Education Grants' or `TEACH Grants'.
       ``(b) Payment Methodology.--
       ``(1) Prepayment.--Not less than 85 percent of such sums 
     shall be advanced to eligible institutions prior to the start 
     of each payment period and shall be based upon an amount 
     requested by the institution as needed to pay eligible 
     students until such time as the Secretary determines and 
     publishes in the Federal Register with an opportunity for 
     comment, an alternative payment system that provides payments 
     to institutions in an accurate and timely manner, except that 
     this sentence shall not be construed to limit the authority 
     of the Secretary to place an institution on a reimbursement 
     system of payment.
       ``(2) Direct payment.--Nothing in this section shall be 
     interpreted to prohibit the Secretary from paying directly to 
     students, in advance of the beginning of the academic term, 
     an amount for which they are eligible, in cases where the 
     eligible institution elects not to participate in the 
     disbursement system required by paragraph (1).
       ``(3) Distribution of grants to students.--Payments under 
     this part shall be made, in accordance with regulations 
     promulgated by the Secretary for such purpose, in such manner 
     as will best accomplish the purposes of this part. Any 
     disbursement allowed to be made by crediting the student's 
     account shall be limited to tuition and fees and, in the case 
     of institutionally owned housing, room and board. The student 
     may elect to have the institution provide other such goods 
     and services by crediting the student's account.
       ``(c) Reductions in Amount.--
       ``(1) Part-time students.--In any case where a student 
     attends an institution of higher education on less than a 
     full-time basis (including a student who attends an 
     institution of higher education on less than a half-time 
     basis) during any academic year, the amount of the TEACH 
     Grant for which that student is eligible shall be reduced in 
     proportion to the degree to which that student is not so 
     attending on a full-time basis, in accordance with a schedule 
     of reductions established by the Secretary for the purpose of 
     this part, computed in accordance with this part. Such 
     schedule of reductions shall be established by regulation and 
     published in the Federal Register in accordance with section 
     482 of this Act.
       ``(2) No exceeding cost of attendance.--No TEACH Grant for 
     a student under this part shall exceed the cost of attendance 
     (as defined in section 472) at the institution that such 
     student attends. If, with respect to any student, it is 
     determined that the amount of a TEACH Grant exceeds the cost 
     of attendance for that year, the amount of the TEACH Grant 
     shall be reduced until the TEACH Grant does not exceed the 
     cost of attendance at such institution.
       ``(d) Period of Eligibility for Grants.--
       ``(1) Undergraduate students.--The period during which an 
     undergraduate student may receive TEACH Grants shall be the 
     period required for the completion of the first undergraduate 
     baccalaureate course of study being pursued by the student at 
     the institution that the student attends, except that--
       ``(A) any period during which the student is enrolled in a 
     noncredit or remedial course

[[Page S5804]]

     of study, subject to paragraph (3), shall not be counted for 
     the purpose of this paragraph; and
       ``(B) the total amount that a student may receive under 
     this part for undergraduate study shall not exceed $28,000.
       ``(2) Graduate students.--The period during which a 
     graduate student pursuing a master's degree or doctoral 
     degree may receive TEACH Grants shall be the period required 
     for the completion of a course of study for the degree at the 
     institution the student attends, except that the total amount 
     that a student may receive under this part for graduate study 
     shall not exceed $14,000 for a student pursuing a master's 
     degree or $28,000 for a student pursuing a doctoral degree.
       ``(3) Remedial course; study abroad.--Nothing in this 
     section shall exclude from eligibility a course of study that 
     is noncredit or remedial in nature (including a course in 
     English language acquisition) if such course is determined by 
     the institution to be necessary to help the student be 
     prepared for the pursuit of a first undergraduate 
     baccalaureate degree or certificate or, in the case of 
     courses in English language instruction, to be necessary to 
     enable the student to utilize existing knowledge, training, 
     or skills. Nothing in this section shall exclude from 
     eligibility a program of study abroad that is approved for 
     credit by the home institution at which the student is 
     enrolled.

     ``SEC. 233. ELIGIBILITY AND APPLICATIONS FOR GRANTS.

       ``(a) Applications; Demonstration of Eligibility.--
       ``(1) Filing required.--The Secretary shall from time to 
     time set dates by which students shall file applications for 
     TEACH Grants under this part. Each student desiring a TEACH 
     Grant for any year shall file an application therefore 
     containing such information and assurances as the Secretary 
     may deem necessary to enable the Secretary to carry out the 
     functions and responsibilities of this part.
       ``(2) Demonstration of eligibility.--Each such application 
     shall contain such information as is necessary to demonstrate 
     that--
       ``(A) if the applicant is an enrolled student--
       ``(i) the student is an eligible student for purposes of 
     section 484 (other than subsection (r) of such section);
       ``(ii) the student--

       ``(I) has a grade point average that is determined, under 
     standards prescribed by the Secretary, to be comparable to a 
     3.25 average on a zero to 4.0 scale, except that, if the 
     student is in the first year of a program of undergraduate 
     education, such grade point average shall be determined on 
     the basis of the student's cumulative secondary school grade 
     point average; or
       ``(II) displayed high academic aptitude by receiving a 
     score above the 75th percentile on at least 1 of the 
     batteries in an undergraduate or graduate school admissions 
     test; and

       ``(iii) the student is completing coursework and other 
     requirements necessary to begin a career in teaching, or 
     plans to complete such coursework and requirements prior to 
     graduating; or
       ``(B) if the applicant is a current or prospective teacher 
     applying for a grant to obtain a graduate degree--
       ``(i) the applicant is a teacher or a retiree from another 
     occupation with expertise in a field in which there is a 
     shortage of teachers, such as mathematics, science, 
     engineering and technology education, a critical-need foreign 
     language (as determined by the Secretary under section 222 of 
     the New National Defense Education Act of 2006), special 
     education, English language acquisition, or another high-need 
     subject; or
       ``(ii) the applicant is or was a teacher who is using high-
     quality alternative certification routes, such as Teach for 
     America, to get certified.
       ``(b) Agreements to Serve.--Each application under 
     subsection (a) shall contain or be accompanied by an 
     agreement by the applicant that--
       ``(1) the applicant will--
       ``(A) serve as a full-time teacher for a total of not less 
     than 4 academic years within 8 years after completing the 
     course of study for which the applicant receives a TEACH 
     Grant under this part;
       ``(B) teach--
       ``(i) in a school eligible for assistance under section 
     1114(a) of the Elementary and Secondary Education Act of 
     1965; and
       ``(ii) in any of the following fields: mathematics, 
     science, engineering and technology education, a critical-
     need foreign language (as determined by the Secretary under 
     section 222 of the New National Defense Education Act of 
     2006), bilingual education, or special education, or as a 
     reading specialist, or another field documented as high-need 
     by the Federal Government, State government, or local 
     educational agency and submitted to the Secretary;
       ``(C) submit evidence of such employment in the form of a 
     certification by the chief administrative officer of the 
     school upon completion of each year of such service; and
       ``(D) comply with the requirements for being a highly 
     qualified teacher as defined in section 9101 of the 
     Elementary and Secondary Education Act of 1965 or, in the 
     case of a special education teacher, in section 602 of the 
     Individuals With Disabilities Education Act; and
       ``(2) in the event that the applicant is determined to have 
     failed or refused to carry out such service obligation, the 
     sum of the amounts of such TEACH Grants will be treated as a 
     loan and collected from the applicant in accordance with 
     subsection (c) and the regulations thereunder.
       ``(c) Repayment for Failure to Complete Service.--In the 
     event that any recipient of a TEACH Grant fails or refuses to 
     comply with the service obligation in the agreement under 
     subsection (b), the sum of the amounts of such TEACH Grants 
     provided to such recipient shall be treated as a Direct Loan 
     under part D of title IV, and shall be subject to repayment 
     in accordance with terms and conditions specified by the 
     Secretary in regulations promulgated to carry out this part.

     ``SEC. 234. AUTHORIZATION OF APPROPRIATIONS.

       ``There are authorized to be appropriated to carry out this 
     part $600,000,000 for fiscal year 2007 and such sums as may 
     be necessary for each of the 4 succeeding fiscal years.

 ``PART D--RECRUITING TEACHERS WITH MATHEMATICS, SCIENCE, ENGINEERING, 
                     TECHNOLOGY, OR LANGUAGE MAJORS

     ``SEC. 241. PROGRAM AUTHORIZED.

       ``(a) Definition of High-Need School.--In this section, the 
     term `high-need school' means a school described in section 
     1114(a) of the Elementary and Secondary Education Act of 
     1965.
       ``(b) Grants Authorized.--
       ``(1) In general.--From the amounts appropriated under 
     section 242, the Secretary shall make competitive grants to 
     institutions of higher education to improve the availability 
     and recruitment of teachers from among students majoring in 
     mathematics, science, engineering, technology, a critical-
     need foreign language (as determined by the Secretary under 
     section 222 of the New National Defense Education Act of 
     2006), special education, or teaching the English language to 
     students with limited English proficiency.
       ``(2) Priority.--In awarding grants under paragraph (1), 
     the Secretary shall give priority to institutions of higher 
     education offering programs that--
       ``(A) focus on preparing teachers in subjects in which 
     there is a shortage of highly qualified teachers and 
     increasing the number of teachers from minority or 
     underrepresented groups; and
       ``(B) prepare students to teach in high-need schools.
       ``(c) Application.--Any institution of higher education 
     desiring to obtain a grant under this section shall submit to 
     the Secretary an application at such time, in such form, and 
     containing such information and assurances as the Secretary 
     may require, which shall--
       ``(1) include reporting on baseline production of 
     teachers--
       ``(A) with expertise in mathematics, science, a critical-
     need foreign language, special education, or teaching 
     students with limited English proficiency;
       ``(B) from minorities or underrepresented groups; and
       ``(C) who teach for 5 years or more in a high-need school; 
     and
       ``(2) establish a goal and timeline for increasing the 
     number of teachers described in each subparagraph of 
     paragraph (1) who are prepared for teaching by the 
     institution.
       ``(d) Grant Award Amounts.--In determining the amount of a 
     grant award under this section to an institution of higher 
     education, the Secretary shall consider--
       ``(1) the extent to which the institution--
       ``(A) focuses on preparing teachers in subjects in which 
     there is a shortage of highly qualified teachers and 
     increasing the number of teachers from minority or 
     underrepresented groups; and
       ``(B) prepares students to teach in high-need schools; and
       ``(2) in the case of an institution that has previously 
     received a grant under this section, the progress made by the 
     institution in increasing the number of teachers described in 
     subsection (c)(1), as compared to the baseline production of 
     such teachers reported in the institution's initial 
     application.
       ``(e) Use of Funds.--Funds made available by a grant under 
     this section--
       ``(1) shall be used to create new recruitment incentives to 
     teaching for students from other majors, with an emphasis on 
     high-need subjects such as mathematics, science, engineering 
     and technology education, a critical-need foreign language, 
     special education, and teaching the English language to 
     students with limited English proficiency and other subjects 
     identified as high-need by the Federal Government, State 
     government, or local educational agency;
       ``(2) may be used to upgrade the curriculum in order to 
     provide all students studying to become teachers with high-
     quality instructional strategies for teaching reading and 
     teaching the English language to students with limited 
     English proficiency, and for modifying instruction to teach 
     students with special needs;
       ``(3) may be used to integrate school of education faculty 
     with other arts and science faculty in mathematics, science, 
     engineering, technology, a critical-need foreign language, or 
     teaching the English language to students with limited 
     English proficiency, through steps such as--
       ``(A) dual appointments for faculty between schools of 
     education and schools of arts and science or engineering; and
       ``(B) integrating coursework with clinical experience;
       ``(4) may be used to develop strategic plans between 
     schools of education and local educational agencies to better 
     prepare teachers

[[Page S5805]]

     for high-need schools, including the creation of professional 
     development partnerships for training new teachers in state-
     of-the-art practice;
       ``(5) may be used to create pilot programs to foster 
     collaborations at the institution of higher education between 
     a school of science, mathematics, or engineering, or a 
     foreign language department or language center, and a school 
     of education in order to enable the collaborating entities to 
     develop a 4-year program of study that would combine a 
     baccalaureate degree in mathematics, science, engineering, or 
     technology with concurrent teacher certification or 
     licensure; and
       ``(6) may be used to develop and implement a master's 
     degree program for current mathematics, science, or 
     engineering and technology education teachers that--
       ``(A) will strengthen the participating teachers' subject 
     area knowledge and pedagogical skills; and
       ``(B) shall be designed to allow a teacher to enroll in the 
     program on a part-time basis and obtain a master's degree 
     within a 2-year period.
       ``(f) Reports.--For each year that an institution of higher 
     education receives a grant under this section, the 
     institution of higher education shall prepare and submit to 
     the Secretary an annual report documenting the baseline data 
     regarding the teachers described in subsection (c)(1) and the 
     progress made toward increasing the number of such teachers, 
     as described in subsection (c)(2).

     ``SEC. 242. AUTHORIZATION OF APPROPRIATIONS.

       ``There are authorized to be appropriated to carry out this 
     part $500,000,000 for fiscal year 2007 and such sums as may 
     be necessary for each of the 4 succeeding fiscal years.''.
       (b) Part A Authorization.--Section 210 of the Higher 
     Education Act of 1965 (20 U.S.C. 1030) is amended by striking 
     ``$300,000,000 for fiscal year 1999'' and inserting 
     ``$400,000,000 for fiscal year 2007''.

              Subtitle C--Ensuring College Access for All

     SEC. 131. CONTRACT FOR EDUCATIONAL OPPORTUNITY (CEO) GRANTS.

       (a) Definitions.--In this section:
       (1) Cohort.--The term ``cohort'' means a group of students 
     in a State who are in the same grade for an identified school 
     year.
       (2) Expected family contribution.--The term ``expected 
     family contribution'', with respect to a student, means the 
     student's expected family contribution as determined in 
     accordance with part F of the Higher Education Act of 1965 
     (20 U.S.C. 1087kk et seq.).
       (3) Unmet need.--The term ``unmet need'', with respect to a 
     student, means the difference between the cost of attendance 
     (as defined in section 472 of the Higher Education Act of 
     1965 (20 U.S.C. 108711) to attend an institution of higher 
     education for an academic year and the resources available to 
     the student for such academic year, including Federal, State, 
     and institutional financial assistance and the student's 
     expected family contribution.
       (b) Purposes.--The purposes of this section are--
       (1) to encourage States to provide a financial aid 
     guarantee for low-income students;
       (2) to increase student academic performance and 
     achievement;
       (3) to increase public school secondary school graduation 
     rates as well as enrollment, persistence, and graduation 
     rates in public and private institutions of higher education, 
     especially among low-income and underrepresented minority 
     students; and
       (4) to improve the overall quality and supply of a State's 
     workforce.
       (c) Payments to States Authorized.--
       (1) In general.--The Secretary shall pay to States the 
     Federal share, as determined under subsection (e), in order 
     to assist the States in awarding contract for educational 
     opportunity grants (referred to in this section as ``CEO 
     grants''), under subsection (g) to students in a cohort who 
     sign a contract for educational opportunity in grade 8 and 
     satisfy the requirements of the contract. A CEO grant shall 
     provide each such student with a need-based financial aid 
     guarantee, in an amount equal to the student's calculated 
     unmet need to attend a 2- or 4-year degree-granting public 
     institution of higher education in the State, to enable the 
     student to attend a 2- or 4-year degree-granting public or 
     private institution of higher education in the State.
       (2) Mandatory spending.--This subsection constitutes budget 
     authority in advance of appropriations Acts and represents 
     the obligation of the Secretary to provide for the payment of 
     amounts provided under this subsection.
       (d) Application.--
       (1) In general.--A State desiring a payment under 
     subsection (c) shall submit, through the State agency 
     identified in the application, to the Secretary an 
     application at such time, in such manner, and containing such 
     information as the Secretary may require.
       (2) Application.--An application submitted under paragraph 
     (1) shall include the following:
       (A) A description of how the State will establish a State 
     benchmark for increasing the overall public school secondary 
     school graduation rate and the enrollment, persistence, and 
     graduation rates at the State's 2- and 4-year degree-granting 
     public and private institutions of higher education, as well 
     as a description of strategies and activities the State will 
     employ to achieve the State's set goals as reflected in the 
     benchmark.
       (B) The identification of the State agency that will 
     administer the CEO grants program, and a description of the 
     State agency's capacity to administer such program.
       (C) A description of the entities that will contribute 
     funds for the non-Federal share of the CEO grants program.
       (D) A description of the State's academic and nonacademic 
     components of the contract for educational opportunity, 
     including 100 hours of community service, and how the State 
     defines satisfactory academic progress toward completing 
     coursework that leads to a secondary school diploma.
       (E) A description of how the State agency will provide 
     access for all students to a State curriculum that prepares 
     the students to enter into credit-bearing coursework in 
     higher education without the need for remediation, the 21st 
     century workforce, or the Armed Forces.
       (F) A description of how the State agency will notify 
     students in grade 7 of their eligibility to participate in 
     the CEO grants program and earn a CEO grant, as well as how 
     the State will specifically target students from low-income 
     and underrepresented minority families.
       (G) A description of how the State agency will regularly 
     communicate with a cohort from the time the students sign the 
     contract for educational opportunity through the period that 
     the students are eligible for CEO grants.
       (H) An assurance that the State will award a CEO grant, in 
     the amount of the student's calculated unmet need to attend a 
     2- or 4-year degree-granting public institution of higher 
     education in the State, to each student who successfully 
     meets the requirements of the contract for educational 
     opportunity.
       (I) An assurance that decisions regarding the State's 
     higher education budget shall not lead to increases in 
     tuition and fees at public 2- or 4-year degree-granting 
     institutions of higher education that are greater than the 
     Consumer Price Index.
       (J) An assurance that the State shall maintain current 
     levels of investment in State student aid programs in 
     addition to providing the non-Federal share required under 
     subsection (e)(4).
       (e) Payments; Use of Funds.--
       (1) In general.--The Secretary shall pay the Federal share 
     of the CEO grants program, in the amount described in 
     paragraph (4), to each State that submits a complete 
     application pursuant to subsection (d).
       (2) Use of funds.--The Federal share and non-Federal share 
     described in paragraph (4) shall be used exclusively for 
     awarding financial aid grants to cover the unmet need for all 
     students in a cohort who have successfully met the components 
     of the State's contract, except that a State may use not more 
     than 2 percent of such funds for administrative purposes.
       (3) Subsequent payments.--
       (A) In general.--The Secretary shall make subsequent annual 
     payments for future cohorts to States, in accordance with 
     paragraph (4), that receive a payment under this section and 
     that are not determined to be ineligible under subparagraph 
     (B).
       (B) Ineligibility.--
       (i) In general.--Except as provided in clause (ii), the 
     Secretary shall determine a State to be temporarily 
     ineligible to receive a payment under subparagraph (A) if--

       (I) the State fails to submit an annual report pursuant to 
     subsection (h); or
       (II) the Secretary determines, based on information 
     submitted in the annual report submitted under subsection 
     (h), that--

       (aa) the State is not effectively meeting the terms and 
     goals of the application; or
       (bb) that the State is not making satisfactory progress 
     toward the benchmark set forth in subsection (d)(2)(A).
       (ii) Ineligibility not to affect certain cohorts.--A 
     determination of ineligibility to receive subsequent payments 
     for future cohorts under clause (i) with respect to a State 
     shall not apply to payments for students in a cohort in the 
     State who are in grade 8, 9, 10, 11, or 12 at the time of the 
     determination.
       (iii) Reinstatement.--If the Secretary determines a State 
     is ineligible under clause (i), the Secretary may enter into 
     an agreement with the State setting forth the terms and 
     conditions under which the State may regain eligibility to 
     receive payments under this section.
       (4) Matching requirement.--The amount of the Federal share 
     under this section for an academic year shall be equal to the 
     amount of the non-Federal share provided by the State for 
     such year. The sum of the Federal share and the non-Federal 
     share for an academic year shall be an amount equal to the 
     total unmet need, for the academic year, to attend a 2- or 4-
     year degree-granting public institution of higher education 
     in the State, for all students in an identified cohort that 
     complete all eligibility requirements of a contract for 
     educational opportunity.
       (f) Reallotment or Redistribution of Funds.--If funds 
     remain for a cohort for 6 years after the cohort has 
     graduated from secondary school, the State shall return 
     excess Federal funds to the Secretary. Any returned excess 
     funds shall be used by the Secretary to carry out the program 
     under this section.
       (g) CEO grants.--
       (1) In general.--A State receiving a payment under 
     subsection (c) for a cohort shall provide, in the amount 
     determined under paragraph (3), a CEO grant to each student 
     in the cohort who--

[[Page S5806]]

       (A) successfully completes the requirements of the contract 
     for educational opportunity; and
       (B) enrolls in a 2- or 4-year degree-granting institution 
     of higher education in the State not later than 2 years after 
     receiving a secondary school diploma.
       (2) Contracts for educational opportunity.--
       (A) In general.--A student who is in a cohort for which a 
     State is eligible for payments under subsection (c) and who 
     desires to receive a CEO grant shall sign a contract for 
     educational opportunity when the student begins grade 8 
     stating that the student will carry out all of the following 
     by the time the student graduates from secondary school:
       (i) Receive a secondary school diploma.
       (ii) By the beginning of grade 11 (except as provided in 
     subparagraph (B)), demonstrate satisfactory academic progress 
     (as determined by the State agency) toward completing 
     coursework that leads to a secondary school diploma.
       (iii) Complete the academic components of the State 
     contract for educational opportunity, as determined by the 
     State agency.
       (iv) Complete the nonacademic portion of the State contract 
     for educational opportunity (as determined by the State 
     agency), including 100 hours of community service, of which 
     at least 50 hours of community service shall be completed 
     before the student begins grade 11 (except as provided in 
     subparagraph (B)).
       (v) Apply for admission to a 2- or 4-year degree-granting 
     institution of higher education in the State.
       (vi) Preceding the date that the student intends to enroll 
     in an institution of higher education, file for Federal 
     financial aid.
       (B) Special circumstances.--
       (i) Transition.--During the academic year following the 
     date of enactment of this Act, in the case of students in a 
     cohort who are in grade 9, 10, 11, or 12 for such academic 
     year, the students of such cohort shall be eligible for CEO 
     grants if such students sign the contract for educational 
     opportunity during the academic year and otherwise complete 
     all of the eligibility requirements for the contract for 
     educational opportunity under subparagraph (A) as applicable 
     and by such time as determined by the State and approved by 
     the Secretary.
       (ii) Students who move into the state.--In the case of a 
     student who moves into a State after the student begins grade 
     8, such student shall be eligible for a CEO grant from such 
     State if such student signs the contract for educational 
     opportunity at the time the student moves into the State and 
     the student otherwise completes all of the eligibility 
     requirements for the contract for educational opportunity 
     under subparagraph (A), as applicable and by such time as 
     determined by the State and approved by the Secretary.
       (3) Amount of ceo grants.--
       (A) In general.--A CEO grant for an academic year shall be 
     in an amount equal to the student's calculated unmet need to 
     attend a 2- or 4-year degree-granting public institution of 
     higher education in the State for such year.
       (B) Private institutions.--A CEO grant for a student who 
     elects to enroll in a private 2- or 4-year degree-granting 
     public institution of higher education in the State shall be 
     in the amount described in subparagraph (A).
       (4) Multiple grants.--
       (A) In general.--A State shall award a CEO grant to a 
     student who meets the requirements of this section for each 
     academic year that the student attends a 2- or 4-year degree-
     granting institution of higher education in the State.
       (B) Maximum number of grants.--During the 6-year period 
     beginning on the date of receipt of a CEO grant under this 
     subsection, a student who meets the requirements of this 
     subsection shall be eligible to receive a CEO grant for each 
     year that the student is enrolled in a 2- or 4-year degree-
     granting institution of higher education in the State, except 
     that no student shall receive a total of more than 4 CEO 
     grants.
       (5) Ineligibility.--A student who otherwise meets the 
     requirements for a CEO grant shall be ineligible if the 
     student fails to maintain an acceptable level of academic 
     standing, as determined by the institution of higher 
     education that the student attends, or is dismissed from the 
     institution of higher education for disciplinary reasons.
       (h) Evaluation and Report.--A State receiving a payment 
     under subsection (c) for a cohort shall prepare and submit an 
     annual report to the Secretary on the success of the cohort. 
     The State report shall include the following:
       (1) The following information relating to the students in 
     the cohort who sign a contract for educational opportunity, 
     as applicable:
       (A) The participation and completion rates in the CEO 
     grants program under this section.
       (B) The public school secondary school graduation rate and 
     how the rate relates to the established State benchmark 
     described in subsection (d)(2).
       (C) The rate of enrollment in public and private 
     institutions of higher education and how the rate relates to 
     the established State benchmark.
       (D) The rate of persistence in public and private 
     institutions of higher education and how the rate relates to 
     the established State benchmark.
       (E) The rate of graduation from public and private 
     institutions of higher education and how the rate relates to 
     the established State benchmark.
       (F) Average CEO grant aid per student.
       (G) A description of, and justification for, any increase 
     in tuition and fees at the public 2- or 4-year degree-
     granting institutions of higher education in the State.
       (2) A comparison of the rates described in subparagraphs 
     (B) through (E) of paragraph (1) for students in the cohort 
     who sign a contract for educational opportunity to such rates 
     for a representative sample of students in the cohort in the 
     State who do not sign a contract.

   TITLE II--ARMING AMERICANS WITH 21ST CENTURY KNOWLEDGE AND SKILLS

     Subtitle A--Increasing the Number of New American Scientists, 
                    Engineers, and Language Experts

     SEC. 211. PURPOSE.

       The purpose of this subtitle is to increase the number of 
     low-income and middle-income students who pursue careers in 
     mathematics, science, technology, engineering, and critical-
     need foreign languages.

     SEC. 212. GRANTS FOR STRENGTHENING MATHEMATICS, SCIENCE, AND 
                   ENGINEERING AND TECHNOLOGY EDUCATION 
                   INFRASTRUCTURE.

       (a) Grants for Strengthening Mathematics, Science, and 
     Engineering and Technology Education Infrastructure.--Part D 
     of title V of the Elementary and Secondary Education Act of 
     1965 (20 U.S.C. 7241 et seq.) is amended by adding at the end 
     the following:

   ``SUBPART 22--GRANTS FOR STRENGTHENING MATHEMATICS, SCIENCE, AND 
          ENGINEERING AND TECHNOLOGY EDUCATION INFRASTRUCTURE

     ``SEC. 5621. GRANTS FOR STRENGTHENING MATHEMATICS, SCIENCE, 
                   AND ENGINEERING AND TECHNOLOGY EDUCATION 
                   INFRASTRUCTURE.

       ``(a) Purpose.--The purpose of this section is to improve 
     mathematics, science, and engineering and technology 
     education infrastructure in public elementary schools and 
     secondary schools to facilitate improved educational 
     opportunities for all students.
       ``(b) Definition of High-Need.--In this section, the term 
     `high-need', when used with respect to a school, means a 
     public elementary school or secondary school that is eligible 
     for assistance under section 1114(a) of the Elementary and 
     Secondary Education Act of 1965.
       ``(c) Program Authorized.--From amounts appropriated under 
     section 5401(b) for a fiscal year, and subject to subsection 
     (d), the Secretary, in consultation with the Director of the 
     National Science Foundation, shall award grants to local 
     educational agencies to enable the local educational agencies 
     to carry out the activities described in subsection (g).
       ``(d) Reservation of Funds.--From amounts appropriated 
     under section 5401(b) for a fiscal year, the Secretary shall 
     reserve a total of \1/2\ of 1 percent for the Secretary of 
     the Interior to award grants to elementary schools and 
     secondary schools operated or funded by the Bureau of Indian 
     Affairs to enable such elementary schools and secondary 
     schools to carry out the activities described in subsection 
     (g).
       ``(e) Application.--
       ``(1) In general.--A local educational agency desiring a 
     grant under subsection (c) shall submit an application to the 
     Secretary at such time, in such manner, and containing such 
     information as the Secretary may reasonably require.
       ``(2) Contents.--The application described in paragraph (1) 
     shall include the following:
       ``(A) A description of the activities under subsection (g) 
     for which assistance is sought and the costs of such 
     activities.
       ``(B) A description of the process through which the local 
     educational agency identified the activities described in 
     subparagraph (A).
       ``(C) Clear principles that the local educational agency 
     used to determine the priority of qualifying activities under 
     this section that prioritize the use of quantitative data, 
     such as student achievement on standardized assessments and 
     income data, in order to give priority to projects benefiting 
     high-need schools.
       ``(D) An assurance that the local educational agency will 
     provide a complete and detailed accounting of the use of 
     grant funds awarded to the local educational agency under 
     this section.
       ``(E) A description of the evaluation process that will 
     assess the accomplishments of the program.
       ``(f) Application Approval.--
       ``(1) Determination in consultation with national science 
     foundation.--The Secretary shall review each application 
     submitted under subsection (e) to determine whether the 
     application is sufficient. In making such a determination, 
     the Secretary shall consult with the Director of the National 
     Science Foundation, in part to ensure that the application is 
     coordinated with any preexisting National Science Foundation 
     initiatives in the State.
       ``(2) Determination of insufficient application.--If the 
     Secretary determines that an application submitted by a local 
     educational agency does not meet the requirements of

[[Page S5807]]

     paragraph (1) or subsection (e), the Secretary shall provide 
     the local educational agency with--
       ``(A) a written explanation of why the application did not 
     comply with such requirements; and
       ``(B) an opportunity to submit an amended application.
       ``(3) Priority.--In awarding grants under this section, the 
     Secretary shall give priority to local educational agencies 
     with a high percentage of high-need schools.
       ``(g) Required Use of Funds.--A local educational agency 
     that receives a grant under subsection (c) shall use grant 
     funds, in accordance with the application of the local 
     educational agency, to carry out not less than 1 of the 
     following:
       ``(1) The purchase or refurbishment of mathematics, 
     science, and engineering and technology education equipment, 
     including laboratory equipment.
       ``(2) The purchase of instructional materials or curricula 
     with proven effectiveness in improving mathematics, science, 
     and engineering and technology education outcomes, including 
     age-appropriate reading materials on varying grade levels 
     that provide poor readers with access to mathematics, 
     science, and engineering and technology education subject 
     matter.
       ``(3) Support for a science, mathematics, or engineering 
     and technology education specialist in each school who is 
     responsible for--
       ``(A) assisting in the implementation of the school's 
     science, mathematics, or engineering and technology education 
     program;
       ``(B) assisting other teachers in delivering quality 
     instruction;
       ``(C) assisting in identifying and developing professional 
     development opportunities tied to the curriculum; and
       ``(D) providing guidance on curricula, equipment, and other 
     components necessary for high-quality instruction.
       ``(4) Any other directly related activity--
       ``(A) identified by the local educational agency in the 
     application required under subsection (e); and
       ``(B) approved by the Secretary, in consultation with the 
     Director of the National Science Foundation.
       ``(h) Report.--
       ``(1) In general.--A local educational agency that receives 
     a grant under this section for a fiscal year shall submit, 
     not later than January 31 of the succeeding fiscal year, a 
     report in such form and containing such information as the 
     Secretary determines to be reasonably necessary to evaluate 
     the compliance of the local educational agency with the 
     provisions of this section.
       ``(2) Contents.--The report described in paragraph (1) 
     shall include the following:
       ``(A) A description of the activities carried out with 
     grant funds under this section.
       ``(B) A complete and detailed accounting of the use of 
     funds awarded under this section, including how the local 
     educational agency gave priority to projects benefiting 
     students served by high-need schools.
       ``(C) A description of how the local educational agency 
     assesses the impact of the program.
       ``(D) A description of how students were served by the 
     projects assisted under this section, including any expansion 
     of inquiry-based learning opportunities, and an accounting of 
     the approximate number of students so served.
       ``(E) An accounting of student academic progress made as a 
     result of activities funded under this section, using 
     previously established statewide academic achievement 
     assessments in mathematics and science.
       ``(F) Qualitative testimony from students, teachers, 
     administrators, or parents on the effect of activities funded 
     under this section.
       ``(3) Penalty.--A local educational agency that receives a 
     grant under this section for a fiscal year but does not 
     submit the report required under this subsection shall not be 
     eligible to receive any subsequent grant funds under this 
     section.''.
       (b) Authorization of Appropriations.--Section 5401 of the 
     Elementary and Secondary Education Act of 1965 (20 U.S.C. 
     7241) is amended--
       (1) by striking ``this part'' and inserting ``this part 
     (excluding subpart 22)'';
       (2) by striking ``There are'' and inserting the following:
       ``(a) General Authorization.--There are''; and
       (3) by adding at the end the following:
       ``(b) Mathematics, Science, and Engineering and Technology 
     Education Infrastructure.--There are authorized to be 
     appropriated to carry out subpart 22, $500,000,000 for fiscal 
     year 2007 and such sums as may be necessary for each of the 4 
     succeeding fiscal years.''.
       (c) Table of Contents.--The table of contents in section 2 
     of the Elementary and Secondary Education Act of 1965 is 
     amended by inserting after the item relating to section 5618 
     the following:

   ``Subpart 22--Grants for Strengthening Mathematics, Science, and 
          Engineering and Technology Education Infrastructure

``Sec. 5621. Grants for strengthening mathematics, science, and 
              engineering and technology education infrastructure.''.

     SEC. 213. SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS, AND 
                   CRITICAL-NEED FOREIGN LANGUAGE SCHOLARS.

       (a) Definitions.--In this section:
       (1) Institution of higher education.--The term 
     ``institution of higher education'' has the meaning given the 
     term in section 101(a) of the Higher Education Act of 1965 
     (20 U.S.C. 1001(a)).
       (2) Secretary.--The term ``Secretary'' means the Secretary 
     of Education.
       (b) Program Authorized.--From amounts appropriated under 
     subsection (j) for a fiscal year, the Secretary shall carry 
     out a program to award grants, on a competitive basis, to 
     institutions of higher education (or consortia of such 
     institutions) to enable the institutions of higher education 
     (or consortia) to provide scholarships to make higher 
     education tuition free for low-income and middle-income 
     undergraduate and graduate students who are enrolled at the 
     institutions of higher education to earn degrees in science, 
     technology, engineering, mathematics, and critical-need 
     foreign languages (as determined by the Secretary under 
     section 222).
       (c) Application.--An institution of higher education or a 
     consortium seeking a grant under this section shall submit an 
     application to the Secretary at such time, in such manner, 
     and containing such information as the Secretary may require.
       (d) Award Basis.--In awarding grants under this section, 
     the Secretary shall give special consideration to programs 
     that--
       (1) are a central organizational focus of the institution 
     of higher education or consortium;
       (2) enable scholarship recipients to become successful 
     members of the science, technology, engineering, mathematics, 
     and critical-need foreign language 21st century workforce; 
     and
       (3) recruit undergraduate and graduate students, especially 
     female and underrepresented minority students, who would 
     otherwise not pursue careers in science, technology, 
     engineering, mathematics, or a critical-need foreign 
     language.
       (e) Use of Funds.--An institution of higher education or a 
     consortium receiving a grant under this section shall use the 
     grant funds to carry out a program to encourage low-income 
     and middle-income undergraduate and graduate students 
     enrolled at the institution of higher education, or at an 
     institution of higher education that is a member of the 
     consortium, respectively, to earn degrees in science, 
     technology, engineering, mathematics, or a critical-need 
     foreign language, through administering scholarships in 
     accordance with subsection (f).
       (f) Scholarships.--
       (1) Scholarship requirements.--Scholarships under this 
     subsection shall be available to a student enrolled at an 
     institution of higher education that receives a grant under 
     this section or is a member of a consortium that receives a 
     grant under this section--
       (A)(i) whose parents have an adjusted gross income for the 
     most recent tax year available of--
       (I) less than $53,000 if single; or
       (II) less than $107,000 if married; or
       (ii) in the case of a student who is independent (as 
     defined in section 480 of the Higher Education Act of 1965 
     (20 U.S.C. 1087vv), who meets the adjusted gross income 
     requirements of clause (i); and
       (B)(i) in the case of a student in the first or second year 
     of a program of undergraduate education, who enrolls in 
     prerequisite courses for a baccalaureate degree with a major 
     in science, technology, engineering, mathematics, or a 
     critical-need foreign language, as determined by the 
     institution of higher education that the student attends;
       (ii) in the case of a student who has completed 2 years of 
     a program of undergraduate education, who is pursuing a 
     baccalaureate degree with a major in science, technology, 
     engineering, mathematics, or a critical-need foreign 
     language; or
       (iii) in the case of a graduate student, who is pursuing a 
     graduate degree in science, technology, engineering, 
     mathematics, or a critical-need foreign language.
       (2) Amount.--
       (A) Annual amount.--An institution of higher education or 
     consortium that receives a grant under this section shall 
     award a scholarship to a student described in paragraph (1) 
     in an amount that does not exceed $5,500 per academic year, 
     except that no student shall receive for any academic year an 
     amount that is more than the cost of attendance, as 
     determined under section 472 of the Higher Education Act of 
     1965 (20 U.S.C. 1087ll)), at the institution where the 
     student is enrolled for such academic year.
       (B) Reductions in amount for part-time students.--In any 
     case where a student attends an institution of higher 
     education on less than a full-time basis (including a student 
     who attends an institution of higher education on less than a 
     half-time basis) during any academic year, the amount of the 
     scholarship for which that student is eligible shall be 
     reduced in proportion to the degree to which that student is 
     not so attending on a full-time basis, in accordance with a 
     schedule of reductions established by the Secretary for the 
     purpose of this section, computed in accordance with this 
     subsection. Such schedule of reductions shall be established 
     by regulation and published in the Federal Register in 
     accordance with the schedule described in section 482 of the 
     Higher Education Act of 1965 (20 U.S.C. 1089).
       (C) Cumulative amount.--An institution of higher education 
     or consortium receiving a grant under this section may award 
     an individual a scholarship under this subsection for more 
     than 1 year, or for both undergraduate and graduate study, 
     except that--
       (i) no individual shall receive a total amount of 
     scholarship support under this subsection for undergraduate 
     study that is more than $22,000; and

[[Page S5808]]

       (ii) no individual shall receive a total amount of 
     scholarship support under this section for graduate study 
     that is more than $22,000.
       (g) Conditions of Support.--As a condition of acceptance of 
     a scholarship under this section, a recipient shall enter 
     into an agreement with the institution of higher education or 
     consortium--
       (1) accepting the terms of the scholarship; and
       (2) agreeing to provide the awarding institution of higher 
     education or consortium with up-to-date contact information 
     and to participate in surveys provided by the Secretary of 
     Education, institution of higher education, or consortium as 
     part of an assessment program.
       (h) Failure To Complete Obligation.--
       (1) General rule.--An individual who has received a 
     scholarship under this section shall be liable to the 
     institution of higher education or consortium that awarded 
     the scholarship, as well as to the United States, for the 
     amount of the scholarship, if such individual--
       (A) fails to maintain an acceptable level of academic 
     standing in the institution of higher education in which the 
     individual is enrolled, as determined by the institution of 
     higher education;
       (B) is dismissed from such institution for disciplinary 
     reasons; or
       (C) withdraws from the baccalaureate or graduate degree 
     program for which the scholarship was made before the 
     completion of such program, and does not transfer into 
     another program that meets the requirements of subsection 
     (f)(1)(B).
       (2) Exclusion from future scholarships.--If a circumstance 
     described in paragraph (1) occurs, all of the following shall 
     apply:
       (A) Nonrenewal of scholarship.--The institution of higher 
     education or consortium shall not renew the scholarship to 
     the individual. However, at the discretion of the institution 
     of higher education or consortium awarding the scholarship, 
     an individual may regain eligibility for a scholarship under 
     this section after completing not less than 1 academic term 
     at the institution, if the individual--
       (i) maintains an acceptable level of academic standing in 
     the institution of higher education, as determined by the 
     institution; and
       (ii) reenrolls in the baccalaureate or graduate degree 
     program for which the scholarship was made.
       (B) Ineligibility for federal scholarships.--The individual 
     shall become automatically ineligible to participate in any 
     Federal scholarship programs for future years.
       (3) Use of recovered scholarship funds.--An institution of 
     higher education or consortium that recovers funds under 
     paragraph (1) shall use such funds to provide additional 
     scholarships under subsection (f).
       (i) Data Collection.--An institution of higher education or 
     consortium receiving a grant under this section shall supply 
     to the Secretary any relevant statistical and demographic 
     data on scholarship recipients the Secretary may request.
       (j) Authorization of Appropriations.--There are authorized 
     to be appropriated to carry out this section $750,000,000 for 
     fiscal year 2007 and such sums as may be necessary for each 
     of the 4 succeeding fiscal years.

     SEC. 214. EXPANSION OF NATIONAL SCIENCE FOUNDATION EDUCATION 
                   AND HUMAN RESOURCES DIRECTORATE.

       (a) Purpose.--The purpose of this section is to ensure the 
     continued involvement of experts at the National Science 
     Foundation in improving science, technology, engineering, and 
     mathematics at the elementary, secondary, and postsecondary 
     levels by doubling funding for the education and human 
     resources programs of the National Science Foundation, in 
     addition to the increases made under section 125 for the 
     mathematics and science partnerships described in section 9 
     of the National Science Foundation Authorization Act of 2002 
     and in addition to any other amounts authorized or 
     appropriated to the National Science Foundation.
       (b) Authorization of Appropriations for NSF Education and 
     Human Resources.--There is authorized to be appropriated to 
     the National Science Foundation for education and human 
     resources, in addition to the amounts authorized under 
     section 125(a)(2), amounts as follows:
       (1) For fiscal year 2007, $886,810,000.
       (2) For fiscal year 2008, $1,040,110,000.
       (3) For fiscal year 2009, $1,193,410,000.
       (4) For fiscal year 2010, $1,346,710,000.
       (5) For fiscal year 2011, $1,500,000,000.
       (c) Science, Mathematics, Engineering, and Technology 
     Talent Expansion Program.--Section 8(7)(C) of the National 
     Science Foundation Authorization Act of 2002 (Public Law 107-
     368) is amended--
       (1) by redesignating clauses (i) through (vi) as subclauses 
     (I) through (VI), respectively, and indenting appropriately;
       (2) by striking ``include those that promote high quality--
     '' and inserting ``include programs that--
       ``(i) promote high-quality--''; and
       (3) in clause (i)--
       (A) in subclause (III) (as redesignated by paragraph (1)), 
     by striking ``for students;'' and inserting ``for students, 
     especially underrepresented minority and female mathematics, 
     science, engineering, and technology students;''; and
       (B) in subclause (VI) (as redesignated by paragraph (1)), 
     by striking the period and inserting a semicolon; and
       (4) by adding at the end the following:
       ``(ii) finance summer internships for mathematics, science, 
     engineering, and technology undergraduate students;
       ``(iii) facilitate smaller mathematics, science, 
     engineering, and technology class sizes;
       ``(iv) facilitate the hiring of additional mathematics, 
     science, engineering, and technology faculty;
       ``(v) serve as bridges to enable underrepresented minority 
     and female secondary school students to obtain extra 
     mathematics, science, engineering, and technology training 
     prior to entering an institution of higher education; and
       ``(vi) finance mathematics, science, engineering, and 
     technology student research activities.''.

           Subtitle B--Improving Global Knowledge and Skills

     SEC. 221. DEFINITIONS.

       In this subtitle:
       (1) Institution of higher education.--The term 
     ``institution of higher education'' has the meaning given the 
     term in section 101(a) of the Higher Education Act of 1965 
     (20 U.S.C. 1001(a)).
       (2) Local educational agency; state educational agency.--
     The terms ``local educational agency'' and ``State 
     educational agency'' have the meanings given the terms in 
     section 9101 of the Elementary and Secondary Education Act of 
     1965 (20 U.S.C. 7801).
       (3) Secretary.--The term ``Secretary'' means the Secretary 
     of Education.

     SEC. 222. CRITICAL-NEED LANGUAGES.

       The Secretary shall, prior to requesting applications for 
     grants under this subtitle during each grant cycle, consult 
     with, and receive recommendations regarding, critical need 
     for expertise in foreign languages and world regions from the 
     head official, or a designee of such head official, of the 
     National Security Council, the Department of Homeland 
     Security, the Department of Defense, the Department of State, 
     the Federal Bureau of Investigation, the Department of Labor, 
     and the Department of Commerce, and the Director of National 
     Intelligence. The Secretary shall take into account such 
     recommendations when developing a list of critical-need 
     languages and when requesting applications for grants under 
     this subtitle. The Secretary shall also make available to 
     applicants the list of the critical-need languages for the 
     grant cycle.

     SEC. 223. CRITICAL-NEED LANGUAGE PROGRAM GRANTS.

       (a) Definitions.--In this section:
       (1) Eligible entity.--The term ``eligible entity'' means--
       (A) a State educational agency; or
       (B) a partnership between a local educational agency and an 
     institution of higher education.
       (2) High-need school.--The term ``high-need school'' means 
     a public elementary or secondary school that is eligible for 
     assistance under section 1114(a) of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 6314(a)).
       (b) Program Authorized.--The Secretary shall award grants, 
     on a competitive basis, to eligible entities to enable the 
     eligible entities to develop programs that allow students to 
     be exposed to and immersed in other languages and cultures 
     from the early grades throughout the students' education.
       (c) Application.--An eligible entity desiring a grant under 
     this section shall submit an application to the Secretary at 
     such time, in such manner, and containing such information as 
     the Secretary may require.
       (d) Award Basis.--In awarding grants under this section, 
     the Secretary shall give priority to eligible entities that 
     will use grant funds for programs that target a high-need 
     school.
       (e) Use of Funds.--An eligible entity receiving a grant 
     under this section shall use grant funds to carry out 1 or 
     more of the following:
       (1) Establish and maintain programs in a critical-need 
     language (as determined by the Secretary under section 222) 
     in the elementary schools served by the eligible entity.
       (2) Offer additional or more advanced critical-need 
     language classes in middle schools and secondary schools.
       (3) Create and implement effective models of instruction in 
     critical-need languages and world cultures.
       (4) Create and maintain internationally themed schools 
     that--
       (A) offer dual language immersion programs;
       (B) focus on international content; and
       (C) use technology to bring the world into the classroom 
     virtually.
       (f) Technical Assistance Centers.--
       (1) In general.--The Secretary shall enter into contracts 
     with entities to establish a system of regional critical-need 
     foreign language technical assistance centers focused on 
     developing critical-need language programs in kindergarten 
     through grade 12 education.
       (2) Application.--An entity desiring a contract under this 
     subsection shall submit an application to the Secretary at 
     such time, in such manner, and containing such information as 
     the Secretary may require.
       (3) Activities.--Each center established under this 
     subsection shall--
       (A) assist States and local educational agencies in 
     developing critical-need language curricula; and
       (B) disseminate best practices in the field.
       (g) Report.--Not later than 90 days after the last day of 
     the grant or contract period,

[[Page S5809]]

     an eligible entity receiving a grant under subsection (a) or 
     an entity receiving a contract under subsection (f) shall 
     prepare and submit a report to the Secretary describing the 
     supported activities.
       (h) Authorization of Appropriations.--There are authorized 
     to be appropriated to carry out this section $100,000,000 for 
     fiscal year 2007 and such sums as may be necessary for each 
     of the 4 succeeding fiscal years.

     SEC. 224. INTERNATIONAL SUMMER INSTITUTE GRANTS.

       (a) Program Authorized.--The Secretary shall award grants, 
     on a competitive basis, to institutions of higher education 
     or nonprofit organizations (or consortia of such institutions 
     or organizations) to carry out summer institute programs that 
     help teachers integrate international content into the 
     curricula and improve the teachers' knowledge and teaching of 
     foreign cultures.
       (b) Partnership.--In order to receive a grant under this 
     section, an institution of higher education or a nonprofit 
     organization (or a consortium of such institutions or 
     organizations) shall enter into a partnership with a local 
     educational agency to carry out the grant activities.
       (c) Application.--An institution of higher education, 
     nonprofit organization, or consortium desiring a grant under 
     this section shall submit an application to the Secretary at 
     such time, in such manner, and containing such information as 
     the Secretary may require.
       (d) Use of Funds.--An institution of higher education, 
     nonprofit organization, or consortium receiving a grant under 
     this section shall use grant funds to carry out 1 or more of 
     the following:
       (1) Integrate international content into existing summer 
     institute programs.
       (2) Assist States in creating new summer institutes to 
     prepare teachers--
       (A) to teach international subjects, such as world history, 
     global economics, and geography; and
       (B) to integrate international content into other subjects 
     to improve global competence.
       (e) Report.--Not later than 90 days after the last day of 
     the grant period, an institution of higher education, 
     nonprofit organization, or consortium receiving a grant under 
     this section shall prepare and submit a report to the 
     Secretary describing the grant activities.
       (f) Authorization of Appropriations.--There are authorized 
     to be appropriated to carry out this section $100,000,000 for 
     fiscal year 2007 and such sums as may be necessary for each 
     of the 4 succeeding fiscal years.

     SEC. 225. INTERNATIONAL AND FOREIGN LANGUAGE STUDIES.

       (a) Purpose.--The purpose of this section is to increase 
     study abroad and foreign language study opportunities in 
     critical-need languages for secondary school, undergraduate, 
     and graduate students.
       (b) Definition of Eligible Entity.--In this section, the 
     term ``eligible entity'' means--
       (1) an institution of higher education;
       (2) a consortium of institutions of higher education;
       (3) an institution of higher education in partnership with 
     an international university;
       (4) an institution of higher education in partnership with 
     a local educational agency;
       (5) a State educational agency; or   
       (6) a local educational agency.
       (c) Program Authorized.--From amounts appropriated under 
     this section for a fiscal year, the Secretary shall award 
     grants, on a competitive basis, to eligible entities to 
     enable the eligible entities to establish or strengthen 
     foreign language study programs in critical-need languages, 
     as determined by the Secretary under section 222.
       (d) Amount and Duration of Grant.--Each grant awarded under 
     this section shall be--
       (1) for an amount of not less than $500,000 for each year 
     of the grant; and
       (2) for a period of not less than 4 years.
       (e) Application.--An eligible entity that desires a grant 
     under this section shall submit an application to the 
     Secretary at such time, in such manner, and containing such 
     information as the Secretary may require.
       (f) Use of Funds.--An eligible entity receiving a grant 
     under this section shall use the grant funds to establish or 
     strengthen foreign language study programs in critical-need 
     languages, which may include the following activities:
       (1) The recruitment and retention of faculty in critical-
     need languages.
       (2) Curriculum development.
       (3) The acquisition of materials to improve instructional 
     programs.
       (4) The expansion of study abroad programs for 
     participating students.
       (5) The development of foreign language immersion programs.
       (6) Summer institutes for faculty development.
       (7) Bridge programs that allow dual enrollment for 
     secondary school students in institutions of higher 
     education.
       (8) Programs to expand the understanding and knowledge of 
     cultural, geographic, and political factors within countries 
     with populations who speak critical-need languages.
       (9) Research on, and evaluation of, the teaching of 
     critical-need foreign languages.
       (10) Participation in national programs impacting critical-
     need foreign languages.
       (11) Data collection and analysis regarding the outcomes of 
     various student recruitment strategies and program design and 
     curricula approaches, and their impact on increasing--
       (A) the number of students studying critical-need 
     languages; and
       (B) the fluency of the students in the languages.
       (g) Authorization of Appropriations.--There are authorized 
     to be appropriated to carry out this section $100,000,000 for 
     fiscal year 2007 and such sums as may be necessary for each 
     of the 4 succeeding fiscal years.

         Subtitle C--Investing in Workers Through Job Training

     SEC. 231. PROJECTS TO PROVIDE LITERACY, TECHNOLOGY, AND 
                   TECHNICAL SKILLS TRAINING.

       (a) Definitions.--In this section:
       (1) Secretary.--The term ``Secretary'' means the Secretary 
     of Labor.
       (2) Small business.--The term ``small business'' means a 
     business with not more than 100 employees.
       (b) Projects.--The Secretary shall carry out projects to 
     provide literacy, technology, and technical skills training 
     for workers, including both employed and unemployed workers.
       (c) Grants.--In carrying out projects described in 
     subsection (b), the Secretary shall make grants to eligible 
     partnerships.
       (d) Eligible Partnerships.--
       (1) In general.--To be eligible to receive such a grant, a 
     partnership shall be a local or regional public-private 
     partnership consisting of at least--
       (A) 1 State or local workforce investment board established 
     under section 111 or 117 of the Workforce Investment Act of 
     1998 (29 U.S.C. 2821 or 2832) (including a consortium of such 
     boards in a region);
       (B) 1 institution of higher education, as defined in 
     section 101(a) of the Higher Education Act of 1965, 
     (including a consortium of such institutions);
       (C) 1 business (including a consortium of such businesses) 
     or nonprofit employer; and
       (D) 1 community-based organization, labor union, trade 
     association, or other intermediary.
       (2) Designation of responsible fiscal agents.--Each 
     partnership described in paragraph (1) shall designate a 
     responsible fiscal agent to receive and disburse grant funds 
     under this section.
       (e) Training.--
       (1) Participants.--A partnership that receives a grant 
     under subsection (c) shall provide training through a project 
     described in subsection (b) to persons who are employed and 
     who wish to obtain and upgrade skills to qualify for existing 
     jobs (as of the date such training begins) and to persons who 
     are unemployed.
       (2) Preparation.--Such training shall, to the extent 
     practicable, include the preparation of workers for a broad 
     range of positions along a career ladder.
       (f) Start-Up Activities.--
       (1) In general.--Except as provided in paragraph (2), not 
     more than 5 percent, or $75,000, whichever is less, of the 
     funds made available through a single grant made under this 
     section may be used toward the start-up costs of a 
     partnership or training project.
       (2) Exception.--In the case of partnerships consisting 
     primarily of small businesses, not more than 10 percent, or 
     $150,000, whichever is less, of the funds made available 
     through a single grant made under this section may be used 
     toward the start-up costs of a partnership or training 
     project.
       (3) Duration of start-up period.--For purposes of this 
     subsection, a start-up period consists of a period of not 
     more than 1 month, beginning on the first day of the grant 
     period. At the end of the start-up period, training shall 
     immediately begin and no further Federal funds may be used 
     for start-up costs.
       (g) Applications.--
       (1) In general.--To be eligible to receive a grant under 
     this section, a partnership shall submit an application to 
     the Secretary at such time, in such manner, and containing 
     such information as the Secretary may require.
       (2) Contents.--Each application for such a grant shall--
       (A) provide evidence of the need for the training to be 
     provided through the grant, by providing evidence of skill 
     shortages in existing or emerging industries as demonstrated 
     through reliable regional, State, or local data;
       (B) articulate the level of skills that workers will be 
     trained for and the manner by which attainment of those 
     skills will be measured; and
       (C) include an agreement that the project will be subject 
     to evaluation by the Secretary to measure the effectiveness 
     of the project.
       (3) Matching funds.--Each application for a grant to carry 
     out a project described in subsection (b) shall state the 
     manner by which the partnership will--
       (A) make available, with respect to the costs to be 
     incurred by the partnership in carrying out the project, non-
     Federal contributions (in cash or in kind) in an amount equal 
     to not less than 50 percent of the Federal funds provided 
     under the grant; and
       (B) make the contributions available directly or through 
     donations from public or private entities, and ensure that at 
     least \1/2\ of the contributions will be from businesses or 
     nonprofit employers involved in the partnership.
       (h) Considerations.--
       (1) Projects with commitments.--In making grants under this 
     section, the Secretary shall give consideration to an 
     applicant that

[[Page S5810]]

     provides a specific, measurable commitment--
       (A) upon successful completion of a training course by a 
     participant--
       (i) who is unemployed, to hire or effectuate the hiring of 
     the participant (where applicable);
       (ii) who is an incumbent worker, to increase the wages or 
     salary of the worker (where applicable); or
       (iii) to provide skill certification to the participant;
       (B) to provide training that is linked to industry-accepted 
     occupational skill standards, certificates, or licensing 
     requirements; or
       (C) to provide a project that will lead to attainment of 
     baccalaureate or associate degrees.
       (2) Expanded and collaborative projects.--In making grants 
     under this section, the Secretary shall give consideration to 
     an applicant that proposes to use grant funds--
       (A) to demonstrate a significant ability to expand a 
     training project through such means as training more workers 
     or offering more courses; and
       (B) to carry out a training project resulting from a 
     collaboration, especially with more than 1 small business or 
     with an entity carrying out a labor-management training 
     project.
       (3) Partnerships involving small businesses.--In making 
     grants under this section, the Secretary shall give 
     consideration to an applicant that involves and directly 
     benefits more than 1 small business.
       (4) Donations from public or private entities.--In making 
     grants under this section, the Secretary shall give 
     consideration to an applicant that provides a specific 
     commitment that a portion of the non-Federal contribution 
     described in subsection (g)(3) will be made available through 
     donations from other public or private entities, so as to 
     demonstrate the long-term sustainability of the project after 
     the expiration of the grant period involved.
       (i) Administrative Costs.--A partnership that receives a 
     grant to carry out a project described in subsection (b) may 
     not use more than 10 percent of the funds made available 
     through the grant to pay for administrative costs associated 
     with the project.
       (j) Authorization of Appropriations.--There are authorized 
     to be appropriated to carry out this section $300,000,000 for 
     fiscal year 2007 and such sums as may be necessary for each 
     of the 4 succeeding fiscal years.
                                 ______