[Congressional Record Volume 153, Number 1 (Thursday, January 4, 2007)]
[Senate]
[Pages S157-S163]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]

      By Mr. KENNEDY:
  S. 164. A bill to modernize the education system of the United 
States; to the Committee on Health, Education, Labor, and Pensions.
  Mr. KENNEDY. Mr. President, few things are more indispensable to the 
United States than good schools. Today more than ever, a quality 
education is the gateway to achieving the American dream and the best 
guarantee of equal opportunity for all our people, good citizenship, 
and an economy capable of mastering modern global challenges.
  In 1965, as part of the War on Poverty, President Johnson signed into 
law the landmark Elementary and Secondary Education to strengthen 
America by allocating substantial Federal resources to public schools 
for the first time. In the bipartisan No Child Left Behind Act of 2002, 
we reauthorized this landmark legislation, and for the first time made 
a commitment that every child--black or white, Latino or Asian, native-
born or an English language learner, disabled or non-disabled--would be 
part of an accountability plan that holds schools responsible for the 
progress of all students. It required every State to implement content 
and performance standards specifying what children should know and be 
able to do, and urged States to create high-quality assessments so that 
students' progress toward meeting those standards could be accurately 
measured. It expanded support for early reading and literacy skills and 
offered extra tutoring to students in struggling schools. It sought to 
improve the quality of instruction by requiring all schools to provide 
a highly-qualified teacher for every child.
  We know these reforms can work. But good results are not possible 
without adequate investments. The No Child Left Behind Act recognized 
that to move forward with these dramatic changes, schools would need a 
continued infusion of Federal resources, because the cost was obviously 
too great for States and local governments to bear alone.
  Today, because of budget cuts and poor implementation, we still have 
much to do to ensure that no child is left behind. President Bush has 
short-changed the promise made in the law by nearly $56 billion, 
leaving millions of children without the resources needed to reduce 
class sizes, improve teaching, and set higher standards for our 
schools. Now, more than ever, it's important to deliver the resources 
our schools deserve. Thousands of schools are on watchlists in their 
States and need Federal support and extra assistance to bridge the 
learning gaps of their students.
  The No Child Left Behind Act is again scheduled for reauthorization 
this year, and we must work to ensure that its promise is fulfilled. 
Aside from additional funding, one of our priorities must be to ensure 
that the standards and assessments used to measure progress are fair 
and reliable. Accountability is only as good as the tests to measure 
progress, and many States use tests that need substantial improvement. 
Some use exams that are not aligned to the standards that students must 
meet. Others have manufactured artificially high test score gains by 
lowering standards and adjusting test scores in order to avoid 
unfavorable consequences under the law's accountability framework.
  We need to shift our understanding of the Act away from the idea that 
it labels and penalizes schools, and toward a more productive framework 
that helps schools and States reach higher, not lower. We should use 
the well-regarded National Assessment of Educational Progress the 
``Nation's report card'' as a benchmark for the rigor of State exams. 
States should also align their elementary and secondary school 
standards with their standards for college entrance and success, 
creating seamless systems that guide students from the beginning of 
their education to the achievement of a college degree.
  The SUCCESS Act I am introducing today would assist States in these 
efforts. As the name suggests, it would provide Federal support for 
States Using Collaboration and Cooperation to Enhance Standards for 
Students. It would help ensure that public schools challenge all 
students to learn to high standards and provide needed help to schools 
with the greatest needs.
  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 that wish to analyze how their 
standards and assessments compare to the benchmark.
  The SUCCESS Act provides critical resources to States to create ``P-
16'' Preparedness Councils that will engage members of the early 
childhood, K-12 and higher education communities, along with the 
business and military communities, and other stakeholders to align the 
standards with what is needed for success in college and the workforce. 
The councils would be charged with ensuring that State

[[Page S158]]

standards and assessments meet international benchmarks to improve 
instruction and student achievement and prepare students to contribute 
in the global economy. It also provides funds to encourage 
collaboration among States in raising the bar for student achievement 
by providing grants to States working together to establish common 
standards and assessments that are rigorous, internationally 
competitive, and aligned with postsecondary demands.
  I look forward to working with my colleagues on this and other 
important proposals as we move toward the reauthorization of the No 
Child Left Behind Act. In the coming weeks, our Committee on Health, 
Education, Labor and Pensions will hold a series of hearings and 
roundtable discussions to hear from experts and those dealing with the 
challenges of the current law on a daily basis. Our goal is to work on 
a bipartisan basis with all our colleagues in the Senate and in the 
House and with the Administration to develop a strong bipartisan bill 
that builds on the positive aspects of the law, addresses the concerns 
about its implementation, and encourages reforms that we know will work 
to help students succeed.
  Teachers deserve the resources they need to help students achieve at 
higher levels. In many schools, the most valuable resource that 
teachers require is time. Yet the U.S. ranks 11th among industrialized 
nations in the number of days children attend school. Innovative 
approaches are needed to extend the school day and year in high-need 
schools. We should recruit Americorps volunteers to coordinate 
academically oriented extended-day programs for students and assist 
teachers during the school day.
  We must also ensure that students in high poverty schools have access 
to good teachers. We should create incentives to attract the best 
teachers to the neediest schools, including increased salaries for 
teachers and principals with strong track records of success who work 
in hard-to-staff schools, and by creating ``career advancement 
systems'' in which highly effective teachers serve as instructional 
leaders for new or less successful teachers. To help teachers improve 
their teaching, we should invest more in training them to use the best 
data to improve instruction.
  We should also help parents by replicating Boston's successful 
initiative to place parent-family outreach coordinators in every high-
poverty school, and offer grants to school districts to support 
community programs that address children's social, emotional and other 
non-academic needs.
  We must invest in these and other reforms to give schools the 
resources they need to close the achievement gap and ensure that all 
students can stay on track to graduate and succeed.
  Experience shows that each year yields greater success when 
policymakers and educators commit in the long term to higher standards, 
better teacher training, stronger accountability, and extra help for 
students in need. The initial implementation of the No Child Left 
Behind Act has been flawed, but we can't abandon its vision of an 
America in which every child is important and deserves to be educated 
and enjoy the full benefits of our society.
  That vision is as enduring as America itself. As John Adams wrote in 
the Massachusetts Constitution of 1780, the education of the people is 
``necessary for the preservation of their rights and liberty.'' More 
than two hundred years later, we need to recapture that spirit, and 
make ``No Child Left Behind'' a reality, not merely a slogan.
  I ask unanimous consent that the bill 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. 164

       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 ``States Using Collaboration 
     and Coordination to Enhance Standards for Students Act of 
     2007'' or the ``SUCCESS Act''.

     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) According to the most recent National Assessment of 
     Educational Progress, only 36 percent of the students in 
     grade 4 and 30 percent of the students in grade 8 reach the 
     proficient level in mathematics. In reading, only 31 percent 
     of the students in grades 4 and 8 reach the proficient level. 
     In science, only 29 percent of the students in grades 4 and 8 
     reach the proficient level.
       (3) 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.
       (4) Student achievement in mathematics and science in 
     elementary school and secondary school in the United States 
     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 a report released in August, 2006, the 
     Nation loses more than $3,700,000,000 a year in the costs of 
     remedial education and in individuals' reduced earning 
     potential because students are not learning the basic skills 
     they need to succeed after high school.

     SEC. 3. PURPOSES.

       The purposes of this Act 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 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 ensure 
     that greater number of students, especially low-income and 
     minority students, complete secondary school with the 
     coursework and skills necessary to enter--
       (A) credit-bearing coursework in higher education without 
     the need for remediation;
       (B) high-paying employment in the 21st century workforce; 
     or
       (C) 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. 4. DEFINITIONS.

       In this Act:
       (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) 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.
       (3) 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)).
       (4) Critical-need foreign language.--The term ``critical-
     need foreign language'' means a language included on the list 
     of critical-need foreign languages that the Secretary shall 
     develop and update in consultation with 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.
       (5) 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.
       (6) 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

[[Page S159]]

     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.
       (7) 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)).
       (8) 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.
       (9) 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.
       (10) 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)).
       (11) 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. 5. 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 (as 
     amended by this 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
       (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. 6. 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);

[[Page S160]]

       (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 at the end 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

       ``(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;

[[Page S161]]

       ``(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 standards, 
     specifications, and questions 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 7 of the States Using 
     Collaboration and Coordination to Enhance Standards for 
     Students Act of 2007, assist in the development of a plan 
     described in section 7(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 2008--
       ``(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. 7. 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) develop challenging--
       (i) school readiness standards;
       (ii) curricula for elementary schools and middle schools; 
     and
       (iii) 21st century curricula for secondary schools.
       (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

[[Page S162]]

       (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 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;

[[Page S163]]

       (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 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, 
     and critical-need foreign languages), 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 2008, and such sums as may be necessary for each 
     of the 4 succeeding fiscal years.

     SEC. 8. 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 7 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 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 2008 and such sums as are necessary for each of 
     the 4 succeeding fiscal years.
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