Congressional Record, Volume 161 Issue 33 (Thursday, February 26, 2015)

[Congressional Record Volume 161, Number 33 (Thursday, February 26, 2015)]
[House]
[Pages H1285-H1299]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]

STUDENT SUCCESS ACT

The SPEAKER pro tempore. Pursuant to House Resolution 125 and rule
XVIII, the Chair declares the House in the Committee of the Whole House
on the state of the Union for the further consideration of the bill,
H.R. 5.
Will the gentleman from Illinois (Mr. Dold) kindly resume the chair.

{time} 2124

In the Committee of the Whole

Accordingly, the House resolved itself into the Committee of the
Whole House on the state of the Union for the further consideration of
the bill (H.R. 5) to support State and local accountability for public
education, protect State and local authority, inform parents of the
performance of their children's schools, and for other purposes, with
Mr. Dold (Acting Chair) in the chair.
The Clerk read the title of the bill.
The Acting CHAIR. When the Committee of the Whole rose earlier today,
a request for a recorded vote on amendment No. 31, printed in part B of
House Report 114-29, offered by the gentleman from Texas (Mr. Hurd) had
been postponed.

Amendment No. 32 Offered by Mr. Grayson

The Acting CHAIR. It is now in order to consider amendment No. 32
printed in part B of House Report 114-29.

[[Page H1286]]

Mr. GRAYSON. I have an amendment at the desk.
The Acting CHAIR. The Clerk will designate the amendment.
The text of the amendment is as follows:

Page 574, after line 17, insert the following:

``SEC. 6552. STUDY ON SCHOOL START TIMES.

``The Secretary shall conduct an assessment of the impact
of school start times on student health, well-being, and
performance.''.

The Acting CHAIR. Pursuant to House Resolution 125, the gentleman
from Florida (Mr. Grayson) and a Member opposed each will control 5
minutes.
The Chair recognizes the gentleman from Florida.
Mr. GRAYSON. Mr. Chairman, my amendment would require the Secretary
of Education to conduct an assessment of the impact of school start
times on student health, well-being, and performance. It is supported
by the National Education Association, the American Academy of
Pediatrics, and the National Sleep Federation.
In my district, some schools begin the day at 7 a.m., and others
begin at 9:15. I am sure we see similar disparities all around the
country. As the father of five school-age children, I believe that 7
a.m. is probably too early to get the best out of the developing minds
and bodies of our young people.
That being said, I want to make it clear that this amendment does not
mandate any change to school start times in the least. It simply seeks
a national study on this topic. Maybe that study will prove me right,
maybe it won't. Either way, localities will remain free to continue to
choose the start times for their schools that make the most sense for
them, hopefully being better informed by this study. My amendment,
should it be accepted, will make those decisions possible with more
information than is currently available.
According to research already available by the director of the Center
for Applied Research and Educational Improvement at the University of
Minnesota, later school start times in Minneapolis and Edina,
Minnesota, have led to increased attendance rates, improved graduation
rates, increased GPAs--in fact, in 11th grade, the mean grade went from
a B to almost an A-minus--and significantly less depression among our
students.
A Centers for Disease Control and Prevention study found that
insufficient sleep for young people leads to an increase in risky
behavior, including increased tobacco use, increased alcohol
consumption, and increased sexual activity.
A recent study at the U.S. Air Force Academy even found ``significant
negative effects''--that is a direct quote--``significant negative
effects'' every single year for those students who enrolled in the Air
Force's early morning courses. A study on the Wake County, North
Carolina, school district start times showed that students with a 1-
hour later start time gained on State assessment reading and math
scores significantly and substantially.
An analysis of SAT scores in Hingham, Massachusetts, showed that
delayed school starts, a school start a little bit later in the
morning, resulted in a 31 point increase in SAT scores for those
students with no other change in their schedule or in their standards.
With all these disparate localized research results, isn't it time
for a national study to see if these trends might be replicable across
the country and could give our students a better education?
I hope that the information gained from such a study--such as one
that I am proposing--would be useful to students. I hope it will be
useful to parents, and I hope it will be useful to State and local
governments and school authorities as they consider and determine their
appropriate start times.
According to the Congressional Budget Office, this amendment would
have absolutely no impact on direct Federal spending. Again, I want to
reiterate that this amendment is not a mandate in any sense whatsoever.
It only requires a deeper look at the effects school start times have
on the health, well-being, and performance of students across America.
Mr. Chairman, we should be eager to research anything that could
possibly benefit our Nation's K-12 students, our own children. Toward
that end, I urge support for this amendment, and I reserve the balance
of my time.
Mr. KLINE. Mr. Chairman, I claim the time in opposition to the
gentleman's amendment.
The Acting CHAIR. The gentleman from Minnesota is recognized for 5
minutes.
Mr. KLINE. Mr. Chairman, I appreciate the gentleman's interest and
passion in looking at this issue.

{time} 2130

I oppose the amendment because it is yet another example of expanding
the Federal role in education into areas that are best left to States
or local school districts.
There are debates about start times for schools. There are studies
that are out there. The gentleman mentioned some of those. There are a
lot of opinions on the topic, but I don't believe that the Federal
Government conducting yet another study--a national study--will be
helpful.
Each State and local school district needs to figure out what works
best for their students as they contemplate decisions about running
their schools, whether it is start times or end times or anything in
between. It is not the role of the Federal Government.
I oppose this amendment and ask my colleagues to oppose the
amendment.
I reserve the balance of my time.
Mr. GRAYSON. Mr. Chairman, I yield myself the balance of my time.
In response to what we just heard, I point out that the Congressional
Budget Office says this has no direct impact on spending. The reason
for that is that the Department of Education already conducts research.
It has a major staff of research on whom we spent millions of dollars
of Federal money, regardless of whether they are performing this study
or not.
We are not in any sense expanding the Federal role in education. We
are simply getting the information from people who would be doing other
studies, rather than this study, if this amendment doesn't pass.
We would be providing valuable information to people all across the
country, the people in our States, in our localities, in our school
districts, who actually do make that determination regarding start
time. Therefore, with all due respect, I think that the gentleman's
criticism is not well taken, and I remain passionate in support of this
amendment.
I yield back the balance of my time.
Mr. KLINE. Mr. Chairman, I will just take a few seconds here.
I do appreciate the gentleman's passion. As the gentleman pointed
out, the Department of Education, the government already has the
ability to conduct such research. Much research has already been done.
I think the State and local governments will make decisions that is
best suited for their districts.
I oppose the gentleman's amendment, and I yield back the balance of
my time.
The Acting CHAIR. The question is on the amendment offered by the
gentleman from Florida (Mr. Grayson).
The question was taken; and the Acting Chair announced that the noes
appeared to have it.
Mr. GRAYSON. Mr. Chairman, I demand a recorded vote.
The Acting CHAIR. Pursuant to clause 6 of rule XVIII, further
proceedings on the amendment offered by the gentleman from Florida will
be postponed.

Amendment No. 33 Offered by Ms. Wilson of Florida

The Acting CHAIR. It is now in order to consider amendment No. 33
printed in part B of House Report 114-29.
Ms. WILSON of Florida. Mr. Chairman, I have an amendment at the desk.
The Acting CHAIR. The Clerk will designate the amendment.
The text of the amendment is as follows:

In title VI of the Elementary and Secondary Education Act
of 1965, as proposed to be amended by section 601(a) of the
bill--
(1) redesignate part F as part G (and redesignate
provisions accordingly); and
(2) insert after part E the following:

``PART F--SCHOOL DROPOUT PREVENTION

``SEC. 6571. SHORT TITLE.

``This part may be cited as the `Dropout Prevention Act'.

``SEC. 6572. PURPOSE.

``The purpose of this part is to provide for school dropout
prevention and reentry and

[[Page H1287]]

to raise academic achievement levels by providing grants
that--
``(1) challenge all children to attain their highest
academic potential; and
``(2) ensure that all students have substantial and ongoing
opportunities to attain their highest academic potential
through schoolwide programs proven effective in school
dropout prevention and reentry.

``SEC. 6573. AUTHORIZATION OF APPROPRIATIONS.

``For the purpose of carrying out this part, there are
authorized to be appropriated $125,000,000 for fiscal year
2016 and such sums as may be necessary for each of the 5
succeeding fiscal years, of which--
``(1) 10 percent shall be available to carry out subpart 1
for each fiscal year; and
``(2) 90 percent shall be available to carry out subpart 2
for each fiscal year.

``Subpart 1--Coordinated National Strategy

``SEC. 6581. NATIONAL ACTIVITIES.

``(a) In General.--The Secretary is authorized--
``(1) to collect systematic data on the effectiveness of
the programs assisted under this part in reducing school
dropout rates and increasing school reentry and secondary
school graduation rates;
``(2) to establish a national clearinghouse of information
on effective school dropout prevention and reentry programs
that shall disseminate to State educational agencies, local
educational agencies, and schools--
``(A) the results of research on school dropout prevention
and reentry; and
``(B) information on effective programs, best practices,
and Federal resources to--
``(i) reduce annual school dropout rates;
``(ii) increase school reentry; and
``(iii) increase secondary school graduation rates;
``(3) to provide technical assistance to State educational
agencies, local educational agencies, and schools in
designing and implementing programs and securing resources to
implement effective school dropout prevention and reentry
programs;
``(4) to establish and consult with an interagency working
group that shall--
``(A) address inter- and intra-agency program coordination
issues at the Federal level with respect to school dropout
prevention and reentry, and assess the targeting of existing
Federal services to students who are most at risk of dropping
out of school, and the cost-effectiveness of various programs
and approaches used to address school dropout prevention and
reentry;
``(B) describe the ways in which State educational agencies
and local educational agencies can implement effective school
dropout prevention and reentry programs using funds from a
variety of Federal programs, including the programs under
this part; and
``(C) examine Federal programs that may have a positive
impact on secondary school graduation or school reentry;
``(5) to carry out a national recognition program in
accordance with subsection (b) that recognizes schools that
have made extraordinary progress in lowering school dropout
rates; and
``(6) to use funds made available for this subpart to carry
out the evaluation required under section 1830(c).
``(b) Recognition Program.--
``(1) Establishment.--The Secretary shall--
``(A) establish a national recognition program; and
``(B) develop uniform national guidelines for the
recognition program that shall be used to recognize eligible
schools from nominations submitted by State educational
agencies.
``(2) Recognition.--The Secretary shall recognize, under
the recognition program established under paragraph (1),
eligible schools.
``(3) Support.--The Secretary may make monetary awards to
an eligible school recognized under this subsection in
amounts determined appropriate by the Secretary that shall be
used for dissemination activities within the eligible school
district or nationally.
``(4) Definition of eligible school.--In this subsection,
the term `eligible school' means a public middle school or
secondary school, including a charter school, that has
implemented comprehensive reforms that have been effective in
lowering school dropout rates--
``(A) for all students in that secondary school or charter
school;
``(B) For students in one or more of the subgroups
described in section 1111(b)(2)(B)(xii); or
``(C) in the case of a middle school, for all students or
for students in one or more of the subgroups described in
section 1111(b)(2)(B)(xii) with a higher than average dropout
rate in the secondary school that the middle school feeds
students into.
``(c) Capacity Building.--
``(1) In general.--The Secretary, through a contract with
one or more non-Federal entities, may conduct a capacity
building and design initiative in order to increase the types
of proven strategies for school dropout prevention and
reentry that address the needs of an entire school population
rather than a subset of students.
``(2) Number and duration.--
``(A) Number.--The Secretary may award not more than five
contracts under this subsection.
``(B) Duration.--The Secretary may award a contract under
this subsection for a period of not more than 5 years.
``(d) Support for Existing Reform Networks.--
``(1) In general.--The Secretary may provide appropriate
support to eligible entities to enable the eligible entities
to provide training, materials, development, and staff
assistance to schools assisted under this part.
``(2) Definition of eligible entity.--In this subsection,
the term `eligible entity' means an entity that, prior to the
date of enactment of the Dropout Prevention Act--
``(A) provided training, technical assistance, and
materials related to school dropout prevention or reentry to
100 or more elementary schools or secondary schools; and
``(B) developed and published a specific educational
program or design related to school dropout prevention or
reentry for use by the schools.

``Subpart 2--School Dropout Prevention Initiative

``SEC. 6591. DEFINITIONS.

``In this subpart:
``(1) Low-income student.--The term `low-income student'
means a student who is determined by a local educational
agency to be from a low-income family using the measures
described in section 1113(c).
``(2) 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, and the Bureau of Indian Affairs
for purposes of serving schools funded by the Bureau.

``SEC. 6592. PROGRAM AUTHORIZED.

``(a) Grants to State Educational Agencies and Local
Educational Agencies.--
``(1) Amount less than $75,000,000.--
``(A) In general.--If the amount appropriated under section
6573 for a fiscal year equals or is less than $75,000,000,
then the Secretary shall use such amount to award grants, on
a competitive basis, to--
``(i) State educational agencies to support activities--

``(I) in schools that--

``(aa) serve students in grades 6 through 12; and
``(bb) have annual school dropout rates that are above the
State average annual school dropout rate; or

``(II) in the middle schools that feed students into the
schools described in subclause (I); or

``(ii) local educational agencies that operate--

``(I) schools that--

``(aa) serve students in grades 6 through 12; and
``(bb) have annual school dropout rates that are above the
State average annual school dropout rate; or

``(II) middle schools that feed students into the schools
described in subclause (I).

``(B) Use of grant funds.--Grant funds awarded under this
paragraph shall be used to fund effective, sustainable, and
coordinated school dropout prevention and reentry programs
that may include the activities described in subsection
(b)(2), in--
``(i) schools serving students in grades 6 through 12 that
have annual school dropout rates that are above the State
average annual school dropout rate; or
``(ii) the middle schools that feed students into the
schools described in clause (i).
``(2) Amount less than $250,000,000 but more than
$75,000,000.--If the amount appropriated under section 6573
for a fiscal year is less than $250,000,000 but more than
$75,000,000, then the Secretary shall use such amount to
award grants, on a competitive basis, to State educational
agencies to enable the State educational agencies to award
subgrants under subsection (b).
``(3) Amount equal to or exceeds $250,000,000.--If the
amount appropriated under section 6573 for a fiscal year
equals or exceeds $250,000,000, then the Secretary shall use
such amount to award a grant to each State educational agency
in an amount that bears the same relation to such
appropriated amount as the amount the State educational
agency received under part A for the preceding fiscal year
bears to the amount received by all State educational
agencies under such part for the preceding fiscal year, to
enable the State educational agency to award subgrants under
subsection (b).
``(b) Subgrants to Local Educational Agencies.--
``(1) In general.--From amounts made available to a State
educational agency under paragraph (2) or (3) of subsection
(a), the State educational agency shall award subgrants, on a
competitive basis, to local educational agencies that operate
public schools that serve students in grades 6 through 12 and
that have annual school dropout rates that are above the
State average annual school dropout rate, to enable those
schools, or the middle schools that feed students into those
schools, to implement effective, sustainable, and coordinated
school dropout prevention and reentry programs that involve
activities such as--
``(A) professional development;
``(B) obtaining curricular materials;
``(C) release time for professional staff to obtain
professional development;
``(D) planning and research, including the development of
early warning indicator systems in middle schools designed to
identify students who are at risk of dropping out of high
school and to guide preventative and recuperative school
improvement strategies, including--

[[Page H1288]]

``(i) identifying and analyzing the academic risk factors
that most reliable predict dropouts by using longitudinal
data of past cohorts of students;
``(ii) identifying specific indicators of student progress
and performance, such as attendance, academic performance in
core courses, and credit accumulation, to guide decision
making;
``(iii) identifying or developing a mechanism for regularly
collecting and analyzing data about the impact of
interventions on the indicators of student progress and
performance; and
``(iv) analyzing academic indicators to determine whether
students are on track to graduate secondary school in the
standard number of years;
``(E) remedial education;
``(F) reduction in pupil-to-teacher ratios;
``(G) efforts to meet State student academic achievement
standards;
``(H) counseling and mentoring for at-risk students,
including the creation of individualized student success
plans;
``(I) implementing comprehensive school reform models, such
as creating smaller learning communities; and
``(J) school reentry activities.
``(2) Amount.--Subject to paragraph (3), a subgrant under
this subpart shall be awarded--
``(A) in the first year that a local educational agency
receives a subgrant payment under this subpart, in an amount
that is based on factors such as--
``(i) the size of schools operated by the local educational
agency;
``(ii) costs of the model or set of prevention and reentry
strategies being implemented; and
``(iii) local cost factors such as poverty rates;
``(B) in the second year, in an amount that is not less
than 75 percent of the amount the local educational agency
received under this subpart in the first such year;
``(C) in the third year, in an amount that is not less than
50 percent of the amount the local educational agency
received under this subpart in the first such year; and
``(D) in each succeeding year, in an amount that is not
less than 30 percent of the amount the local educational
agency received under this subpart in the first year.
``(3) Duration.--A subgrant under this subpart shall be
awarded for a period of 3 years, and may be continued for a
period of 2 additional years if the State educational agency
determines, based on the annual reports described in section
1830(a), that significant progress has been made in lowering
the annual school dropout rate for secondary schools
participating in the program assisted under this subpart.

``SEC. 6593. APPLICATIONS.

``(a) In General.--To receive--
``(1) a grant under this subpart, a State educational
agency or local educational agency shall submit an
application and plan to the Secretary at such time, in such
manner, and accompanied by such information as the Secretary
may reasonably require; and
``(2) a subgrant under this subpart, a local educational
agency shall submit an application and plan to the State
educational agency at such time, in such manner, and
accompanied by such information as the State educational
agency may reasonably require.
``(b) Contents.--
``(1) State educational agency and local educational
agency.--Each application and plan submitted under subsection
(a) shall--
``(A) include an outline--
``(i) of the State educational agency's or local
educational agency's strategy for reducing the State
educational agency or local educational agency's annual
school dropout rate;
``(ii) for targeting secondary schools, and the middle
schools that feed students into those secondary schools, that
have the highest annual school dropout rates; and
``(iii) for assessing the effectiveness of the efforts
described in the plan;
``(B) contain an identification of the schools in the State
or operated by the local educational agency that have annual
school dropout rates that are greater than the average annual
school dropout rate for the State;
``(C) describe the instructional strategies to be
implemented, how the strategies will serve all students, and
the effectiveness of the strategies;
``(D) describe a budget and timeline for implementing the
strategies;
``(E) contain evidence of coordination with existing
resources;
``(F) provide an assurance that funds provided under this
subpart will supplement, and not supplant, other State and
local funds available for school dropout prevention and
reentry programs; and
``(G) describe how the activities to be assisted conform
with research knowledge and evidence-based school dropout
prevention and reentry programs.
``(2) Local educational agency.--Each application and plan
submitted under subsection (a) by a local educational agency
shall contain, in addition to the requirements of paragraph
(1)--
``(A) an assurance that the local educational agency is
committed to providing ongoing operational support for such
schools to address the problem of school dropouts for a
period of 5 years; and
``(B) an assurance that the local educational agency will
support the plan, including--
``(i) provision of release time for teacher training;
``(ii) efforts to coordinate activities for secondary
schools and the middle schools that feed students into those
secondary schools; and
``(iii) encouraging other schools served by the local
educational agency to participate in the plan.

``SEC. 6594. STATE RESERVATION.

``A State educational agency that receives a grant under
paragraph (2) or (3) of section 1822(a) may reserve not more
than 5 percent of the grant funds for administrative costs
and State activities related to school dropout prevention and
reentry activities, of which not more than 2 percent of the
grant funds may be used for administrative costs.

``SEC. 6595. STRATEGIES AND CAPACITY BUILDING.

``Each local educational agency receiving a grant or
subgrant under this subpart and each State educational agency
receiving a grant under this subpart shall implement
scientifically based, sustainable, and widely replicated
strategies for school dropout prevention and reentry. The
strategies may include--
``(1) specific strategies for targeted purposes, such as--
``(A) effective early intervention programs designed to
identify at-risk students;
``(B) effective programs serving at-risk students,
including racial and ethnic minorities and pregnant and
parenting teenagers, designed to prevent such students from
dropping out of school; and
``(C) effective programs to identify and encourage youth
who have already dropped out of school to reenter school and
complete their secondary education; and
``(2) approaches such as breaking larger schools down into
smaller learning communities and other comprehensive reform
approaches, creating alternative school programs, and
developing clear linkages to career skills and employment.

``SEC. 6596. SELECTION OF LOCAL EDUCATIONAL AGENCIES FOR
SUBGRANTS.

``(a) State Educational Agency Review and Award.--The State
educational agency shall review applications submitted under
section 1823(a)(2) and award subgrants to local educational
agencies with the assistance and advice of a panel of experts
on school dropout prevention and reentry.
``(b) Eligibility.--A local educational agency is eligible
to receive a subgrant under this subpart if the local
educational agency operates a public school (including a
public alternative school)--
``(1) that is eligible to receive assistance under part A;
and
``(2)(A) that serves students 50 percent or more of whom
are low-income students; or
``(B) in which a majority of the students come from feeder
schools that serve students 50 percent or more of whom are
low-income students.

``SEC. 6597. COMMUNITY BASED ORGANIZATIONS.

``A local educational agency that receives a grant or
subgrant under this subpart and a State educational agency
that receives a grant under this subpart may use the funds to
secure necessary services from a community-based organization
or other government agency if the funds are used to provide
school dropout prevention and reentry activities related to
schoolwide efforts.

``SEC. 6598. TECHNICAL ASSISTANCE.

``Notwithstanding any other provision of law, each local
educational agency that receives funds under this subpart
shall use the funds to provide technical assistance to
secondary schools served by the agency that have not made
progress toward lowering annual school dropout rates after
receiving assistance under this subpart for 2 fiscal years.

``SEC. 6599. SCHOOL DROPOUT RATE CALCULATION.

``For purposes of calculating an annual school dropout rate
under this subpart, a school shall use the annual event
school dropout rate for students leaving a school in a single
year determined in accordance with the National Center for
Education Statistics' Common Core of Data.

``SEC. 6600. REPORTING AND ACCOUNTABILITY.

``(a) Local Educational Agency Reports.--
``(1) In general.--To receive funds under this subpart for
a fiscal year after the first fiscal year that a local
educational agency receives funds under this subpart, the
local educational agency shall provide, on an annual basis, a
report regarding the status of the implementation of
activities funded under this subpart, and the dropout data
for students at schools assisted under this subpart,
disaggregated by each subgroup described in section
1111(b)(2)(B)(xii), to the--
``(A) Secretary, if the local educational agency receives a
grant under section 1822(a)(1); or
``(B) State educational agency, if the local educational
agency receives a subgrant under paragraph (2) or (3) of
section 1822(a).
``(2) Dropout data.--The dropout data under paragraph (1)
shall include annual school dropout rates for each fiscal
year, starting with the 2 fiscal years before the local
educational agency received funds under this subpart.
``(b) State Report on Program Activities.--Each State
educational agency receiving funds under this subpart shall
provide to the Secretary, at such time and in such format as
the Secretary may require, information on the status of the
implementation of activities funded under this subpart and
outcome data for students in schools assisted under this
subpart.

[[Page H1289]]

``(c) Accountability.--The Secretary shall evaluate the
effect of the activities assisted under this subpart on
school dropout prevention compared, if feasible, to a control
group using control procedures. The Secretary may use funds
appropriated for subpart 1 to carry out this evaluation.

``SEC. 6601. PROHIBITED USES OF FUNDS.

``No funds under this part may be used for--
``(1) the development, establishment, implementation, or
enforcement of zero-tolerance school discipline policies
unless otherwise required by Federal law; or
``(2) law enforcement agencies or local police departments
serving a school or local educational agency--
``(A) with substantial documented excesses or racial
disparities in the use of exclusionary discipline;
``(B) operating under an open school desegregation order,
whether court-ordered or voluntary;
``(C) operating under a pattern or practice or practice
consent decree for civil rights violations; or
``(D) already receiving substantial Federal funds for the
placement of law enforcement in schools.''.

The Acting CHAIR. Pursuant to House Resolution 125, the gentlewoman
from Florida (Ms. Wilson) and a Member opposed each will control 5
minutes.
The Chair recognizes the gentlewoman from Florida.
Ms. WILSON of Florida. Mr. Chairman, my amendment to H.R. 5 is
simple. It will provide students with the necessary resources to remain
in school and graduate.
I have witnessed young people who are mentored through quality in-
school mentoring programs make positive choices, discover personal
strength, and achieve their potential both inside and outside of the
classroom.
According to the National Mentoring Partnership, youth who have a
meaningful relationship with an adult are five times more likely to
graduate. Studies also show that these youth are 46 percent less likely
than their peers to start using illegal drugs, 27 percent less likely
to start drinking, 52 percent less likely to skip a day of school, and
37 percent less likely to skip a class.
Young people who were at risk for not completing high school but who
had a mentor were 55 percent more likely to be enrolled in college, 81
percent more likely to report participating regularly in sports or
extracurricular activities, more than twice as likely to say they held
a leadership position in a club or sports team, and 78 percent more
likely to volunteer regularly in their communities.
Simply put, mentoring is a proven cost-effective investment. In fact,
for every $1 invested in mentoring, there is a $3 return to society.
That is why it is important that we encourage States to establish and
support effective dropout prevention and reentry programs that will
provide necessary assistance to ensure that all of our children
graduate.
My amendment will provide for school dropout prevention and reentry
by establishing a mechanism to collect systemic data on dropout reentry
and graduation rates, while establishing a national clearing house to
collect information on effective dropout prevention and reentry
programs.
My amendment will also provide technical assistance to State and
local educational agencies, carry out national recognition programs for
State and local educational agencies that raise academic achievement
levels, and provide grants to local schools and agencies with dropout
rates above the State's average to implement effective and sustainable
dropout prevention and reentry programs.
That is why I support wholeheartedly the amendment to H.R. 5. I urge
a ``yes'' vote on this amendment.
I yield back the balance of my time.
Mr. KLINE. Mr. Chairman, I claim the time in opposition to the
gentlewoman's amendment.
The Acting CHAIR. The gentleman from Minnesota is recognized for 5
minutes.
Mr. KLINE. Mr. Chairman, I want to start by thanking the gentlewoman
for the amendment, although I do oppose it, and commending her for the
outstanding work that she has personally done in this area of mentoring
and helping kids get through school and off to a life with hope, rather
than a life of crime and gangs. She has done remarkable work.
As the gentlewoman knows, there are currently more than 80 elementary
and secondary education programs in current law. This bill, the
underlying bill, eliminates 65 of these programs, as we tried to allow
schools more flexibility to do what they feel is most important with
the money that they are getting.
The gentlewoman's amendment calls for another $125 million of
spending in the first year and such sums thereafter. I am afraid this
is yet another Federal program that will be chronically underfunded and
competing for funding that the schools so desperately need.
While I admire her passion and her personal hard work in this field,
I continue to oppose this amendment and ask my colleagues to oppose
this amendment and support the underlying bill.
I yield back the balance of my time.
The Acting CHAIR. The question is on the amendment offered by the
gentlewoman from Florida (Ms. Wilson).
The question was taken; and the Acting Chair announced that the noes
appeared to have it.
Ms. WILSON of Florida. Mr. Chairman, I demand a recorded vote.
The Acting CHAIR. Pursuant to clause 6 of rule XVIII, further
proceedings on the amendment offered by the gentlewoman from Florida
will be postponed.

Amendment No. 34 Offered by Mr. Castro of Texas

The Acting CHAIR. It is now in order to consider amendment No. 34
printed in part B of House Report 114-29.
Mr. CASTRO of Texas. Mr. Chairman, I have an amendment at the desk.
The Acting CHAIR. The Clerk will designate the amendment.
The text of the amendment is as follows:

Page 596, after line 15, insert the following:
``(K) A description of how such youths will receive
assistance from counselors to advise, prepare, and improve
the readiness of such youths for college.

The Acting CHAIR. Pursuant to House Resolution 125, the gentleman
from Texas (Mr. Castro) and a Member opposed each will control 5
minutes.
The Chair recognizes the gentleman from Texas.
Mr. CASTRO of Texas. Mr. Chairman, my amendment would require States
to provide a blueprint for college and career counseling opportunities
for homeless youth.
This is a bipartisan amendment. In fact, I want to thank very much
Mr. Stivers of Ohio and his staff who were very helpful in drafting
this amendment.
We know that there are an estimated 1.6 million homeless youth and
runaways in this country, and we also know that they are especially
vulnerable to falling through the cracks of our educational system.
This would simply ask States to show how they are going to help these
youth with career and college readiness.
Mr. Chairman, I yield 1 minute to the gentleman from Colorado (Mr.
Polis), my colleague.
Mr. POLIS. Mr. Chairman, I want to thank Mr. Castro for his
leadership on this important issue.
Before I came to Congress, I cofounded a charter school in Denver
called the Academy of Urban Learning. The focus of this charter school,
which serves just over 100 students in Denver to this day, about 12
years after it was founded, it serves homeless youth and youth in
transitional housing.
One of the keys to the success of this school is the counseling and
wraparound services that the students receive. In fact, one of the
graduation requirements is that students must apply to two institutions
of higher education.
Now, in a void, that they need more than just that requirement, they
need the hands-on help from the counselors that will help them achieve
that, so there has been a remarkable record of students not only
applying but attending community colleges and even 4-year universities.
Part of the secret sauce that makes that school work--and I am very
confident would help make other schools work that serve homeless youth
across the country--is the college and career-readiness counseling to
advise and prepare students for the next phase of their lives.
This amendment is extremely important in making a difference for the
lives of homeless youth, and I strongly encourage my colleagues to
adopt it.
Mr. STIVERS. Mr. Chairman, I claim the time in opposition of the
amendment, although I am not opposed to the amendment.

[[Page H1290]]

The Acting CHAIR. Without objection, the gentleman from Ohio is
recognized for 5 minutes.
There was no objection.
Mr. STIVERS. Mr. Chairman, last month, I had the privilege of joining
three young adults from my district to reintroduce the Homeless
Children and Youth Act, a bill that will help young homeless youth get
access to housing and better service and better to just count them, so
we know what the extent of the problem is, so that we can serve them in
the future.
The Elementary and Secondary Education Act was originally signed into
law to help the neediest children among us have a quality education. As
we consider the reauthorization, we need to not forget about vulnerable
students who happen to be homeless.
The Castro-Stivers amendment would require States to develop a plan
on how school counselors can help these homeless students with their
college readiness. By providing these children with college counseling
and encouraging them and giving them hope, we can develop a brighter
future not only for those children, but for America.
I want to thank my colleague from Texas (Mr. Castro) for his hard
work on this, for joining me in the fight to help serve our homeless
youth in this country and help give them a bright future.
I want to thank the chairman and all the staff for their hard work.
We worked with the committee on this amendment. That is why nobody else
rose in opposition to it because we actually worked out the details. I
appreciate their suggestions and willingness to work with us. I
appreciate the gentleman from Texas for being willing to take those
suggestions.
This amendment is an example of how this House should work, work
together to serve the people, to take care of those in need, to make
sure we look out for the future of our country. I am proud to have been
involved and appreciate the work of the gentleman from Texas and the
chairman and those on the committee.
I yield back the balance of my time.
Mr. CASTRO of Texas. Mr. Chairman, let me just say, in conclusion, I
also want to thank the Congressman one more time and the chairman and
the ranking member and their staff, who were very gracious and helpful
in drafting this.
With that, I yield back the balance of my time.
The Acting CHAIR. The question is on the amendment offered by the
gentleman from Texas (Mr. Castro).
The amendment was agreed to.

{time} 2145

Amendment No. 35 offered by Mr. Carson of Indiana.

The Acting CHAIR. It is now in order to consider amendment No. 35
printed in part B of House Report 114-29.
Mr. CARSON of Indiana. Mr. Chairman, I have an amendment at the desk.
The Acting CHAIR. The Clerk will designate the amendment.
The text of the amendment is as follows:

At the end of title VI, add the following new section:

SEC. 605. DEVELOPMENT OF A NATIONAL RESEARCH STRATEGY.

Not later than 180 days after the date of the enactment of
the Student Success Act, the Secretary of Education shall
develop a national research strategy with respect to
elementary and secondary education that includes advancing--
(1) an annual measure of student learning, including a
system of assessments;
(2) effective teacher preparation and continuing
professional development;
(3) education administration; and
(4) international comparisons of education.

The Acting CHAIR. Pursuant to House Resolution 125, the gentleman
from Indiana (Mr. Carson) and a Member opposed each will control 5
minutes.
The Chair recognizes the gentleman from Indiana.
Mr. CARSON of Indiana. Mr. Chairman, I rise today to present an
amendment to help prepare vulnerable and at-risk students for the
future. Too many children suffer because we effectively do not have the
coordinated efforts to research and apply data on student achievement
in a way that would really benefit them.
This amendment supports the creation of a national strategy for the
collection, analysis, and assessment of student achievement data. This
data will be used to structure systems that better serve our students.
In addition, it will advance teacher professional development,
educational administration, and international education comparisons.
Preparing students for college and careers should be a priority of
our system of education. But doing this successfully requires evidence-
based tools we need to properly assess what is working and what is not
working.
My amendment, Mr. Chair, will help ensure that all students leave our
elementary and secondary schools prepared to meet the demands of our
global society.
I reserve the balance of my time.
Mr. KLINE. Mr. Chairman, I claim time in opposition to the
gentleman's amendment.
The Acting CHAIR. The gentleman from Minnesota is recognized for 5
minutes.
Mr. KLINE. Mr. Chairman, I want to thank the gentleman for offering
his amendment, even though I am opposed to it.
I agree, the evaluation of Federal programs is important, and we need
to better understand what works in education. It is for that reason the
underlying bill already places an emphasis on better evaluation for the
programs included in the bill. We do not need yet another Federal
program overlaying a new strategy on top of the current evaluations
required and allowed.
While I agree very much with the importance of the issue, I must
oppose the amendment, as it is unnecessary and duplicative. I ask my
colleagues to oppose the amendment and support the underlying bill.
I reserve the balance of my time.
Mr. CARSON of Indiana. Mr. Chairman, I thank the gentleman for his
thoughts and, quite frankly, I appreciate that this is really a part of
our ongoing discussion; however, I respectfully disagree.
I understand, Mr. Chairman, that some of my colleagues believe that
such a strategy should be left to the States; however, it is critically
important that we remember one fact: a child does not learn differently
based on what State they live in. A State that fails to hold schools
accountable hurts the students, even if their standards were approved
by the General Assembly. Parents should not have to worry about their
child getting an inferior education just because of the State that they
live in, Mr. Chairman.
While States like mine--the great Hoosier State of Indiana--are
holding robust debates about assessments, we still do not have a clear
strategy to address the needs of our students or our teachers. This
amendment, Mr. Chairman, merely sets forth a plan to address the
problems we are facing across the country and increase the likelihood
that our students will receive a quality education. This is something
for us to think about, Mr. Chairman.
Mr. Chairman, while I believe that this amendment addresses a very
important issue, it will not solve the wide array of programs with the
underlying bill. This bill ignores the needs of students living in
poverty, students with disabilities, and English language learners. It
fails to target those schools that are truly in need and allows
portability that will hurt these struggling schools even further. It
cuts State accountability standards. It block grants critical title I
funds, effectively increasing chances that funds will not reach their
intended targets, Mr. Chairman.
This bill is nowhere near what our students, parents, and teachers
need. I encourage my colleagues, Mr. Chairman, to support my amendment
and vote against the underlying bill.
I yield back the balance of my time.
Mr. KLINE. Mr. Chairman, while obviously I disagree with a great deal
of what my friend and colleague has just said about what this
underlying bill does, I think it is going exactly to the core of the
problem that we see with the current law, No Child Left Behind.
This bill is designed to give much greater flexibility to
superintendents and to local school boards so that they can dedicate
funds to the areas where they are needed most. The gentleman's
amendment, as I mentioned earlier, is not helpful in this effort
because of the language in the underlying bill.
While I appreciate that he doesn't support the bill, I disagree with
his description of the bill and would urge my colleagues to oppose his
amendment and support that underlying bill.

[[Page H1291]]

I yield back the balance of my time.
The Acting CHAIR. The question is on the amendment offered by the
gentleman from Indiana (Mr. Carson).
The question was taken; and the Acting Chair announced that the noes
appeared to have it.
Mr. CARSON of Indiana. Mr. Chairman, I demand a recorded vote.
The Acting CHAIR. Pursuant to clause 6 of rule XVIII, further
proceedings on the amendment offered by the gentleman from Indiana will
be postponed.

Amendment No. 36 Offered by Mr. Collins of Georgia

The Acting CHAIR. It is now in order to consider amendment No. 36
printed in part B of House Report 114-29.
Mr. COLLINS of Georgia. I have an amendment at the desk.
The Acting CHAIR. The Clerk will designate the amendment.
The text of the amendment is as follows:

Page 620, after line 8, add the following (and amend the
table of contents accordingly):

SEC. 802. ACCOUNTABILITY TO TAXPAYERS THROUGH MONITORING AND
OVERSIGHT.

To ensure better monitoring and oversight of taxpayer funds
authorized to be appropriated under the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.), and
to deter and prohibit waste, fraud, and abuse of such funds,
the Secretary of Education--
(1) shall ensure that each recipient of a grant or subgrant
under such Act is aware of--
(A) their responsibility to comply with all monitoring
requirements under the applicable program or programs;
(B) their further responsibility to monitor properly any
sub-grantee under the applicable program or programs; and
(C) the Secretary's schedule for monitoring and any other
compliance reviews to ensure proper use of Federal funds;
(2) shall review and analyze the results of monitoring and
compliance reviews--
(A) to understand trends and identify common issues; and
(B) to issue guidance to help grantees address these issues
before the loss or misuse of taxpayer funding occurs;
(3) shall publically report the work undertaken by the
Secretary to prevent fraud, waste, and abuse, including
specific cases where the Secretary found and prevented the
misuse of taxpayer funds; and
(4) shall work with the Office of Inspector General in the
Department of Education as needed to help ensure that
employees of such department understand how to monitor
grantees properly and to help grantees monitor any sub-
grantees properly.

The Acting CHAIR. Pursuant to House Resolution 125, the gentleman
from Georgia (Mr. Collins) and a Member opposed each will control 5
minutes.
The Chair recognizes the gentleman from Georgia.
Mr. COLLINS of Georgia. Mr. Chairman, I appreciate this opportunity
to advocate for my amendment to H.R. 5, the Student Success Act.
My amendment is based on the principle that strong oversight of
taxpayer dollars should be the utmost priority for any Federal agency,
including the Department of Education. I know my colleagues have strong
and varied opinions--as has been exhibited on this floor over the past
few hours--on the merits of this bill or not, but as this amendment
comes forward, I would ask that we look at the accountability factor
that is in this amendment.
As the husband of an educator, education has long been a priority in
my family. My wife's experiences have also given me a firsthand look at
the challenges teachers face when school resources are tight. Some
school districts in northeast Georgia and all over the country often
struggle to make ends meet. They have to hold each other and every
member of their staffs accountable for the money they spend.
I think it is time we apply this same commonsense principle to the
Department of Education. When fiscal responsibility and oversight are
not taken seriously, we lose opportunities to help educators and
students. When the Federal Government is a good steward of public
funds, we have more resources to direct to good initiatives that will
actually make a difference in classrooms across the country. My
amendment seeks to protect the Department of Education's limited
resources by ensuring that recipients of taxpayer-funded grants are
aware of their responsibilities.
Now, understanding I personally believe that the Department of
Education's role should continue to be reduced and that States and
locals are the best place to do this, but as long as there is money
going to the Department of Education, it should be an utmost
responsibility of responsibility and accountability.
My amendment requires that the Secretary of Education ensure that
each grantee and subgrantee is aware of three things: first, their
responsibility to comply with all the monitoring requirements under
their applicable program; second, the grantee's obligation to properly
supervise any subgrantee; and third, the Secretary's schedule for
monitoring and compliance reviews to ensure proper use of Federal
funds.
Making sure all grantees have this information will discourage abuse
and remove the grantee's excuse that they just did not know what would
be required of them when they accepted taxpayer dollars.
My amendment also requires the Secretary to review and analyze the
results of monitoring and compliance reviews to understand trends,
identify common issues, and issue guidance before the loss or misuse of
taxpayer funding. The Secretary would also make public their agency's
effort to prevent fraud, waste, and abuse, including specific cases in
which the Secretary found and prevented the misuse of taxpayer funds.
Finally, my amendment requires the Secretary to work with the
agency's Office of Inspector General to ensure that the appropriate
Department of Education employees understand how to properly monitor
grantees and guide grantees in the overseeing of subgrantees.
This is a straightforward amendment designed to improve transparency,
increase communication between the Department of Education and grant
recipients, and ultimately ensure the Federal Government ensures good
stewardship of taxpayer dollars. The extra layer of accountability
provides this amendment will ensure that grants of all sizes are used
well and that students and taxpayers will get the most benefit for
their buck.
Educators in Georgia and across the Nation understand the importance
of protecting the limited resources we have to help kids in and out of
the classroom. The least the Department of Education can do is put the
policies in place to prevent the abuse of taxpayer dollars by grantees
and make sure that the grant recipients know all of the reporting
requirements and guidelines concerning their taxpayer funds.
With that, I hope my colleagues on both sides of the aisle will
support this simple, commonsense transparency amendment.
I would like to express my thanks to the chairman and the committee
for their work on this bill and others.
I yield back the balance of my time.
The Acting CHAIR. The question is on the amendment offered by the
gentleman from Georgia (Mr. Collins).
The amendment was agreed to.

Amendment No. 37 Offered by Mr. Dold

The Acting CHAIR. It is now in order to consider amendment No. 37
printed in part B of House Report 114-29.
Mr. DOLD. Mr. Chairman, I have an amendment at the desk.
The Acting CHAIR. The Clerk will designate the amendment.
The text of the amendment is as follows:

Add at the end of title VIII the following:

SEC. 8__. PROHIBITION OF USING EDUCATION FUNDS FOR EXCESS
PAYMENTS TO CERTAIN RETIREMENT OR PENSION
SYSTEMS.

(a) In General.--No State receiving funds authorized under
this Act or the amendments made by this Act may require any
local educational agency using funds authorized under this
Act to hire or pay the salary of teachers to use such funds
to make contributions to a teacher retirement or pension
system for a plan year in excess of the normal cost of
pension benefits for such plan year for which the employing
local educational agency has responsibility.
(b) Normal Cost Defined.--For purposes of this section, the
term ``normal cost'' means the portion of the cost of
projected benefits allocated to the current plan year, not
including any unfunded liabilities the teacher retirement or
pension system has accrued.

The Acting CHAIR. Pursuant to House Resolution 125, the gentleman
from Illinois (Mr. Dold) and a Member opposed each will control 5
minutes.
The Chair recognizes the gentleman from Illinois.
Mr. DOLD. Mr. Chairman, I rise today in support of my amendment to
H.R. 5, the Student Success Act.

[[Page H1292]]

The amendment ensures that the Federal education dollars will go to
students and schools that need them most and that the Federal education
funds are not redirected into State pension programs that pay off the
States' unfunded liabilities. The amendment prohibits States from
requiring school districts that choose to pay teachers using Federal
funds to make a contribution to a teacher's pension plan that covers
not only the normal cost of that teacher, but also covers the unfunded
liabilities that that pension plan may have incurred. It will prevent
the States from forcing school districts to use Federal funds to bail
out State pension plans and will leave school districts free to make
the best decisions for their needs.
Mr. Chairman, it is important to recognize that the amendment does
not ban school districts from making pension contributions to cover the
normal costs of a teacher's participation in that pension plan. The
amendment only prevents States from redirecting Federal education
dollars to pay off unfunded liabilities and instead leaves the school
districts free to use the Federal funds for their intended purposes:
improving our schools, hiring more teachers, and giving children the
opportunity to receive a better education.
I think it is important, Mr. Chairman, as we look at what is
happening certainly in my State, the State of Illinois, there are times
where actually almost 33 percent of title I dollars, of dollars that go
to IDEA, actually go into the teachers' pension. It is actually a
penalty. So what we find is that we find school districts that are in
desperate need of hiring additional teachers that are using those
dollars not to go to teachers. They are instead using those dollars to
pay for other things because they refuse to take a 33 percent, in
essence, haircut on funds that are desperately needed.
So again I want to emphasize, Mr. Chairman, to my colleagues that
this is not something that happens in many States. In fact, our
research shows that Illinois may be fairly unique in this regard. But
what I did find just last week, Mr. Chairman, I had an educational
advisory board meeting with teachers and administrators and principals.
One of the things that they said and they urged me, they said: Please,
can you do something about this problem that we have? One school
district that is in desperate need of teachers said, if we were able to
solve this problem, they would be able to hire six additional teachers
to be able to help out in their crowded classrooms to be able to have a
better teacher-student ratio.
This is something that is a problem in the State of Illinois,
something that I think we can actually solve here. My hope is that my
colleagues will support this amendment and that we will be able to
really allow those dollars to be able to go to those students that are
in desperate need of help.
I reserve the balance of my time.
Mr. SCOTT of Virginia. Mr. Chairman, I claim the time in opposition,
although I am not in opposition.
The Acting CHAIR (Mr. Collins of Georgia). Without objection, the
gentleman is recognized for 5 minutes.
There was no objection.
Mr. SCOTT of Virginia. Mr. Chairman, this would require that the
money that is appropriated under ESEA go to the purpose for which it
was appropriated, and that is education. This amendment focuses the
money and makes sure it goes to where it is supposed to go, and
therefore I support the amendment.
I yield back the balance of my time.
Mr. DOLD. I want to thank the gentleman from Virginia. I certainly
appreciate that.
Mr. Chairman, my hope is, again, we have a bipartisan solution that
allows Federal education dollars to be able to go into local school
districts that are going to be able to hire more teachers. This is the
way, hopefully, the process is supposed to work, Republicans and
Democrats looking to work together to actually help our children.
I want to thank the gentleman from Virginia.
I yield back the balance of my time.
The Acting CHAIR. The question is on the amendment offered by the
gentleman from Illinois (Mr. Dold).
The amendment was agreed to.

{time} 2200

Amendment No. 38 Offered by Mr. Flores

The Acting CHAIR. It is now in order to consider amendment No. 38
printed in part B of House Report 114-29.
Mr. FLORES. Mr. Chairman, I rise to offer my amendment.
The Acting CHAIR. The Clerk will designate the amendment.
The text of the amendment is as follows:

Add at the end the following:

SEC. 802. SENSE OF CONGRESS ON THE FREE EXERCISE OF RELIGION.

It is the sense of Congress that--
(1) a student, teacher, or school administrator retains
their rights under the First Amendment, including the right
to free exercise of religion, during the school day or while
on elementary and secondary school grounds; and
(2) elementary and secondary schools should examine their
policies to ensure that, in a manner consistent with the
Constitution, law, and court decisions, students, teachers,
and school administrators are able to fully participate in
activities on elementary and secondary school grounds related
to their religious freedom.

The Acting CHAIR. Pursuant to House Resolution 125, the gentleman
from Texas (Mr. Flores) and a Member opposed each will control 5
minutes.
The Chair recognizes the gentleman from Texas.
Mr. FLORES. Mr. Chairman, I rise to offer my amendment, which
reaffirms the First Amendment rights of students, teachers, and school
administrators to exercise their religious beliefs.
The Founders of our Nation recognized the singular importance of
religious freedom. One only needs to look back at the very first clause
of the First Amendment to know that James Madison, the father of the
Bill of Rights, saw religious freedom as central to our liberty and to
our freedom of expression as human beings.
Since the ratification of the Bill of Rights over 225 years ago,
Americans have been protected from religious oppression. As a result,
in present day, for many, religious freedom may seem like a given--a
right that has always existed and that will always exist--but we know
we can't be so cavalier.
Just look around the world to see that the religious protections
enjoyed by Americans are not universally embraced. Even here at home,
we have cause to remain vigilant.
Every Christmas, we hear stories of elementary schoolchildren being
forbidden from passing out candy canes that are affixed with notes
including traditional Christmas messages or even being forbidden from
saying the word ``Christmas'' in school.
Today, I rise to offer a sense of Congress to ensure that our right
to religious freedom is preserved in our schools. No one should tell
students and teachers that they have to check their fundamental
freedoms at the schoolhouse door. This is not what our Founding Fathers
envisioned or intended.
I urge my colleagues to support the passage of this commonsense
reminder that, as Members of Congress and as Representatives of the
people, we are the first line of defense against coercive government
behavior.
We bear the responsibility of protecting and upholding our
traditional religious freedom as espoused in the First Amendment of the
Bill of Rights in our Constitution.
I reserve the balance of my time.
Mr. SCOTT of Virginia. Mr. Chairman, I rise in opposition to the
amendment.
The Acting CHAIR. The gentleman is recognized for 5 minutes.
Mr. SCOTT of Virginia. Mr. Chairman, I have a number of concerns
regarding the amendment as it is currently drafted.
I would first note that the amendment gives great weight to the
``free exercise of religion'' without acknowledging the other half of
the First Amendment, and that is the Establishment Clause.
I am also concerned that the amendment is duplicative of previous
efforts under ESEA. In No Child Left Behind, section 9524 requires the
U.S. Department of Education to issue guidance on constitutionally
protected prayer in public elementary and secondary schools. This
guidance was developed with the Office of the General Counsel in the
Department of Education and with the Office of Legal Counsel in the
Department of Justice.
Mr. Chairman, I am also concerned that the amendment implies that
teachers can participate in religious

[[Page H1293]]

activities with their students. The Constitution prohibits teachers
from participating in religious activities with students when those
teachers are acting in their professional capacity.
Public school employees simply do not have the ``right to make the
promotion of religion a part of their job description,'' says the
Supreme Court decision in 2007. A sense of Congress provision in this
bill will not override the Constitution.
I would remind my colleagues that religious freedom means not only
are students, teachers, and school administrators able to exercise
their right to religion, but also that the students should be able to
attend public schools free of unwarranted proselytization and coercion
in the participation of religious activities. The First Amendment is
reflective of that balance.
I reserve the balance of my time.
Mr. FLORES. I appreciate the gentleman from Virginia's response.
Mr. Chairman, our amendment is not intended to cause any
establishment of any religion or to encourage the proselytization of
any religious beliefs in school.
Our amendment is just basically to protect the rights of students and
of teachers and of school administrators to practice their individual
beliefs and not have to check their religious freedoms at the door. It
does nothing to establish any religion.
We need to recognize that there are too often too many times that
somebody wears a religious necklace to school and a school
administrator violates his right of religious freedom by telling him he
has to remove that or, if one wears a T-shirt that has a Biblical
phrase or a Biblical verse, that he has to remove that shirt or be
banned from wearing that shirt in the future from school because of an
administrator who doesn't understand the protections offered by the
First Amendment.
This amendment, this sense of Congress, is purely to protect the
rights that we have as students and as administrators and teachers
under the First Amendment.
I reserve the balance of my time.
Mr. SCOTT of Virginia. Mr. Chairman, would the Chair advise how much
time is available on both sides?
The Acting CHAIR. The gentleman from Virginia has 3\1/2\ minutes
remaining, and the gentleman from Texas has 2 minutes remaining.
Mr. SCOTT of Virginia. Mr. Chairman, I yield 2 minutes to the
gentleman from Colorado (Mr. Polis).
Mr. POLIS. Mr. Chairman, the problem that Mr. Flores is seeking to
address here is a real problem in our country.
Students, teachers, and school administrators of faith, particularly
teachers, students, and school administrators of minority faiths, are
frequently under peer pressure--at times, perhaps, coupled with
pressure through official channels--not to exercise their free religion
in schools.
There have been instances in this country of Muslim teachers--Muslim
women--being told not to wear their hijabs at schools. A situation
could arise when a man of the Sikh faith, who would carry a ceremonial
knife with him, might be told he cannot carry his ceremonial knife at a
school because it violates another policy.
So, too, many educators and students who are atheists or humanists
are often intimidated and afraid to proudly proclaim their lack of
faith on their clothing or through their words and deeds.
Correctly done, this amendment would allow Muslims and atheists and
other members of minority faiths to proudly proclaim their faiths in
our schools, and it would give them the opportunity to talk with others
while on the school grounds during the school day.
There should be no discrimination against students, teachers, or
school administrators based on their faiths, and you don't park your
First Amendment rights at the door to the schoolhouse.
Now, there are different rules with regard to students, as we know.
Students' lockers can be checked in a different way other than through
unreasonable searches and seizures. Of course, students have particular
dress codes which have been sustained over time as well; and they are
minors, of course, acting with their parents' permission.

Yet, by and large, in a manner consistent with our Constitution,
which recognizes that we are a nation of many faiths and a nation of
those who have no faith, people should not be afraid to proudly
proclaim their Christianity, to proclaim their atheism, to proclaim
that they are Muslim at our schools.
Correctly done, I think this amendment can accomplish this, so I
praise the efforts that led to this amendment.
Mr. FLORES. Mr. Chairman, I appreciate the comments from the
gentleman from Colorado.
I think he goes right to the core of the reason that my amendment is
perfectly appropriate, that it is there to protect religious freedom
and to protect our rights under the First Amendment.
I think he makes the case to support my amendment, actually, when you
work through what he said, so I continue to encourage the other side to
work with us to protect religious freedom and to adopt my amendment.
I reserve the balance of my time.
Mr. SCOTT of Virginia. Mr. Chairman, I yield myself such time as I
may consume, just to remind people that students ought to be able to
attend their public schools, free from unwarranted proselytization or
coercion.
We have the Establishment Clause, as well as the Free Exercise
Clause, and as public employees exercise their rights, they should not
violate a person's right to go to school and not be faced with a
phalanx of people all coercing him into joining in prayer.
The teachers and administrators ought not be guiding the prayer and
suggesting that the State has a particular religion. We have an
Establishment Clause, as well as a Free Exercise Clause.
I reserve the balance of my time.
Mr. FLORES. Mr. Chairman, I appreciate the comments of the gentleman
from Virginia and also of the gentleman from Colorado.
There is nothing in my amendment that says that coercion is okay,
that religious proselytization is okay. What we are doing is just
protecting the religious freedoms of the First Amendment.
Mr. Chairman, I would urge all of my colleagues to vote for a
commonsense, simple amendment that protects our religious freedoms
under the First Amendment. It is very simple.
I reserve the balance of my time.
Mr. SCOTT of Virginia. In closing, Mr. Chairman, it is a great sense
of Congress on the free exercise, but it ignores the Establishment
Clause.
I yield back the balance of my time.
Mr. FLORES. Mr. Chairman, I yield back the balance of my time.
The Acting CHAIR. The question is on the amendment offered by the
gentleman from Texas (Mr. Flores).
The amendment was agreed to.

Amendment No. 39 Offered by Ms. Brownley of California

The Acting CHAIR. It is now in order to consider amendment No. 39
printed in part B of House Report 114-29.
Ms. BROWNLEY of California. Mr. Chairman, I have an amendment at the
desk.
The Acting CHAIR. The Clerk will designate the amendment.
The text of the amendment is as follows:

At the end of title VIII of the bill, add the following new
section:

SEC. 802. STATE SEAL OF BILITERACY PROGRAM.

(a) Establishment.--The Secretary of Education shall award
grants to States to establish or improve a Seal of Biliteracy
program to recognize student proficiency in speaking,
reading, and writing in both English and a second language.
(b) Grant Application.--In order to receive a grant under
this section, a State shall submit an application to the
Secretary at such time, in such manner, and containing such
information and assurances as the Secretary may require,
including--
(1) a description of the criteria a student must meet to
demonstrate proficiency in speaking, reading, and writing in
both English and a second language;
(2) assurances that a student who meets the requirements
under paragraph (1)--
(A) receives a permanent seal or other marker on the
student's secondary school diploma or its equivalent; and
(B) receives documentation of proficiency in the student's
official academic transcript; and
(3) assurances that a student is not charged a fee for
submitting an application under subsection (c).
(c) Student Participation in a Seal of Biliteracy
Program.--To participate in a Seal of Biliteracy program, a
student must

[[Page H1294]]

submit an application to the State that serves the student at
such time, in such manner, and containing such information
and assurances as the State may require, including assurances
that the student--
(1) will receive a secondary school diploma or its
equivalent in the year the student submits an application;
and
(2) has met the criteria established by the State under
subsection (b)(1).
(d) Student Eligibility for Application.--A student who
gained proficiency in a second language outside of school may
apply to participate in a Seal of Biliteracy program under
subsection (c).
(e) Use of Funds.--Grant funds made available under this
section shall be used for administrative costs of
establishing or improving and carrying out a Seal of
Biliteracy program and for public outreach and education
about that program.
(f) Grant Terms.--
(1) Duration.--A grant awarded under this section shall be
for a period of 2 years, and may be renewed at the discretion
of the Secretary.
(2) Renewal.--At the end of a grant term, the recipient of
such grant may reapply for a grant under this section.
(3) Limitations.--A grant recipient under this section
shall not have more than 1 grant under this section at
anytime.
(4) Return of unspent grant funds.--Not later than 6 months
after the date on which a grant term ends, a recipient of a
grant under this section shall return any unspent grant funds
to the Secretary.
(g) Report.--Not later than 9 months after receiving a
grant under this section, a grant recipient shall issue a
report to the Secretary describing the implementation of the
Seal of Biliteracy program.
(h) Definitions.--In this section:
(1) ESEA definitions.--The terms ``secondary school'',
``Secretary'', and ``State'' have the meanings given those
terms in section 6101 of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 7801).
(2) Second language.--The term ``second language'' means
any language other than English, including Braille and
American Sign Language.
(3) Seal of biliteracy program.--The term ``Seal of
Biliteracy program'' means any program established under this
section.
(i) Authorization of Appropriations.--There is authorized
to be appropriated to the Secretary $10,000,000 for each of
fiscal years 2016 through 2021 to carry out this section.

The Acting CHAIR. Pursuant to House Resolution 125, the gentlewoman
from California (Ms. Brownley) and a Member opposed each will control 5
minutes.
The Chair recognizes the gentlewoman from California.
Ms. BROWNLEY of California. Mr. Chairman, my amendment, the
Biliteracy Education Seal and Teaching Act, would amend H.R. 5 to
encourage and incentivize bilingual education for our students across
the country.
Specifically, my amendment would establish a grant program at the
Department of Education to provide resources for States to create or to
expand State biliteracy seal programs to recognize high school seniors
who achieve a high level of proficiency in writing, reading, and
speaking in English and in a second language.
Students who speak more than one language have a competitive edge in
the American job market. As businesses look to expand into overseas
markets and serve a wider range of customers and as the world becomes
increasingly interconnected, the demand for students with valuable
language skills is increasing.
It is not only the private sector that needs young people with
language skills. The Federal Government also has a direct and
compelling interest in ensuring that our young people become proficient
in foreign languages. Our military, our diplomats, and our intelligence
agencies are increasingly seeking to recruit young people with
proficiency in a foreign language.
However, there are few State or national standards for bilingual
certification for high school students, and many students who could
qualify for the seal are not enrolled in AP or baccalaureate classes
either because they cannot afford the cost of the test or their school
does not offer advanced courses; whereas States that have or are in the
process of implementing State seals do so free of charge for every
student.
I must add that eight States have already approved a bilingual seal,
and three more are considering it as we speak.
A biliteracy seal is a very special marker on a student's high school
diploma. It serves as a certification by the State that the student is
fluent and literate in a language other than English.
Under my amendment, these seals would be available to students who
are proficient in any spoken language--Arabic, Mandarin, Spanish. My
amendment also makes nonspoken languages, like American Sign Language
and braille, also eligible.
To receive a seal, a high school senior must have a strong academic
record in both English and a second language, and he must be on track
to graduate. My amendment establishes a voluntary grant program which
would not impose any new mandates on States.
It is also budget neutral. The Congressional Budget Office estimates
that it would not increase direct spending.
I urge Members to vote for my amendment, and I reserve the balance of
my time.
Mr. KLINE. Mr. Chairman, I rise in opposition to the gentlewoman's
amendment.
The Acting CHAIR. The gentleman from Minnesota is recognized for 5
minutes.

{time} 2215

Mr. KLINE. Mr. Chairman, I want to thank the gentlewoman for offering
this amendment, even though I am opposed to it.
Being bilingual, multilingual, is clearly a helpful skill and much
sought in the private sector and in government. I think back to my days
in school, and at one time I was conversant, if not fluent, in both
Spanish and German, and now I can barely read the menu--or
speisekarte--having let that lapse.
I just do not think we need yet another Federal program, and the
gentlewoman's amendment authorizes another $10 million for this program
to get a government seal of approval. I think the students can speak,
read, and write for themselves and should be encouraged to learn those
languages, become proficient, stay proficient, but the last thing they
need is the Federal Government creating yet another program to
determine what certifies them as bilingual.
So while I certainly agree with the gentlelady's emphasis on the
importance of being bilingual or multilingual, I nevertheless must
oppose her amendment and encourage my colleagues to oppose the
amendment.
I reserve the balance of my time.
Ms. BROWNLEY of California. Mr. Chairman, as chairwoman of the
California Assembly Education Committee, I sponsored legislation in
2012 that established a State seal in California, the first of its kind
in our country, and since that time I have seen firsthand how
successful this program has been.
In 2014, over 24,000 high school seniors and 219 school districts
across California participated in this program. They earned their seals
for achievement in 40 different languages.
When I introduced this language in the 113th Congress, it was
supported by many education and civil rights organizations, including
the National Education Association, Centro Latino for Literacy,
California Association for Bilingual Education, Families in Schools,
California School Board Association, Californians Together, Asian
Americans Advancing Justice, and the Asian and Pacific Islanders
California Action Network.
I have crafted the amendment to give States the flexibility to shape
their own seal programs while ensuring the programs guarantee equal
access for all students.
The BEST Act celebrates diversity and multiculturalism. It also
recognizes that fluency in a second language helps students compete in
an increasingly global marketplace. The seal also helps employers,
colleges, and universities distinguish talented applicants with
valuable skills.
If you support encouraging bilingualism, this is an amendment to
support.
I yield back the balance of my time.
Mr. KLINE. Mr. Chairman, regretfully, I continue to oppose the
gentlelady's amendment. I ask my colleagues to oppose it, and I yield
back the balance of my time.
The Acting CHAIR. The question is on the amendment offered by the
gentlewoman from California (Ms. Brownley).
The question was taken; and the Acting Chair announced that the noes
appeared to have it.
Ms. BROWNLEY of California. Mr. Chairman, I demand a recorded vote.
The Acting CHAIR. Pursuant to clause 6 of rule XVIII, further
proceedings on the amendment offered by

[[Page H1295]]

the gentlewoman from California will be postponed.

Amendment No. 40 Offered by Mr. Loebsack

The Acting CHAIR. It is now in order to consider amendment No. 40
printed in part B of House Report 114-29.
Mr. LOEBSACK. Mr. Chairman, I have an amendment at the desk.
The Acting CHAIR. The Clerk will designate the amendment.
The text of the amendment is as follows:

At the end of the bill, insert the following:

TITLE IX--SCHOOLS OF THE FUTURE ACT

SEC. 901. SHORT TITLE.

This title may be cited as the ``Schools of the Future
Act''.

SEC. 902. FINDINGS.

The Congress finds the following:
(1) Digital learning technology holds the promise of
transforming rural education by removing barriers of distance
and increasing school capacity.
(2) While many large urban local educational agencies are
at the forefront of implementing new digital learning
innovations, it is often harder for smaller and more rural
local educational agencies to access these tools. Smaller
local educational agencies with less capacity may also find
it more difficult to provide the training needed to
effectively implement new digital learning technologies.
(3) Despite the potential of digital learning in rural
areas, these advancements risk bypassing rural areas without
support for their implementation. Rather than having schools
and local educational agencies apply digital learning
innovations designed for urban environments to rural areas,
it is important that digital learning technologies be
developed and implemented in ways that reflect the unique
needs of rural areas.
(4) Digital learning is rapidly expanding, and new tools
for improving teaching and learning are being developed every
day. A growing demand for digital learning tools and products
has made rigorous evaluation of their effectiveness
increasingly important, as this information would allow
school and local educational agency leaders to make informed
choices about how best to use these tools to improve student
achievement and educational outcomes.
(5) High-quality digital learning increases student access
to courses that may not have been available to students in
rural communities, increasing their college and career
readiness.

SEC. 903. PROGRAM AUTHORIZED.

(a) Grants to Eligible Partnerships.--From the amounts
appropriated to carry out this title, the Secretary of
Education is authorized to award grants, on a competitive
basis, to eligible partnerships to carry out the activities
described in section 906.
(b) Duration of Grant.--A grant under subsection (a) shall
be awarded for not less than a 3-year and not longer than a
5-year period.
(c) Fiscal Agent.--If an eligible partnership receives a
grant under this title, a school partner in the partnership
shall serve as the fiscal agent for the partnership.

SEC. 904. APPLICATION.

An eligible partnership desiring a grant under this title
shall submit an application to the Secretary at such time, in
such manner, and containing such information as the Secretary
may require, which shall include the following:
(1) A description of the eligible partnership, including
the name of each of the partners and their respective roles
and responsibilities.
(2) A description of the technology-based learning
practice, tool, strategy, or course that the eligible
partnership proposes to develop or implement using the grant
funds.
(3) An assurance that all teachers of record hold the
relevant license and are otherwise qualified to implement any
technology-based practice, tool, strategy, or course using
the grant funds.
(4) An assurance that all students in a class or school
implementing a practice, tool, strategy or course using the
grant funds will have access to any equipment necessary to
participate on a full and equitable basis.
(5) An assurance that the proposed uses of smartphones,
laptops, tablets, or other devices susceptible to
inappropriate use have the informed consent of parents or
guardians and are not inconsistent with any policies of the
local educational agency on the use of such devices.
(6) Information relevant to the selection criteria under
section 905(c).
(7) A description of the evaluation to be undertaken by the
eligible partnership, including--
(A) how the school partner and the evaluation partner will
work together to implement the practice, tool, strategy, or
course in such a way that permits the use of a rigorous,
independent evaluation design that meets the standards of the
What Works Clearinghouse of the Institute of Education
Sciences; and
(B) a description of the evaluation design that meets such
standards, which will be used to measure any significant
effects on the outcomes described in paragraphs (1) through
(3) of section 907(a).
(8) An estimate of the number of students to be reached
through the grant and evidence of its capacity to reach the
proposed number of students during the course of the grant.
(9) Any other information the Secretary may require.

SEC. 905. APPLICATION REVIEW AND AWARD BASIS.

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

SEC. 906. USE OF FUNDS.

(a) Required Use of Funds.--
(1) In general.--An eligible partnership receiving a grant
under this title shall use such funds to implement and
evaluate the results of technology-based learning practices,
strategies, tools, or courses, including the practices,
strategies, tools, or courses identified under paragraphs (2)
through (6).
(2) Tools and courses designed to personalize the learning
experience.--Technology-based tools and courses identified
under this paragraph include the following types of tools and
courses designed to personalize the learning experience:
(A) Technology-based personalized instructional systems.
(B) Adaptive software, games, or tools, that can be used to
personalize learning.
(C) Computer-based tutoring courses to help struggling
students.
(D) Games, digital tools, and smartphone or tablet
applications to improve students' engagement, focus, and time
on task.
(E) Other tools and courses designed to personalize the
learning experience.
(3) Practices and strategies designed to aid and inform
instruction.--Technology-based practices and strategies
identified under this paragraph include the following types
of practices and strategies designed to aid and inform
instruction:
(A) Adaptive software, games, or tools that can be used for
the purpose of formative assessment.
(B) Web resources that provide teachers and their students
access to instructional and curricular materials that are--
(i) aligned with high-quality standards; and
(ii) designed to prepare students for college and a career,
such as a repository of primary historical sources for use in
history and civics courses or examples of developmentally
appropriate science experiments.
(C) Online professional development opportunities, teacher
mentoring opportunities, and professional learning
communities.
(D) Tools or web resources designed to address specific
instructional problems.
(E) Other practices and strategies designed to personalize
the learning experience.
(4) Tools, courses, and strategies designed to improve the
achievement of students with specific educational needs.--
Technology-based tools, courses, and strategies identified
under this paragraph include the following types of tools,
courses, and strategies designed to meet the needs of
students with specific educational needs:
(A) Digital tools specifically designed to meet the needs
of students with a particular disability.
(B) Online courses that give students who are not on track
to graduate or have already dropped out of school the
opportunity for accelerated credit recovery.
(C) Language instruction courses, games, or software
designed to meet the needs of English language learners.
(D) Other tools, courses, and strategies designed to
personalize the learning experience.
(5) Tools, courses, and strategies designed to help
students develop 21st century skills.--Technology-based
tools, courses, and strategies identified under this
paragraph include peer-to-peer virtual learning opportunities
to be used for the purposes of project-based learning, deeper
learning, and collaborative learning, and other tools,
courses, and strategies designed to help students develop
21st century skills, such as the ability to think critically
and solve problems, be effective communicators, collaborate
with others, and learn to create and innovate.

[[Page H1296]]

(6) Technology-based or online courses that allow students
to take courses that they would not otherwise have access
to.--Technology-based or online courses identified under this
paragraph include courses or collections of courses approved
by the applicable local educational agency or State
educational agency that provide students with access to
courses that they would not otherwise have access to, such as
the following:
(A) An online repository of elective courses.
(B) Online or software-based courses in foreign languages,
especially in languages identified as critical or in schools
where a teacher is not available to teach the language or
course level a student requires.
(C) Online advanced or college-level courses that can be
taken for credit.
(b) Authorized Use of Funds.--An eligible partnership
receiving a grant under this title may use grant funds to--
(1) develop or implement the technology for technology-
based learning strategies, practices, courses, or tools to be
carried out under the grant;
(2) purchase hardware or software needed to carry out such
strategies, practices, courses, or tools under the grant,
except that such purchases may not exceed 50 percent of total
grant funds;
(3) address the particular needs of student subgroups,
including students with disabilities and English-language
learners;
(4) provide technology-based professional development or
professional development on how to maximize the utility of
technology; and
(5) address issues of cost and capacity in rural areas and
shortage subjects.
(c) Supplementation.--An eligible partnership that receives
a grant under this title shall use the grant funds to
supplement, not supplant, the work of teachers with students,
and may not use such funds to reduce staffing levels for the
school partners in the eligible partnership.
(d) Teacher of Record.--For each student in a class or
school implementing a practice, tool, strategy, or course
using grant funds provided under this title, there shall be a
teacher of record, holding the relevant certification or
license, and otherwise qualified to implement any digitally-
based practice, tool, strategy or course using the grant
funds. An eligible partnership shall use grant funds provided
under this title, and shall determine the extent and nature
of pedagogical uses of digital tools, in a manner that is
consistent with the judgments of teachers of record about
what is developmentally appropriate for students.

SEC. 907. DATA COLLECTION AND EVALUATION.

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

SEC. 908. DEFINITIONS.

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

The Acting CHAIR. Pursuant to House Resolution 125, the gentleman
from Iowa (Mr. Loebsack) and a Member opposed each will control 5
minutes.
The Chair recognizes the gentleman from Iowa.
Mr. LOEBSACK. Mr. Chairman, I yield myself such time as I may
consume.
I think that there is universal agreement among us in this body that
No Child Left Behind, the most recent iteration of the Elementary and
Secondary Education Act, needs to be replaced.
I think a lot of folks have the same kinds of concerns I have about
the Student Success Act, many of the provisions in that act. One of my
major concerns--and, again, I think a number of us in this body can
share these concerns--is that the bill lacks focus on or support for
rural school districts. That is a big issue.
I was raised in Iowa by a single mother, and I represented rural
parts of Iowa for the last 8 years that I have been in Congress. I
served for 8 years on the Education and the Workforce Committee. I
would be remiss if I didn't say that I miss my time there from time to
time, although I am enjoying my time on a new committee.
But this issue is something that I think gets overlooked. I think
that a lot of folks in this body really, through no fault of their own
and certainly through no malice on their part, simply don't recognize
or understand the needs of rural parts of our country, not just in
Iowa, but around the country, and certainly the needs of rural
students.
I find myself as a former educator often educating my colleagues to
some extent because they don't seem to understand sometimes--folks on
both sides of the aisle, Mr. Chairman--that poverty is not just an
urban problem. It is a rural problem as well, and it does exist in
rural areas.
I don't think we should deny the fact that fewer students from rural
areas complete college than their urban counterparts as well. In fact,
this gap is growing wider by the year.
Again, these are issues that, if we think just a little bit, we
understand exist out there in our society. And a large part of the
problem is that rural students face unique challenges and barriers to
access to resources. For example, many rural students may not have a
proper Internet connection, if any at all, let alone enough bandwidth
or a computer at home. So it is even more important that they are
exposed to technology in school.
We know about technology and how powerful it is in vastly expanding
the educational options and opportunities available to students in
rural areas,

[[Page H1297]]

providing these students with a cutting-edge 21st century education
regardless of geography.
At the same time, technological tools have the power to transform the
typical classroom experience into one that is more student-centered and
provide teachers with more accurate information and feedback on student
progress so they can better address the needs of struggling students--
something all of us would like to see happen.
Also, many rural schools have a smaller workforce to draw from and
struggle to find teachers for a wide variety of electives or advanced
coursework. The students in these schools, I have no doubt--and I think
most folks in this body have no doubt--would benefit tremendously from
the use of technology to deliver, supplement, and personalize
instruction and provide opportunities to these students they may not
have otherwise.
This amendment that I am offering is a simple one. It is supported by
the National Education Association, by the School Superintendents
Association, and the Alliance for Excellent Education. It would simply
support the expansion of the use of digital learning through
competitive grants to partnerships to implement and evaluate the
results of technology-based learning practices, strategies, tools, and
programs at rural schools.
Mr. Chair, it is time for Congress to start paying more attention to
rural communities. That is the bottom line. As cochair of the Rural
Education Caucus, I encourage my colleagues to vote in favor of this
amendment and to provide students in rural communities with the same
digital learning resources as students in larger school districts, and
I hope that we can vote for this amendment.
I yield back the balance of my time.
Mr. KLINE. Mr. Chairman, I claim the time in opposition to the
gentleman's amendment.
The Acting CHAIR. The gentleman from Minnesota is recognized for 5
minutes.
Mr. KLINE. Mr. Chairman, I do thank the gentleman for offering this
amendment, even though I must oppose the amendment. I would say that we
do miss him on the committee.
I would say that in my district, like his, we certainly have rural
schools. In fact, I was thinking about rural schools the other day. My
wife went to such a rural school. It was called Country School because
it was a one-room schoolhouse, and how heartbroken she was when she was
forced to go to the big-city school--population 1,000--for the city. So
we do know something about rural schools.
The underlying bill, the Student Success Act, does maintain the rural
education programs in the bill, and under the local academic flexible
grants, districts can support the use of digital learning if they
believe it is the best way to use those funds.
The bill already allows every district to determine what they need
for their students and not have to abide by priorities set by
Washington.
So while I greatly appreciate the gentleman's passion for rural
schools--and I think I share that passion--I just firmly believe we
don't need yet another new Federal program. We are working to provide
flexibility so that schools can put the resources where they need them
the most.
And so I must oppose the gentleman's amendment, ask my colleagues to
oppose it, and I yield back the balance of my time.
The Acting CHAIR. The question is on the amendment offered by the
gentleman from Iowa (Mr. Loebsack).
The question was taken; and the Acting Chair announced that the noes
appeared to have it.
Mr. LOEBSACK. Mr. Chairman, I demand a recorded vote.
The Acting CHAIR. Pursuant to clause 6 of rule XVIII, further
proceedings on the amendment offered by the gentleman from Iowa will be
postponed.

Amendment No. 41 Offered by Mr. Polis

The Acting CHAIR. It is now in order to consider amendment No. 41
printed in part B of House Report 114-29.
Mr. POLIS. Mr. Chairman, I have an amendment at the desk as the
designee of Ms. Meng.
The Acting CHAIR. The Clerk will designate the amendment.
The text of the amendment is as follows:

At the end of the bill, add the following new title:

TITLE IX--EARLY CHILDHOOD EDUCATION PROFESSIONAL IMPROVEMENT

SEC. 901. SHORT TITLE.

This title may be cited as the ``Early Childhood Education
Professional Improvement Act of 2015''.

SEC. 902. PURPOSE.

The purpose of this title is to provide assistance to
States to improve the knowledge, credentials, compensation,
and professional development of early childhood educators
working with children in early childhood education programs.

SEC. 903. DEFINITIONS.

In this title:
(1) The term ``early childhood education program'' means a
Head Start Program carried out under the Head Start Act (42
U.S.C. 9831 et seq.), a State-funded prekindergarten program,
a licensed child care serving prekindergarten children, and
special education preschool.
(2) 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)).

SEC. 904. PROGRAM AUTHORIZED.

The Secretary of Education, in consultation with the
Secretary of Health and Human Services, is authorized to
award grants to States to implement and administer the
activities described in section 906.

SEC. 905. APPLICATIONS.

(a) In General.--Each State desiring a grant under this
title shall submit an application to the Secretary of
Education at such time, in such manner, and accompanied by
such information as the Secretary may reasonably require.
(b) Contents.--Each application submitted under subsection
(a) shall include a description of the State's comprehensive
early childhood professional development system, including
the following:
(1) A description of how the State's system was developed
in collaboration with the State Advisory Council on Early
Childhood Education and Care designated or established under
section 642B of the Head Start Act, the State agency
responsible for administering childcare, the State Head Start
collaboration director, the State educational agency,
institutions of higher education, organizations that
represent early childhood educators, and credible early
childhood education professional organizations.
(2) A designation of a State agency to administer the grant
program.
(3) A description of how the State's system provides--
(A) an oversight structure for the system;
(B) professional standards and competencies;
(C) a career lattice;
(D) coordination with State higher education agencies,
higher education accrediting bodies, and accredited two- and
four-year institutions of higher education;
(E) encouragement of articulation agreements between two-
and four-year institutions of higher education and credit-
bearing opportunities and articulation agreements that
recognize prior learning and expertise;
(F) more accessible higher education for working learners
through offering of college courses at accessible time and
locations, with particular attention to rural areas;
(G) support to adult learners who are dual language
learners, or come from low-income or minority communities;
(H) use of workforce data to assess the State's workforce
needs; and
(I) its financing over time.

SEC. 906. STATE USE OF FUNDS.

A State that receives a grant under this title shall ensure
that grant funds are used to carry out the following:
(1) To provide scholarships to cover the costs of tuition,
fees, materials, transportation, paid substitutes, and
release time for preschool teachers employed in an early
childhood education program to pursue a bachelor's degree in
early childhood education or a closely related field.
(2) To support preschool teachers employed in an early
childhood education program, and who have obtained a
bachelor's degree in a field other than early childhood
education or a closely related field, to attain a credential,
licensure, or endorsement that demonstrates competence in
early childhood education.
(3) To increase compensation for teachers who are enrolled
and making progress toward a degree in early childhood
education and to provide parity of compensation upon
completion of such degree and retention in the early
childhood education program.
(4) To provide ongoing professional development
opportunities to preschool teachers and teacher assistants
employed in an early childhood education program that
address--
(A) all areas of child development and learning (cognitive,
social, emotional, and physical);
(B) teacher-child interaction;
(C) family engagement; and
(D) cultural competence for working with a diversity of
children (including children with special needs and dual
language learners) and families.

SEC. 907. SUPPLEMENT NOT SUPPLANT.

Grant funds provided under this title shall supplement, and
not supplant, other Federal, State, and local funds that are
available for early childhood educator preparation and
professional development.

[[Page H1298]]

SEC. 908. MAINTENANCE OF EFFORT.

A State that receives funds under this title for a fiscal
year shall maintain the fiscal effort provided by the State
for the activities supported by the funds under this title at
a level equal to or greater than the level of such fiscal
effort for the preceding fiscal year.

SEC. 909. AUTHORIZATION OF APPROPRIATIONS.

There are authorized to be appropriated to carry out this
title such sums as may be necessary for fiscal years 2016
through 2021.

The Acting CHAIR. Pursuant to House Resolution 125, the gentleman
from Colorado (Mr. Polis) and a Member opposed each will control 5
minutes.
The Chair recognizes the gentleman from Colorado.
Mr. POLIS. Mr. Chairman, as the father of a young boy that you had
the opportunity to meet the other day in our Rules Committee, I have a
particular interest in quality early childhood education. He is going
to enter preschool this fall. I support universal preschool so every
child in the country has the same kinds of opportunities that your
child or my child has.
I know that my friends on the other side of the aisle also recognize
the tremendous importance of quality preschool in this country. I also
understand that they don't necessarily support the Democratic approach
of a comprehensive Federal program for universal preschool.
So what this amendment represents is a compromise, a modest step that
would help States make the investment in early childhood education that
they want to make by authorizing--not appropriating money for--but
authorizing the Department of Education to set up a grant program to
incentivize State investments in quality early childhood education.
I hope this is something we can all get behind. I urge my Republican
colleagues to see this amendment as a modest compromise approach to an
issue that we need to move forward on.
Investment in early childhood education is the most important
investment we can make in the life of a child. I remember many years
ago I chaired a high school reform commission in the State of Colorado,
and one of the first things that we concluded about how to improve the
performance of high schools in our State was to improve the performance
and make preschool universally available--and then just wait 12 years
and the high schools will look a whole lot better.
Well, there is a lot of truth to that. We can lower the special
education rate, lower the grade repetition rate. The most inexpensive
place to address the achievement gaps is in early childhood education.
It only gets harder to succeed and more expensive as those gaps become
more persistent across socioeconomic groups, across race, as the child
ages.
We need to invest in high-quality preschool programs, and this
amendment provides the right incentives for the State to do it--not by
a Federal approach mandating preschool, but by simply saying we are
here to be your partners and work with States to expand access to high-
quality preschool programs.
I urge my colleagues to support this amendment, and I reserve the
balance of my time.
Mr. KLINE. Mr. Chairman, I rise in opposition to the amendment.
The Acting CHAIR. The gentleman from Minnesota is recognized for 5
minutes
Mr. KLINE. Mr. Chairman, I thank the gentlewoman and the gentleman in
her stead for this amendment, although I do oppose it.
I think most of us agree that there is great value to early childhood
education. That is why the underlying bill would allow States and
schools to use funds allocated through both the local academic flexible
grants and under title I to support pre-K programs.
As I know the gentleman knows, we already spend--the Federal
Government--over $13 billion a year in pre-K programs. The premier
program, which is Head Start, spends over $8 billion a year. And I
think we should concentrate on getting those right instead of creating
yet another new, massive program that would simply compete with other
programs for scarce taxpayer resources.
So while this is somewhat duplicative, another large program, I
appreciate the gentleman's passion for pre-K learning. But,
unfortunately, because we don't, in my judgment, need yet another new
program when we haven't properly evaluated existing programs, I oppose
this amendment.
I urge my colleagues to oppose the amendment, and I reserve the
balance of my time.

{time} 2230

Mr. POLIS. Mr. Chairman, I yield 2 minutes to the gentleman from
Virginia (Mr. Scott), the ranking member of the Committee on Education
and the Workforce.
Mr. SCOTT of Virginia. Mr. Chairman, I thank the gentleman for
yielding.
Early childhood education programs have been studied. Those high-
quality programs increase achievement, increase the graduation rates,
increase future employment, decrease crime, decrease teen pregnancy,
and, in the long term, save more money than they cost.
This amendment will help improve early childhood education and
therefore is a meaningful improvement in the bill, and I would hope we
would adopt this. It provides for professional improvement, a great
improvement in early childhood education.
Since it has been studied and so successful, I would hope we would
adopt the amendment.
Mr. POLIS. Mr. Chairman, I yield myself the remainder of the time.
Mr. Chairman, studies have shown that for every dollar invested in
quality early childhood education, it can actually save $7 to $9 of
taxpayer money over the lifetime of that child in schools over the next
12 years. That is an actual savings. If we were to score this in an
accurate way, on a 10-year basis, the investment in quality preschool
would save money.
Like the gentleman from Minnesota, of course I am interested in
improving Head Start and building upon it, but this is a different and
broader approach than Head Start. This program impacts middle class
communities who also stand to benefit from quality early childhood
education that often they can't afford on their own dime.
Now, what we need is a targeted approach, and that is really the
crucial difference between this amendment and the existing program. The
need for a unique approach to preschool has been recognized across the
Nation.
It is time for the Federal Government to recognize what States and
districts are crying out for. It is time to address the need for high-
quality early childhood education in a dedicated and comprehensive way,
and that is what this amendment does.
By investing in early childhood, we can prevent learning gaps from
arising before they arise. We can reduce the need for special education
and IDEA, and we can save money by reducing youth adjudication rates,
grade repetition rates, and other costly interventions that are
necessary if children don't have that opportunity when they are 3 or 4
years old.
I urge my colleagues to vote ``yes'' on the amendment, and I yield
back the balance of my time.
Mr. KLINE. Mr. Chairman, listening to my friend from Colorado talking
about how great this program would be, I was thinking about, over the
years, how do you get to 80 programs in the Federal K-12 program and
get multiple pre-K programs for child care and child education? It is
because, year after year, Members of Congress have stood up and talked
about how wonderful things were going to be, how much money we were
going to save, how much brighter the kids would be if we just had this
one more program. And so it grows, and so it grows.
Again, the thrust of this legislation is to look at the programs we
already have, to make the most of them and, in the underlying bill, the
Student Success Act, to give the maximum amount of flexibility to local
school superintendents and school boards so they can put the resources
where they need them.
So I must continue to oppose the gentleman--or the gentlewoman's
amendment. I think you were subbing for Ms. Meng, perhaps. I am not
sure. I ask my colleagues to oppose it.
I yield back the balance of my time.
The Acting CHAIR. The question is on the amendment offered by the
gentleman from Colorado (Mr. Polis).
The question was taken; and the Acting Chair announced that the noes
appeared to have it.

[[Page H1299]]

Mr. POLIS. Mr. Chairman, I demand a recorded vote.
The Acting CHAIR. Pursuant to clause 6 of rule XVIII, further
proceedings on the amendment offered by the gentleman from Colorado
will be postponed.
Mr. KLINE. Mr. Chairman, I move that the Committee do now rise.
The motion was agreed to.
Accordingly, the Committee rose; and the Speaker pro tempore (Mr.
Kline) having assumed the chair, Mr. Collins of Georgia, Acting Chair
of the Committee of the Whole House on the state of the Union, reported
that that Committee, having had under consideration the bill (H.R. 5)
to support State and local accountability for public education, protect
State and local authority, inform parents of the performance of their
children's schools, and for other purposes, had come to no resolution
thereon.

____________________