[Congressional Record Volume 155, Number 86 (Wednesday, June 10, 2009)]
[Senate]
[Pages S6471-S6475]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]

      By Mr. DODD:
  S. 1231. A bill to create or adopt, and implement, rigorous and 
voluntary American education content standards in mathematics and 
science covering kindergarten through grade 12, to provide for the 
assessment of student proficiency benchmarked against such standards, 
and for other purposes; to the Committee on Health, Education, Labor, 
and Pensions.
  Mr. DODD. Mr. President, I rise today to introduce The Standards to 
Provide Educational Achievement for Kids, SPEAK, Act, a bill designed 
to provide incentives to states to begin holding every child in America 
to the same high standards. At its core, SPEAK will adopt and implement 
voluntary core American education content standards in math and science 
while incentivizing states to adopt them.
  America's leadership, economic, and national security rest on our 
commitment to educate and prepare our youth to succeed in a global 
economy. The key to succeeding in this endeavor is to have high 
expectations for all American students as they progress through our 
Nation's schools.
  Currently there are 50 different sets of academic standards, 50 State 
assessments, and 50 definitions of proficiency under the No Child Left 
Behind Act. As a result of varied standards, exams and proficiency 
levels, America's highly mobile student-aged population moves through 
the Nation's schools gaining widely varying levels of knowledge, skills 
and preparedness. Yet, in order for the U.S. to compete in a global 
economy, we must strengthen our educational expectations for all 
American children--we must compete as one Nation.
  Recent international comparisons show that American students have 
significant shortcomings in math and science. Many lack the basic 
skills required for college or the workplace. This affects our economic 
and national security; it holds us back in the global marketplace and 
risks ceding our competitive edge. This is unacceptable.
  America was founded on the notion of ensuring equity and opportunity 
for all. And yet, we risk both when we allow different students in 
different states to graduate from high school with very different 
educations. We live in a nation with an unacceptably high high school 
dropout rate. We live in a nation where 8th graders in some states 
score more than 30 points higher on tests of basic science knowledge 
than students in other states. I ask my colleagues today what equality 
of opportunity we have under such circumstances.

[[Page S6472]]

  This is where American standards come in. Voluntary, core American 
standards in math and science are an important step in ensuring that 
all American students are given the same opportunity to learn to a high 
standard no matter where they reside. They will allow for meaningful 
comparisons of student academic achievement across states, help ensure 
that American students are academically qualified to enter college or 
training for the civilian or military workforce, and help ensure that 
students are better prepared to compete in the global marketplace. 
Uniform standards are a first step in maintaining America's competitive 
and national security edge.
  While I understand that education is, after all, a state endeavor, we 
cannot ignore that at the end of the day America competes as one 
country on the global marketplace. This does not mean that I am asking 
states to cede their authority in education. What the bill simply 
proposes is that we use the convening power of the Federal Government 
to incentivize efforts to create a core set of common standards.
  I would like to take a moment to recognize the recent remarkable 
achievement of the National Governors Association and the Council of 
Chief State School Officers in partnership with Achieve, Inc, ACT, and 
the College Board. Just last week they announced that 49 States and 
territories have joined the Common Core State Standards Initiative and 
have committed to a process to develop common standards in English 
language arts and mathematics. They have made a commitment to evidence-
based and internationally benchmarked standards, which are scheduled to 
be developed later this year. This effort is outstanding. Just 2 years 
ago, when I introduced one of the first bills in the Senate on 
standards, this type of effort would have been unthinkable. Now, there 
is strong momentum behind providing all students across the country 
with competitive and consistent standards.
  The SPEAK Act, provides flexibility in the creation or adoption of 
American standards, understanding that there are effective efforts 
underway that could be integrated into the program of Federal 
incentives that this bill would provide.
  The SPEAK Act will task the National Assessment Governing Board with 
creating or adopting rigorous and voluntary core American education 
content standards in math and science for grades K-12. It will require 
that the standards be anchored in the National Assessment of 
Educational Progress' math and science frameworks. It will also ensure 
that such standards are internationally competitive and comparable to 
the best standards in the world, similar to the outline created for the 
standards being developed through the Common Core State Standards 
Initiative.
  States that do participate, while required to adopt the American 
standards, will be given the flexibility to make them their own. They 
will have the option to add additional content requirements, they will 
have final say in how coursework is sequenced, and, ultimately, States, 
and districts will still be the ones developing the curriculum, 
choosing the textbooks and administering the tests. The standards 
provided for under this legislation will simply serve as a common core.
  The SPEAK Act will develop rigorous achievement levels. It will 
ensure that varying developmental levels of students are taken into 
account in the development of such standards. It will provide for 
periodic review and update of such standards. It establishes an 
American Standards Incentive Fund to incentivize states to adopt the 
standards. Among the benefits of participating is a significant 
infusion of funds for states to bolster their K-12 data systems.
  No one will deny that our Nation is facing difficult economic times. 
However, there remains a steadfast commitment to improving education 
for our students, a commitment that includes working to develop 
voluntary American standards. I applaud states that realize that 
despite facing difficult budget realities, holding all students to the 
same, high standards will be what is best for the future of our nation. 
These States need and deserve incentives and resources to complete this 
important work.
  I should also note that the SPEAK Act has garnered endorsements from 
businesses, math/science organizations, foundations, and the education 
community. Through the leadership of Congressman Vernon Ehlers in the 
House of Representatives it shares not only bicameral, but bipartisan 
support. Together we have all come together to affect meaningful change 
in our public schools.
  We live in an economy where you can no longer lift, dig or assemble 
your way to success. Today, you have got to think your way to success 
so that when public education doesn't work, when we fail to compete as 
one nation, our entire country gets left behind. Low expectations 
translate to an America that is less competitive on the world stage. If 
that happens, we are going to wonder why we didn't do anything about it 
while we still had time.
  Core American standards will set high goals for all students, allow 
for meaningful comparisons of achievement across states, and help 
ensure that all of our students are qualified to enter college. At the 
end of the day, we all want what is best for our country and parents 
want what is best for their kids. With core standards, America will 
begin the work of regaining its competitive edge in the global economy. 
In the life of every student, equality will be made a little more real 
with reintroduction of this bill, as the skills and knowledge we expect 
of them are no longer made contingent on where they reside.
  I hope that my colleagues will join me in supporting the SPEAK Act. 
As we start holding our students to the same high standards, I expect 
that we will be amazed at the excellence that follows.
  Mr. President, I ask unanimous consent that the text of 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. 1231

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

     SECTION 1. SHORT TITLE; TABLE OF CONTENTS.

       (a) Short Title.--This Act may be cited as the ``Standards 
     to Provide Educational Achievement for Kids Act'' or the 
     ``SPEAK Act''.
       (b) Table of Contents.--The table of contents for this Act 
     is as follows:

Sec. 1. Short title; table of contents.
Sec. 2. Findings.
Sec. 3. Assessing science in the National Assessment of Educational 
              Progress.
Sec. 4. Definitions.
Sec. 5. Voluntary American education content standards; American 
              Standards Incentive Fund.
Sec. 6. Authorization of appropriations.

     SEC. 2. FINDINGS.

       Congress finds the following:
       (1) Throughout the years, educators and policymakers have 
     consistently embraced standards as the mechanism to ensure 
     that every student, no matter what school the student 
     attends, masters the skills and develops the knowledge needed 
     to participate in a global economy.
       (2) Recent international comparisons make clear that 
     students in the United States have significant shortcomings 
     in mathematics and science, yet a high level of scientific 
     and mathematics literacy is essential to societal innovations 
     and advancements.
       (3) With more than 50 different sets of academic content 
     standards, 50 State academic assessments, and 50 definitions 
     of proficiency under section 1111(b) of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 6311(b)), there is 
     great variability in the measures, standards, and benchmarks 
     for academic achievement in mathematics and science.
       (4) Variation in State standards and the accompanying 
     measures of proficiency make it difficult for parents and 
     teachers to meaningfully gauge how well their children are 
     learning mathematics and science in comparison to their peers 
     internationally or here at home.
       (5) The disparity in the rigor of standards across States 
     yield test results that tell the public little about how 
     schools are performing and progressing, as States with low 
     standards or low proficiency requirements may appear to be 
     doing much better than States with more rigorous standards or 
     higher requirements for proficiency.
       (6) As a result, the United States' highly mobile student-
     aged population moves through the Nation's schools gaining 
     widely varying levels of knowledge, skills, and preparedness.
       (7) In order for the United States to compete in a global 
     economy, the country needs to strengthen its educational 
     expectations for all children.
       (8) To compete, the people of the United States must 
     compare themselves against international benchmarks.
       (9) Grounded in a real world analysis and international 
     comparisons of what students

[[Page S6473]]

     need to succeed in work and college, rigorous and voluntary 
     core American education content standards will keep the 
     United States economically competitive and ensure that the 
     children of the United States are given the same opportunity 
     to learn to a high standard no matter where they reside.
       (10) Rigorous and voluntary core American education content 
     standards in mathematics and science will enable students to 
     succeed in academic settings across States while ensuring an 
     American edge in the global marketplace.

     SEC. 3. ASSESSING SCIENCE IN THE NATIONAL ASSESSMENT OF 
                   EDUCATIONAL PROGRESS.

       (a) National Assessment of Educational Progress 
     Authorization Act.--Section 303 of the National Assessment of 
     Educational Progress Authorization Act (20 U.S.C. 9622) is 
     amended--
       (1) in subsection (a), by striking ``, State assessments,'' 
     and inserting ``and State assessments in reading, 
     mathematics, and science'';
       (2) in subsection (b)--
       (A) in paragraph (1), by inserting ``science,'' after 
     ``mathematics,'';
       (B) in paragraph (2)--
       (i) in subparagraph (B), by striking ``reading and 
     mathematics'' and inserting ``reading, mathematics, and 
     science'';
       (ii) in subparagraph (C), by striking ``reading and 
     mathematics'' and inserting ``reading, mathematics, and 
     science'';
       (iii) in subparagraph (D), by striking ``science,''; and
       (iv) in subparagraph (E), by striking ``reading and 
     mathematics'' and inserting ``reading, mathematics, and 
     science'';
       (C) in paragraph (3)--
       (i) in subparagraph (A), by striking ``reading and 
     mathematics'' each place the term occurs and inserting 
     ``reading, mathematics, and science''; and
       (ii) in subparagraph (C)(ii), by striking ``reading and 
     mathematics'' and inserting ``reading, mathematics, and 
     science''; and
       (D) in paragraph (4)(B), by striking ``, require, or 
     influence'' and inserting ``or require'';
       (3) in subsection (d)(3), by striking ``reading and 
     mathematics'' each place the term occurs and inserting 
     ``reading, mathematics, and science''; and
       (4) in subsection (f)(1)(B)(v), by striking ``and 
     mathematical knowledge'' and inserting ``, mathematical 
     knowledge, and science knowledge''.
       (b) Elementary and Secondary Education Act of 1965.--
     Subpart 1 of part A of title I of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 6311 et seq.) is 
     amended--
       (1) in section 1111(c)(2) (20 U.S.C. 6311(c)(2))--
       (A) by inserting ``(and, for science, beginning with the 
     2010-2011 school year)'' after ``2002-2003''; and
       (B) by striking ``reading and mathematics'' and inserting 
     ``reading, mathematics, and science''; and
       (2) in section 1112(b)(1)(F) (20 U.S.C. 6312(b)(1)(F)), by 
     striking ``reading and mathematics'' and inserting ``reading, 
     mathematics, and science''.

     SEC. 4. DEFINITIONS.

       Section 304 of the National Assessment of Educational 
     Progress Authorization Act (20 U.S.C. 9623) is amended--
       (1) in the matter preceding paragraph (1), by striking ``In 
     this title:'' and inserting ``Except as otherwise provided, 
     in this title:'';
       (2) by redesignating paragraph (2) as paragraph (3); and
       (3) by inserting after paragraph (1) the following:
       ``(2) Secretary.--The term `Secretary' means the Secretary 
     of Education.''.

     SEC. 5. VOLUNTARY AMERICAN EDUCATION CONTENT STANDARDS; 
                   AMERICAN STANDARDS INCENTIVE FUND.

       The National Assessment of Educational Progress 
     Authorization Act (20 U.S.C. 9621 et seq.) is amended--
       (1) by redesignating sections 304 (as amended by section 4) 
     and 305 as sections 306 and 307, respectively; and
       (2) by inserting after section 303 the following:

     ``SEC. 304. CREATION OR ADOPTION OF VOLUNTARY AMERICAN 
                   EDUCATION CONTENT STANDARDS.

       ``(a) In General.--Not later than 3 years after the date of 
     enactment of the Standards to Provide Educational Achievement 
     for Kids Act and from amounts appropriated under section 
     307(a)(3) for a fiscal year, the Assessment Board shall 
     create or adopt voluntary American education content 
     standards in mathematics and science covering kindergarten 
     through grade 12.
       ``(b) Duties.--The Assessment Board shall implement 
     subsection (a) by carrying out the following duties:
       ``(1) Create or adopt voluntary American education content 
     standards for mathematics and science covering kindergarten 
     through grade 12 that reflect a common core of what students 
     in the United States should know and be able to do to compete 
     in a global economy.
       ``(2) Anchor the voluntary American education content 
     standards based on the mathematics and science frameworks and 
     the achievement levels under section 303(e) of the National 
     Assessment of Educational Progress for grades 4, 8, and 12.
       ``(3) Ensure that the voluntary American education content 
     standards reflect international standards of excellence and 
     the latest developments in the fields of mathematics and 
     science.
       ``(4) Review existing standards in mathematics and science 
     developed by professional organizations.
       ``(5) Review State standards in mathematics and science as 
     of the date of enactment of the Standards to Provide 
     Educational Achievement for Kids Act and consult and work 
     with entities that are developing, or have already developed, 
     such State standards.
       ``(6) Review the reports, views, and analyses of a broad 
     spectrum of experts, including classroom educators, and of 
     the public, as such reports, views, and analyses relate to 
     mathematics and science education, including--
       ``(A) reviews of blue ribbon reports;
       ``(B) exemplary practices in the field; and
       ``(C) recent reports by government agencies and 
     professional organizations.
       ``(7) Review scientifically rigorous studies that examine 
     the relationship between--
       ``(A) the sequences of secondary school-level mathematics 
     and science courses; and
       ``(B) student achievement.
       ``(8) Ensure that steps are taken in the development of the 
     voluntary American education content standards to recognize 
     the needs of students who receive special education and 
     related services under the Individuals with Disabilities 
     Education Act (20 U.S.C. 1400 et seq.) and of students who 
     are limited English proficient (as defined in section 9101 of 
     the Elementary and Secondary Education Act of 1965 (20 U.S.C. 
     7801)).
       ``(9) Solicit input from State and local representative 
     organizations, mathematics and science organizations 
     (including mathematics and science teacher organizations), 
     institutions of higher education, higher education 
     organizations, business organizations, and other appropriate 
     organizations.
       ``(10) Ensure that the voluntary American education content 
     standards reflect what students will be required to know and 
     be able to do after secondary school graduation to be 
     academically qualified to enter an institution of higher 
     education or training for the civilian or military workforce.
       ``(11) Widely disseminate the voluntary American education 
     content standards for public review and comment before final 
     adoption.
       ``(12) Provide for continuing review of the voluntary 
     American education content standards not less often than once 
     every 10 years, which review--
       ``(A) shall solicit input from organizations and entities, 
     including--
       ``(i) 1 or more professional mathematics or science 
     organizations, including mathematics or science educator 
     organizations;
       ``(ii) the State educational agencies that have received 
     American Standards Incentive Fund grants under section 305 
     during the period covered by the review; and
       ``(iii) other organizations and entities, as determined 
     appropriate by the Assessment Board; and
       ``(B) shall address issues including--
       ``(i) whether the voluntary American education content 
     standards continue to reflect international standards of 
     excellence and the latest developments in the fields of 
     mathematics and science; and
       ``(ii) whether the voluntary American education content 
     standards continue to reflect what students are required to 
     know and be able to do in science and mathematics after 
     graduation from secondary school to be academically qualified 
     to enter an institution of higher education or training for 
     the civilian or military workforce, as of the date of the 
     review.

     ``SEC. 305. THE AMERICAN STANDARDS INCENTIVE FUND.

       ``(a) Definitions.--In this section:
       ``(1) In general.--The terms `elementary school', `local 
     educational agency', `professional development', `secondary 
     school', `State', and `State educational agency' have the 
     meanings given the terms in section 9101 of the Elementary 
     and Secondary Education Act of 1965 (20 U.S.C. 7801).
       ``(2) Academic content standards.--The term `academic 
     content standards' means the challenging academic content 
     standards described in section 1111(b)(1) of the Elementary 
     and Secondary Education Act of 1965 (20 U.S.C. 6311(b)(1)).
       ``(3) Levels of achievement.--The term `levels of 
     achievement' means the State levels of achievement under 
     subclauses (II) and (III) of section 1111(b)(1)(D)(ii) of the 
     Elementary and Secondary Education Act of 1965 (20 U.S.C. 
     6311(b)(1)(D)(ii)(II), (III)).
       ``(4) State academic assessments.--The term `State academic 
     assessments' means the academic assessments for a State 
     described in section 1111(b)(3) of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 6311(b)(3)).
       ``(b) Establishment of Fund.--From amounts appropriated 
     under section 307(a)(4) for a fiscal year, the Secretary 
     shall establish and fund the American Standards Incentive 
     Fund to carry out the grant program under subsection (c).
       ``(c) Incentive Grant Program Authorized.--
       ``(1) In general.--Not later than 12 months after the 
     Assessment Board adopts the voluntary American education 
     content standards under section 304, the Secretary shall use 
     amounts available from the American Standards Incentive Fund 
     to award, on a competitive basis, grants to State educational 
     agencies to enable each State educational agency to adopt the 
     voluntary American education content standards in

[[Page S6474]]

     mathematics and science as the core of the State's academic 
     content standards in mathematics and science by carrying out 
     the activities described in subsection (f).
       ``(2) Duration and amount.--A grant under this subsection 
     shall be awarded--
       ``(A) for a period of not more than 4 years; and
       ``(B) in an amount that is not more than $4,000,000 over 
     the period of the grant.
       ``(3) SEA collaboration permitted.--A State educational 
     agency receiving a grant under this subsection may 
     collaborate with another State educational agency receiving a 
     grant under this subsection in carrying out the activities 
     described in subsection (f).
       ``(d) Core Standards.--A State educational agency receiving 
     a grant under subsection (c) shall adopt and use the 
     voluntary American education content standards in mathematics 
     and science as the core of the State academic content 
     standards in mathematics and science. The State educational 
     agency may add additional standards to the voluntary American 
     education content standards as part of the State academic 
     content standards in mathematics and science.
       ``(e) State Application.--A State educational agency 
     desiring to receive 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 require. 
     The application shall include--
       ``(1) timelines for carrying out each of the activities 
     described in subsection (f)(1); and
       ``(2) a description of the activities that the State 
     educational agency will undertake to implement the voluntary 
     American education content standards in mathematics and 
     science adopted under section 304, and the achievement levels 
     in mathematics and science developed under section 303(e) for 
     the national and State assessments of the National Assessment 
     of Educational Progress, at both the State educational agency 
     and local educational agency levels, including any additional 
     activities described in subsection (f)(2).
       ``(f) Use of Funds.--
       ``(1) Mandatory activities.--A State educational agency 
     receiving a grant under subsection (c) shall use grant funds 
     to carry out all of the following:
       ``(A) Adopt the voluntary American education content 
     standards in mathematics and science as the core of the 
     State's academic content standards in mathematics and science 
     not later than 2 years after the receipt of a grant under 
     subsection (c).
       ``(B) Align the teacher certification or licensure, pre-
     service, and professional development requirements of the 
     State to the voluntary American education content standards 
     in mathematics and science not later than 3 years after the 
     receipt of the grant.
       ``(C) Align the State academic assessments in mathematics 
     and science (or develop new such State academic assessments 
     that are aligned) with the voluntary American education 
     content standards in mathematics and science not later than 4 
     years after the receipt of the grant.
       ``(D) Align the State levels of achievement in mathematics 
     and science with the student achievement levels in 
     mathematics and science developed under section 303(e) for 
     the national and State assessments of the National Assessment 
     of Educational Progress not later than 4 years after the 
     receipt of the grant.
       ``(E) Develop dissemination, technical assistance, and 
     professional development activities for the purpose of 
     educating local educational agencies and schools on what the 
     standards adopted by the State educational agency under this 
     section are and how the standards can be incorporated into 
     classroom instruction.
       ``(2) Permissive activities.--A State educational agency 
     receiving a grant under subsection (c) may use the grant 
     funds to carry out, at the local educational agency or State 
     educational agency level, any of the following activities:
       ``(A) Developing curricula and instructional materials in 
     mathematics or science that are aligned with the voluntary 
     American education content standards in mathematics and 
     science.
       ``(B) Conducting other activities needed for the 
     implementation of the voluntary American education content 
     standards in mathematics and science.
       ``(3) Priority.--In awarding grants under subsection (c), 
     the Secretary shall give priority to a State educational 
     agency that will use the grant funds to carry out 
     subparagraph (A) of paragraph (2).
       ``(g) Award Basis.--In determining the amount of a grant 
     under subsection (c), the Secretary shall take into 
     consideration--
       ``(1) the extent to which a State's academic content 
     standards, State academic assessments, levels of achievement 
     in mathematics and science, and teacher certification or 
     licensure, pre-service, and professional development 
     requirements, must be revised to align such State standards, 
     assessments, levels, and teacher requirements with the 
     voluntary American education content standards created or 
     adopted under section 304 and the achievement levels in 
     mathematics and science developed under section 303(e); and
       ``(2) the planned activities described in the application 
     submitted under subsection (e).
       ``(h) Annual State Educational Agency Reports.--A State 
     educational agency receiving a grant under subsection (c) 
     shall submit an annual report to the Secretary demonstrating 
     the State educational agency's progress in meeting the 
     timelines described in the application under subsection 
     (e)(1).
       ``(i) Grants for DoD and BIA Schools.--
       ``(1) Department of defense schools.--From amounts 
     available from the American Standards Incentive Fund, the 
     Secretary, upon application by the Secretary of Defense, may 
     award grants under subsection (c) to the Secretary of Defense 
     on behalf of elementary schools and secondary schools 
     operated by the Department of Defense to enable the Secretary 
     of Defense to carry out activities similar to the activities 
     described in subsection (f) for the elementary schools and 
     secondary schools operated by the Department of Defense.
       ``(2) Bureau of indian affairs schools.--From amounts 
     available from the American Standards Incentive Fund, the 
     Secretary, in consultation with the Secretary of the 
     Interior, may award grants under subsection (c) to the Bureau 
     of Indian Affairs on behalf of elementary schools and 
     secondary schools operated or funded by the Department of the 
     Interior to enable the Director of the Bureau of Indian 
     Affairs to carry out activities similar to the activities 
     described in subsection (f) for the elementary schools and 
     secondary schools operated or funded by the Department of the 
     Interior.
       ``(j) Study.--Not later than 2 years after the completion 
     of the first 4-year grant cycle for grants under this 
     section, the Commissioner for Education Statistics shall 
     carry out a study comparing the gap between the reported 
     proficiency on State academic assessments and assessments 
     under section 303 for State educational agencies receiving 
     grants under subsection (c), before and after the State 
     adopts the voluntary American education content standards in 
     mathematics and science as the core of the State education 
     content standards in mathematics and science. The study 
     shall--
       ``(1) include an analysis of, for each State receiving a 
     grant under subsection (c) and for the United States, the 
     gaps in reported proficiency in mathematics and in science 
     before and after the adoption of the voluntary American 
     education content standards, for each grade of students 
     subject to the assessments under section 303; and
       ``(2) further disaggregate the information described in 
     paragraph (1) by the race, ethnicity, gender, disability 
     status, migrant status, English proficiency, and economically 
     disadvantaged status of the students, except that such 
     disaggregation shall not be required in a case in which the 
     number of students in a category is insufficient to yield 
     statistically reliable information or the results would 
     reveal personally identifiable information about an 
     individual student.
       ``(k) Data Grants.--
       ``(1) Program authorized.--
       ``(A) In general.--From amounts appropriated under section 
     307(a)(4), the Secretary shall award, to each State 
     educational agency that meets the requirements of paragraph 
     (3), a grant to enhance statewide student level longitudinal 
     data systems as those systems relate to the requirements of 
     part A of title I of the Elementary and Secondary Education 
     Act of 1965 (20 U.S.C. 6311 et seq.).
       ``(B) Data audit system.--The State, through the 
     implementation of such enhanced data system, shall--
       ``(i) ensure that the State has in place a State data audit 
     system to assess data quality, validity, and reliability; and
       ``(ii) provide guidance, technical assistance, and 
     professional development to local educational agencies to 
     ensure local education officials and educators have the 
     tools, knowledge, and protocol necessary to use the enhanced 
     data system properly, ensure the integrity of the data, and 
     be able to use the data to inform education policy and 
     practice.
       ``(2) Amount of grant.--A grant awarded to a State 
     educational agency under this subsection shall be in an 
     amount equal to 5 percent of the amount allocated to the 
     State under section 1122 of the Elementary and Secondary 
     Education Act of 1965 (20 U.S.C. 6332). If the amounts 
     available from the American Standards Incentive Fund are 
     insufficient to pay the full amounts of grants under this 
     paragraph to all State educational agencies that receive a 
     grant under this subsection, then the Secretary shall ratably 
     reduce the amount of all grants under this subsection.
       ``(3) Requirements.--In order to receive a grant under this 
     subsection, a State educational agency shall--
       ``(A) have received a grant under subsection (c); and
       ``(B) successfully demonstrate to the Secretary that the 
     State has aligned--
       ``(i) the State's academic content standards and State 
     academic assessments in mathematics and science, and the 
     State's teacher certification or licensure, pre-service, and 
     professional development requirements, with the voluntary 
     American education content standards in mathematics and 
     science; and
       ``(ii) the State levels of achievement in mathematics and 
     science for grades 4, 8, and 12, with the achievement levels 
     in mathematics and science developed under section 303(e) for 
     such grades.
       ``(4) Nature of grant.--A grant under this subsection to a 
     State educational agency shall be in addition to any grant 
     awarded to the State educational agency under subsection (c).

[[Page S6475]]

       ``(5) Limit on number of grants.--In no case shall a State 
     educational agency receive more than 1 grant under this 
     subsection.
       ``(l) Reports to Congress.--Not later than 2 years after 
     the date of enactment of the Standards to Provide Educational 
     Achievement for Kids Act, and every 2 years thereafter, the 
     Secretary shall report to Congress regarding the status of 
     all grants awarded under this section.
       ``(m) Rule of Construction.--Nothing in this section shall 
     be construed to establish a preferred national curriculum or 
     preferred teaching methodology for elementary school or 
     secondary school instruction.
       ``(n) Timeline Extension.--The Secretary may extend the 12-
     year requirement under section 1111(b)(2)(F) of the 
     Elementary and Secondary Education Act of 1965 (20 U.S.C. 
     6311(b)(2)(F)) by not less than 2 years and by not more than 
     4 years for a State served by a State educational agency that 
     receives grants under subsections (c) and (k).''.

     SEC. 6. AUTHORIZATION OF APPROPRIATIONS.

       Section 307(a) of the National Assessment of Educational 
     Progress Authorization Act (as redesignated by section 5(1)) 
     (20 U.S.C. 9624(a)) is amended to read as follows:
       ``(a) In General.--There are authorized to be 
     appropriated--
       ``(1) to carry out section 302, $8,750,000 for fiscal year 
     2010 and such sums as may be necessary for each succeeding 
     fiscal year;
       ``(2) to carry out section 303, $200,000,000 for fiscal 
     year 2010 and such sums as may be necessary for each 
     succeeding fiscal year;
       ``(3) to carry out section 304, $3,000,000 for fiscal year 
     2010 and such sums as may be necessary for each succeeding 
     fiscal year; and
       ``(4) to carry out section 305, $400,000,000 for fiscal 
     year 2010 and such sums as may be necessary for each 
     succeeding fiscal year.''.

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