[Congressional Record Volume 161, Number 105 (Wednesday, July 8, 2015)]
[House]
[Pages H4908-H4935]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]
STUDENT SUCCESS ACT
General Leave
Mr. KLINE. Mr. Speaker, I ask unanimous consent that all Members may
have 5 legislative days in which to revise and extend their remarks and
include extraneous material on H.R. 5.
The SPEAKER pro tempore. Is there objection to the request of the
gentleman from Minnesota?
There was no objection.
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 Kansas (Mr. Yoder) kindly take the chair.
{time} 1624
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. Yoder (Acting Chair) in the chair.
The Clerk read the title of the bill.
The Acting CHAIR. When the Committee of the Whole rose on Friday,
February 27, 2015, a request for a recorded vote on amendment No. 44
printed in part B of House Report 114-29 offered by the gentleman from
Virginia (Mr. Scott) had been postponed.
Pursuant to House Resolution 347, it shall be in order to consider
the further amendments printed in part A of House Report 114-192 as if
such amendments had been printed in part B of House Report 114-29. Each
such amendment may be offered only in the order printed in the report,
by a Member designated in the report, shall be considered read, shall
be debatable for the time specified in the report, equally divided and
controlled by the proponent and an opponent, shall not be subject to
amendment, and shall not be subject to a demand for division of the
question.
Amendment No. 45 Offered by Mr. Rokita
The Acting CHAIR. It is now in order to consider amendment No. 45
printed in part A of House Report 114-192.
Mr. ROKITA. 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 5, lines 4, 7, 16, 20, and 24, strike ``2021'' and
insert ``2019''.
Page 6, lines 4, 10, 16, 21, and 25, strike ``2021'' and
insert ``2019''.
Page 7, line 4, strike ``2021'' and insert ``2019''.
Page 94, line 18, strike ``2021'' and insert ``2019''.
Page 450, line 19 and 23, strike ``2021'' and insert
``2019''.
Page 461, line 17, strike ``2021'' and insert ``2019''.
Page 484, line 11, strike ``2021'' and insert ``2019''.
Page 619, line 7, strike ``2021'' and insert ``2019''.
The Acting CHAIR. Pursuant to House Resolution 347, the gentleman
from Indiana (Mr. Rokita) and a Member opposed each will control 5
minutes.
The Chair recognizes the gentleman from Indiana.
Mr. ROKITA. Mr. Chairman, my amendment is simple. It shortens
authorization of the act from 6 years to 4 years. I am very thankful
for the leadership of the gentleman from Wisconsin (Mr. Grothman) for
his work in leading this effort.
Mr. Chairman, it is the role of Congress to conduct oversight of
Federal programs and regularly revisit the results of taxpayer
investments. We began a process to replace No Child Left Behind 4 years
ago, and our goal
[[Page H4909]]
from the beginning has always been to roll back the Federal
Government's authority over K-12 schools and return to State and local
education leaders the responsibility and opportunity to deliver a
quality education to their students.
Now, the Student Success Act is a strong conservative proposal that
reflects our shared principles for reducing the Federal role, restoring
local control, and empowering individuals, not government bureaucrats.
Reducing the authorization to 4 years will give Congress and the next
administration a chance to ensure that these bold reforms are actually
working as intended.
Mr. Chairman, I encourage my colleagues to support this commonsense
amendment to the underlying bill, and I reserve the balance of my time.
Mr. POLIS. Mr. Chairman, I claim the time in opposition.
The Acting CHAIR. The gentleman from Colorado is recognized for 5
minutes.
Mr. POLIS. Mr. Chairman, I had the opportunity to serve on our State
Board of Education in Colorado from 2001 to 2007, so this was during
the implementation phase of No Child Left Behind.
Now, we knew at the time many of the flaws we are hoping to address
through ESEA reauthorization today, but it took several years just to
get up to the point where we had the tests, we had the standards, and
we complied with it.
Education is a major public enterprise. In fact, it is the largest
public enterprise at the State and local level. One of the frustrations
that I have heard a lot of in the last few years--and it has really
amplified the frustration about testing--is the fact that the ball has
been moving, the testing has been changed.
My State of Colorado, which is fairly typical, moved from one test,
the CSAP, to a temporary test, the TCAP, and then finally a third test,
all in a period of 4 years.
What we need to do--and this is something that we will hear from
education stakeholders as varied as teachers, school boards, and
principals--is stop moving the ball.
We know it is not going to be perfect. Let's give it a little bit of
time to work. Now, this bill is far from perfect, which is why I oppose
the underlying bill; but whatever set of rules you set in place, I feel
it is important to allow the rulemaking, the State laws, to catch up,
which takes a period of time, a period of years.
I think the longer reauthorization, through 2021, rather than
reducing it to 4 years, is absolutely in the interests of ensuring that
whatever law we come up with can be implemented more effectively at the
State and local level.
Not only is it frustrating for districts and teachers to chase a
constantly moving ball, it detracts from their most important effort,
which is to educate the next generation of Americans.
Mr. Chairman, I reserve the balance of my time.
Mr. ROKITA. Mr. Chairman, I yield 1 minute to the gentleman from
Minnesota, Chairman Kline, the chairman of the full Education and
Workforce Committee. He has been a leader in the area of working on
these issues for a lot more than 4 years.
Mr. KLINE. Mr. Chairman, I thank the gentleman for yielding.
Mr. Chairman, I just wanted to take literally a few seconds to say I
understand the gentleman's purpose here. I think this improves the
bill.
I support the amendment, and I urge my colleagues to vote for it.
Mr. POLIS. Mr. Chairman, I yield such time as he may consume to the
gentleman from Virginia (Mr. Scott), the ranking member.
{time} 1630
Mr. SCOTT of Virginia. Mr. Chairman, I rise in support of the
amendment.
As the gentleman from Colorado has indicated, if you have a good
bill, you should have as long an authorization as possible. It allows
for better planning and the other things he mentioned.
But this is a bad bill. The funding formula takes from the poor and
gives to the rich. It eliminates the responsibility to actually do
something about the achievement gaps. I just believe the quicker we can
get back to it, the better. So if you want to shorten the authorization
so that the pain inflicted on this bill is shorter, I am for it.
Mr. ROKITA. Mr. Chairman, I thank the gentleman for supporting the
amendment. The reasons he is supporting are completely wrong. We have
increased Federal spending, as the gentleman knows, on education over
300 percent since the Federal Government has been involved. And guess
what, Mr. Chairman, the results have been flat-lined.
This bill does anything but take from the poor and give to the rich.
In fact, it ensures that civil rights are protected and that children,
whatever socioeconomic background, aren't left behind, but they have
the opportunity to succeed in the 21st century and win.
Mr. Chairman, how much time do I have remaining?
The Acting CHAIR. The gentleman from Indiana has 3\1/4\ minutes
remaining.
Mr. ROKITA. I yield such time as he may consume to the gentleman from
Wisconsin (Mr. Grothman), who is new to this Congress but is already
making this mark. He has coauthored this amendment with me.
Mr. GROTHMAN. Mr. Chairman, well, one of the many reasons that this
is a good bill is that it recognizes that the Federal Government is
taking too much control over education in this country.
One of the reasons the Federal Government should not get involved in
many, many things is they are not very nimble. When they make a
mistake, rather than turning something around--you know, if a school
board makes a mistake, they may come back in a meeting 2 weeks later
and undo the mistake they made. When the Federal Government makes a
mistake, it can take 15 or 20 years, if ever, to admit they made a
mistake.
Now, when the original No Child Left Behind bill passed, I used to
meet with school superintendents a couple times a month. They knew
within months that that bill was horribly flawed.
Chairman Kline has worked very hard on this bill. It is a very good
bill, but it is still a very big, complicated bill. And I am sure
within months, years, a couple of years, local superintendents will
report changes they want to have made.
I think this is a very good amendment because, even though it doesn't
assure us that we are going to revisit this in 4 years any more than
the original No Child Left Behind we were sure we were going to revisit
in 7 years, I think it reminds Congress that at least in a 4-year
period you ought to be looking at it, see what your local
superintendents think, see what your local schoolteachers think, and
see if it can be improved. And, of course, it is going to be able to be
improved in 4 years. So that is the reason for the amendment.
I mean, if you told anybody back home we are passing a law and we
don't anticipate even looking at it again for 4 years, I think they
would think that is highly unusual. That defines one of the reasons why
we shouldn't get the Federal Government involved in a wide variety of
things.
Mr. ROKITA. Mr. Chairman, I yield back the balance of my time.
Mr. POLIS. Mr. Chairman, of course you can look at a bill during its
period of initial authorization. There are routinely cleanup bills that
move through this body.
And I wish--I wish--the No Child Left Behind had a cleanup bill in
2002 or in 2003 or in 2004, all during its initial period of
authorization, but President Bush closed the doors on even the changes
that I think that we could have had broad consensus that we needed to
pass.
But of course whatever comes out of this ESEA process, if we can
agree on cleanup things and unintended consequences 2 years, 3 years
out, let's do them.
Look, the answer is not to move the ball. It leads to the spinning of
the wheels for a period of years. And rather than working on educating
kids, people are working on complying with an ever-changing matrix of
Federal, State, and local law.
There is a lot that happens after we pass a law in this body. It goes
to Federal rulemaking, input from various constituencies, final rules.
It goes to States who might change their policies, State Boards of
Education, State commissioners. It goes down to districts, busy
superintendents who are worried about bus schedules, who are
[[Page H4910]]
worried about opening new schools, have to worry about recommending to
their boards the new policies that will comply with our new Federal
law.
It takes a lot of time. It might take 2 years, 3 years before it
finally reaches those policy implementation levels on the ground at a
local level. And guess what, if this amendment becomes law and the
authorization period is only 4 years, they might finally--finally--
start complying with this law only to find that there is a future
Congress, a future President that moves the ball once again and starts
the whole cycle of spinning wheels all over again.
We need to make sure that whatever we do in this body, that we give
time for a thoughtful implementation of it at the State and local level
that doesn't detract from the core mission that the men and women who
teach in our classrooms, the men and women who volunteer on school
boards, the professionals who serve as superintendents commit their
lives to in terms of educating kids.
So we need to move forward with a longer reauthorization. If there
are cleanup matters that we can agree on during that authorization
period, we should by no means preclude them from the discussion until
the end of this authorization. That was one of the problems with No
Child Left Behind, that this body never had a follow-up discussion.
I urge my colleagues to vote ``no,'' and I yield back the balance of
my time.
The Acting CHAIR. The question is on the amendment offered by the
gentleman from Indiana (Mr. Rokita).
The amendment was agreed to.
Amendment No. 46 Offered by Mr. Walker
The Acting CHAIR. It is now in order to consider amendment No. 46
printed in part A of House Report 114-192.
Mr. WALKER. Mr. Chairman, I offer an amendment.
The Acting CHAIR. The Clerk will designate the amendment.
The text of the amendment is as follows:
Page 580, line 24, strike the closing quotation mark and
second period.
Page 580, after line 24, insert the following:
``PART G--A PLUS ACT
``SECTION 6701. SHORT TITLE; PURPOSE; DEFINITIONS.
``(a) Short Title.--This part may be cited as the
``Academic Partnerships Lead Us to Success Act'' or the `A
PLUS Act'.
``(b) Purpose.--The purposes of this part are as follows:
``(1) To give States and local communities added
flexibility to determine how to improve academic achievement
and implement education reforms.
``(2) To reduce the administrative costs and compliance
burden of Federal education programs in order to focus
Federal resources on improving academic achievement.
``(3) To ensure that States and communities are accountable
to the public for advancing the academic achievement of all
students, especially disadvantaged children.
``(c) Definitions.--In this part:
``(1) Accountability.--The term `accountability' means that
public schools are answerable to parents and other taxpayers
for the use of public funds and shall report student progress
to parents and taxpayers regularly.
``(2) Declaration of intent.--The term `declaration of
intent' means a decision by a State, as determined by State
Authorizing Officials or by referendum, to assume full
management responsibility for the expenditure of Federal
funds for certain eligible programs for the purpose of
advancing, on a more comprehensive and effective basis, the
educational policy of such State.
``(3) State.--The term `State' has the meaning given such
term in section 1122(e).
``(4) State authorizing officials.--The term `State
Authorizing Officials' means the State officials who shall
authorize the submission of a declaration of intent, and any
amendments thereto, on behalf of the State. Such officials
shall include not less than 2 of the following:
``(A) The governor of the State.
``(B) The highest elected education official of the State,
if any.
``(C) The legislature of the State.
``(5) State designated officer.--The term `State Designated
Officer' means the person designated by the State Authorizing
Officials to submit to the Secretary, on behalf of the State,
a declaration of intent, and any amendments thereto, and to
function as the point-of-contact for the State for the
Secretary and others relating to any responsibilities arising
under this part.
``SEC. 6702. DECLARATION OF INTENT.
``(a) In General.--Each State is authorized to submit to
the Secretary a declaration of intent permitting the State to
receive Federal funds on a consolidated basis to manage the
expenditure of such funds to advance the educational policy
of the State.
``(b) Programs Eligible for Consolidation and Permissible
Use of Funds.--
``(1) Scope.--A State may choose to include within the
scope of the State's declaration of intent any program for
which Congress makes funds available to the State if the
program is for a purpose described in this Act. A State may
not include any program funded pursuant to the Individuals
with Disabilities Education Act (20 U.S.C. 1400 et seq.).
``(2) Uses of funds.--Funds made available to a State
pursuant to a declaration of intent under this part shall be
used for any educational purpose permitted by State law of
the State submitting a declaration of intent.
``(3) Removal of fiscal and accounting barriers.--Each
State educational agency that operates under a declaration of
intent under this part shall modify or eliminate State fiscal
and accounting barriers that prevent local educational
agencies and schools from easily consolidating funds from
other Federal, State, and local sources in order to improve
educational opportunities and reduce unnecessary fiscal and
accounting requirements.
``(c) Contents of Declaration.--Each declaration of intent
shall contain--
``(1) a list of eligible programs that are subject to the
declaration of intent;
``(2) an assurance that the submission of the declaration
of intent has been authorized by the State Authorizing
Officials, specifying the identity of the State Designated
Officer;
``(3) the duration of the declaration of intent;
``(4) an assurance that the State will use fiscal control
and fund accounting procedures;
``(5) an assurance that the State will meet the
requirements of applicable Federal civil rights laws in
carrying out the declaration of intent and in consolidating
and using the funds under the declaration of intent;
``(6) an assurance that in implementing the declaration of
intent the State will seek to advance educational
opportunities for the disadvantaged;
``(7) a description of the plan for maintaining direct
accountability to parents and other citizens of the State;
and
``(8) an assurance that in implementing the declaration of
intent, the State will seek to use Federal funds to
supplement, rather than supplant, State education funding.
``(d) Duration.--The duration of the declaration of intent
shall not exceed 5 years.
``(e) Review and Recognition by the Secretary.--
``(1) In general.--The Secretary shall review the
declaration of intent received from the State Designated
Officer not more than 60 days after the date of receipt of
such declaration, and shall recognize such declaration of
intent unless the declaration of intent fails to meet the
requirements under subsection (c).
``(2) Recognition by operation of law.--If the Secretary
fails to take action within the time specified in paragraph
(1), the declaration of intent, as submitted, shall be deemed
to be approved.
``(f) Amendment to Declaration of Intent.--
``(1) In general.--The State Authorizing Officials may
direct the State Designated Officer to submit amendments to a
declaration of intent that is in effect. Such amendments
shall be submitted to the Secretary and considered by the
Secretary in accordance with subsection (e).
``(2) Amendments authorized.--A declaration of intent that
is in effect may be amended to--
``(A) expand the scope of such declaration of intent to
encompass additional eligible programs;
``(B) reduce the scope of such declaration of intent by
excluding coverage of a Federal program included in the
original declaration of intent;
``(C) modify the duration of such declaration of intent; or
``(D) achieve such other modifications as the State
Authorizing Officials deem appropriate.
``(3) Effective date.--The amendment shall specify an
effective date. Such effective date shall provide adequate
time to assure full compliance with Federal program
requirements relating to an eligible program that has been
removed from the coverage of the declaration of intent by the
proposed amendment.
``(4) Treatment of program funds withdrawn from declaration
of intent.--Beginning on the effective date of an amendment
executed under paragraph (2)(B), each program requirement of
each program removed from the declaration of intent shall
apply to the State's use of funds made available under the
program.
``SEC. 6703. TRANSPARENCY FOR RESULTS OF PUBLIC EDUCATION.
``(a) In General.--Each State operating under a declaration
of intent under this part shall inform parents and the
general public regarding the student achievement assessment
system, demonstrating student progress relative to the
State's determination of student proficiency, as described in
paragraph (2), for the purpose of public accountability to
parents and taxpayers.
``(b) Accountability System.--The State shall determine and
establish an accountability system to ensure accountability
under this part.
``(c) Report on Student Progress.--Not later than 1 year
after the effective date of the declaration of intent, and
annually
[[Page H4911]]
thereafter, a State shall disseminate widely to parents and
the general public a report that describes student progress.
The report shall include--
``(1) student performance data disaggregated in the same
manner as data are disaggregated under section 1111(b)(3)(A);
and
``(2) a description of how the State has used Federal funds
to improve academic achievement, reduce achievement
disparities between various student groups, and improve
educational opportunities for the disadvantaged.
``SEC. 6704. ADMINISTRATIVE EXPENSES.
``(a) In General.--Except as provided in subsection (b),
the amount that a State with a declaration of intent may
expend for administrative expenses shall be limited to 1
percent of the aggregate amount of Federal funds made
available to the State through the eligible programs included
within the scope of such declaration of intent.
``(b) States Not Consolidating Funds Under Part a of Title
I.--If the declaration of intent does not include within its
scope part A of title I, the amount spent by the State on
administrative expenses shall be limited to 3 percent of the
aggregate amount of Federal funds made available to the State
pursuant to such declaration of intent.
``SEC. 6705. EQUITABLE PARTICIPATION OF PRIVATE SCHOOLS.
``Each State consolidating and using funds pursuant to a
declaration of intent under this part shall provide for the
participation of private school children and teachers in the
activities assisted under the declaration of intent in the
same manner as participation is provided to private school
children and teachers under section 9501.''.
The Acting CHAIR. Pursuant to House Resolution 347, the gentleman
from North Carolina (Mr. Walker) and a Member opposed each will control
5 minutes.
The Chair recognizes the gentleman from North Carolina.
Mr. WALKER. Mr. Chairman, I am introducing the Academic Partnerships
Lead Us to Success, or the A-PLUS, Act.
When most of us come to Washington, one of the promises or one of the
things that we try and do best is to return as much power or, should I
say, decisionmaking back to the States and back to the people.
I believe the A-PLUS Act does that. It allows the States to opt out
of as many as 80 different Federal programs, returning that
opportunity. Some may say that No Child Left Behind, that it allows the
opt out, and it does; but what it doesn't do, it doesn't allow the
States to opt out of the mandates and still keep their Federal funding.
That is why we believe this is a crucial amendment.
I yield such time as he may consume to the gentleman from Florida
(Mr. DeSantis), my distinguished friend.
Mr. DeSANTIS. Mr. Chairman, I thank my friend from North Carolina.
I am happy to cosponsor this amendment. I think of this amendment in
terms of Common Core because we have had a lot of controversy over
Common Core. A lot of parents are upset about it, and they say: Look,
this was the Federal Government getting involved in education, and
people support it.
Congress said: Wait a minute. The Federal Government never mandated
Common Core. That never happened.
And, you know, that is true.
But what did happen was the Federal Government had a huge amount of
money under President Obama's race to the top, and they said: Hey,
States--and this is during the recession and States needed the money--
here is some money, but you have got to do what we want you to do.
And so they conditioned that funding and really coerced a lot of
States into adopting something like Common Core.
And so I think what the A-PLUS does is it says: Okay. The Federal
Government has gotten involved in K-12 education. I don't think it has
been very successful from the very beginning, but if you are going to
be providing money, at least give the State the ability to take that
money and use it as they see fit to try and innovate and to try to do
things that will improve the academic performance of their kids. But
don't condition the funding on following specific formulas that
Washington knows best.
I think this really empowers States. I think this is something that
will empower local communities and, I think, ultimately will be better
off as a matter of K-12 education. So I thank my friend from North
Carolina for offering it.
Mr. SCOTT of Virginia. Mr. Chairman, I claim the time in opposition
to the amendment.
The Acting CHAIR. The gentleman is recognized for 5 minutes.
Mr. SCOTT of Virginia. Mr. Chairman, I rise in opposition to the
amendment.
The amendment would literally let States just take the money and run
with no assurance that the billions of Federal dollars actually benefit
the populations of students that ESEA was intended to serve: low-
income, minority students who do not speak English, students with
disabilities.
The original purpose of ESEA was to address the special educational
needs of children of low-income families and the impact that
concentrations of low-income families have on the ability of local
educational agencies to support adequate educational programs.
Subsequently, we added a requirement that you identify and address
achievement gaps. That is the purpose of the law. If you just opt out
and take it as a block grant, you don't have to address the problems
that the money is designed to cure.
The underlying bill violates the original purpose of the original
ESEA, and this amendment just makes it worse.
I reserve the balance of my time.
Mr. WALKER. Mr. Chairman, I request how much time is remaining.
The Acting CHAIR. The gentleman from North Carolina has 2\3/4\
minutes remaining.
Mr. WALKER. Mr. Chairman, who better to address these problems than
parents, States, and local school boards.
Let's talk about specifically what the A-PLUS Act does.
One, it restores education decisionmaking to State and local leaders
who are better positioned to make informed decisions about the needs of
their local school communities. It allows States to consolidate funding
for any and all programs that are authorized under the ESEA, and it
also reduces bureaucracy and increases transparency of student outcomes
by redirecting accountability to parents and taxpayers, not Washington.
Fundamentally, I believe that government is more accountable, almost
always, the more local, and it becomes more effective.
Mr. Chairman, I yield back the balance of my time.
Mr. SCOTT of Virginia. Mr. Chairman, I yield 2 minutes to the
gentleman from Colorado (Mr. Polis).
Mr. POLIS. Mr. Chairman, there is a great potential for cooperation
between Democrats and Republicans, as has historically been, with
regard to education; and that lies in, of course, enhancing flexibility
in freeing teachers and principals and districts from some of the
bureaucratic constraints that they have that distract from their
ability to maximize education.
But along with that increased flexibility needs to come
accountability; otherwise, we wind up with the worst of both worlds.
And just like No Child Left Behind erred too far in the direction of
not enough flexibility with too much in the wrong kind of
accountability, so, too, must we be careful not to err in the direction
of too much flexibility without accountability.
It is important to make sure that as we increase the ways and the
manner that States and districts have to free up local innovation at
the classroom level, at the school level, at the district level, we
need to make sure and reiterate what our goals are here.
How do we make sure that all students are learning? How do we make
sure that schools are serving students with disabilities under IDEA?
How do we make sure that districts and States are committed to closing
the achievement gap between students of color and White students, even
in local jurisdictions that might not have that political will
intrinsically? That is the Federal promise. That is the promise and the
reason behind ESEA and our efforts to improve education across these
United States.
To turn it over to the States effectively makes the referee a player
on the field. We need to have an objective look. The same people who
are concerned with deciding exactly how moneys are spent cannot
objectively weigh whether it is working or whether it is not. That is
just human nature.
We need to make sure that if States have additional flexibility in
grants--something I think that we can certainly work together on--if
they have
[[Page H4912]]
that flexibility, we need to make sure there is an objective standard
under which what they are doing with that flexibility is determined to
work or not to work. And if it doesn't work, we need to encourage those
States to move in a different direction. If it does work, we can
increase our efforts to support them.
So again, there is a general premise here that can be worked on, but
the underlying amendment would be extremely detrimental to public
education.
Mr. SCOTT of Virginia. Mr. Chairman, how much time do I have
remaining?
The Acting CHAIR. The gentleman has 2 minutes remaining.
Mr. SCOTT of Virginia. Mr. Chairman, I reserve the balance of my
time.
The Acting CHAIR. The gentleman from North Carolina yielded back the
balance of his time. Did the gentleman intend to reserve?
Mr. WALKER. Yes.
The Acting CHAIR. Does the gentleman ask for unanimous consent to
reclaim his 2 minutes of time?
Mr. WALKER. He yielded back 2 minutes to me. Is that correct?
The Acting CHAIR. Does the gentleman ask for unanimous consent?
Mr. WALKER. Yes.
The Acting CHAIR. Without objection, the gentleman from North
Carolina may reclaim his 2 minutes of time.
There was no objection.
Parliamentary Inquiry
Mr. POLIS. Mr. Chairman, a point of parliamentary inquiry.
The Acting CHAIR. The gentleman will state his parliamentary inquiry.
Mr. POLIS. Mr. Chairman, to be clear, the gentleman was not yielded
time from the gentleman from Virginia.
The Acting CHAIR. The gentleman is correct.
Mr. POLIS. The gentleman was granted his own time, which erroneously
he had yielded back to the Chair.
The Acting CHAIR. The gentleman from Colorado is correct.
The Chair recognizes the gentleman from North Carolina
Mr. WALKER. Mr. Chairman, how much time do I have remaining?
The Acting CHAIR. The gentleman from North Carolina has 2 minutes
remaining. The gentleman from Virginia has 2 minutes remaining.
Mr. WALKER. Mr. Chairman, a lot of this is talk. And with due respect
to my friend from Colorado, I hear the point. But I would say a lot of
that is we are hearing ``we, we this, we this, we the Federal, we
this.'' It really should be ``we the people at the State,'' ``we the
people at the local level.''
It is important that we get some of the power that we like to monger
up here among us in this House to return it back to the States, to
return it back to the individual school boards.
{time} 1645
Who best knows to make these decisions other than these parents and
these school boards? We talk about accountability. As Dr. Phil would
say, ``How has that been working for us the last 40 years?''
We need to get the accountability back to where it goes, where it
should have been from the very beginning, and that is to the State
level and to the local people, to the parents and the school boards.
Mr. Chairman, I yield back the balance of my time.
Mr. SCOTT of Virginia. Mr. Chairman, the ESEA passed in 1965 because
States and localities were not equitably funding the schools. The ESEA
required the money to be spent primarily in the areas with a
concentration of low-income families. If this amendment passes, we can
reasonably assume that they will go back to the way they were doing it.
This makes a bad bill even worse. So I would hope that we would
defeat the amendment and keep the requirement that the States, in using
the money, address the fiscal inequalities and achievement gaps.
With this amendment, there are no requirements that they do anything,
and we can reasonably assume that they would go back to doing the
things they were doing to begin with before the ESEA passed. I would
hope we would defeat this amendment.
Mr. Chairman, I yield back the balance of my time.
The Acting CHAIR. The question is on the amendment offered by the
gentleman from North Carolina (Mr. Walker).
The question was taken; and the Acting Chair announced that the ayes
appeared to have it.
Mr. SCOTT of Virginia. 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 North
Carolina will be postponed.
Amendment No. 47 Offered by Mr. Salmon
The Acting CHAIR. It is now in order to consider amendment No. 47
printed in part A of House Report 114-192.
Mr. SALMON. 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 31, line 3, strike ``(3)(B)(ii)(II)'' and insert
``(3)(B)(ii)(II), except that States shall allow the parent
of a student to opt such student out of the assessments
required under this paragraph for any reason and shall not
include such students in calculating the participation rate
under this clause''.
The Acting CHAIR. Pursuant to House Resolution 347, the gentleman
from Arizona (Mr. Salmon) and a Member opposed each will control 5
minutes.
The Chair recognizes the gentleman from Arizona.
Mr. SALMON. Mr. Chairman, I first want to thank Chairman Kline and
Representative Rokita of the House Committee on Education and the
Workforce for working with me on this important amendment, which is to
ensure that parents have more authority and power over their children's
educations.
My amendment is very, very simple. It would allow any parent to opt
his child out of high-stakes testing, and it would protect schools from
being punished by the Federal Department of Education if parents opted
to take their children out of these tests.
Since the 2001 reauthorization of the Elementary and Secondary
Education Act, called No Child Left Behind, the Federal Government has
placed increasing importance on academic assessments in K-12 education.
Assessments are important and even necessary to understand and
measure a child's academic progress. However, academic assessments have
become an overutilized metric to evaluate everything from the quality
of a teacher to the strength of a particular program.
Because of this frenzied obsession with high-stakes testing, more and
more time is being usurped from actual classroom learning. It was
reported that the testing for a student in the 11th grade could take up
to 27 days, a total of 15 percent of the entire school year, and a lot
of the teachers complain about having to teach to the test. In fact, I
think that is why the NEA has come out in support of this amendment.
Parents are becoming increasingly fed up with such constant and
onerous testing requirements, and so are the teachers. While some
States currently allow parents to opt their students out of
assessments, there exists a simultaneous obligation on schools of a 95
percent participation rate in school assessments.
If schools don't meet these requirements, they risk enforcement
measures from the Department of Education, which, at worst, could
include losing access to Federal funding. These factors create a
strange environment of conflicting interests for students, parents, and
schools.
My amendment would ease a school's fear of penalties by directing
that opted-out students not be counted among the 95 percent
participation requirement while giving parents due power over their
children's educations.
I urge my colleagues to join me in supporting this important
amendment, which returns the power back to where it should be, with the
parents.
I reserve the balance of my time.
Mr. SCOTT of Virginia. Mr. Chairman, I claim the time in opposition.
The Acting CHAIR. The gentleman is recognized for 5 minutes.
Mr. SCOTT of Virginia. Mr. Chairman, it is one thing to keep a light
on problems like achievement gaps, as the underlying bill does, but it
kind of sweeps everything under the rug.
Before the participation threshold of 95 percent, only one State
actually assessed 95 percent of students with disabilities, and it was
not unusual for
[[Page H4913]]
low-achieving students to suddenly have field trips on testing day. If
you are not measuring the achievement gap, you can't deal with the
achievement gap.
We need to make sure that enough students test, which is 95 percent,
so that we can actually identify the achievement gaps and do something
about it. Parents do have the right to opt out, but when the dust
settles, at least 95 percent will have had to have taken the test.
We have situations now in which, if you eliminate that requirement,
school systems can encourage people not to show up on testing day. They
can have field trips on testing day and can manipulate the data so
that, if only half of the students are taking the test and if you make
sure that it is the good students who are taking the test, your scores
all of a sudden will go up.
The requirement that 95 percent get tested means you have meaningful
data so that you can find out what the problem is, and then you can
deal with it.
I reserve the balance of my time.
Mr. SALMON. Mr. Chairman, I yield 1 minute to the gentleman from
Minnesota (Mr. Kline), the chairman of the full committee.
Mr. KLINE. I thank the gentleman for offering this amendment.
Mr. Chairman, the gentleman is expressing a concern here of parents,
not of schoolteachers and principals who want to put together field
trips. There is a great deal of anxiety on the part of some parents,
and this is giving them some power.
I support the gentleman's amendment, and I encourage my colleagues to
support it.
Mr. SCOTT of Virginia. Mr. Chairman, I yield 2 minutes to the
gentleman from Arizona (Mr. Grijalva).
Mr. GRIJALVA. I thank the ranking member.
Mr. Chairman, I rise in opposition to the underlying legislation and
to the Salmon amendment.
Once again, we are considering legislation that does nothing to
improve equity in our public education system, assuring and ensuring
that resources are focused on student populations that have been
historically marginalized, primarily children of color, English
language learners, children with disabilities, and poor kids. The
lessons from No Child Left Behind are plentiful, some good that need
improvement and some that need to be eliminated from a reauthorization.
This amendment, along with the underlying legislation, continues to
dismantle and remove the ESEA's significant mission, to deal with the
issue of poverty in this country, marginalized communities, and kids
who are not achieving.
Mr. Chairman, I ask my colleagues to oppose H.R. 5 and this
amendment. The current bill fails to provide all of our communities
with equitable educations.
Portability eliminates a maintenance of effort, block grants don't
address charter school accountability, and it eliminates provisions to
protect English learners in this country. With this amendment, we
eliminate the Nation's responsibility to be accountable and to ensure
that all children get an education.
I am astounded by the historical amnesia that goes on when we have
these discussions. The ESEA was formed for a purpose: to improve and to
create equity and opportunity for children who didn't have it.
We have not reached a stage in this country when we can say that
States can take care of this. We can go back to those vestiges, as the
ranking member said, in which there was no equality, there was no
opportunity, and tell the States, ``You can do what you want with this
Federal money. And, by discretion, if you don't educate all of your
children, that is okay. And if, by discretion, we can't hold anybody
accountable for his lack of education, that is okay.''
That is the message we are going back to, and I urge a ``no'' vote.
Mr. SALMON. Mr. Chairman, I take serious umbrage with the arrogance
that purveys this city in that we are the font of all knowledge. In
fact, I lovingly joke with my constituents when I go back and say, ``I
am from Washington, D.C., and I am here to help you.'' It always draws
a loud amount of laughter because everybody knows that that is not the
way things really are.
If we can't trust our parents, who have the biggest vested interest
in whether or not their children succeed in education, if we can't
trust the teachers, if we can't trust the local school boards, whose
members also have to run for election, then we might as well just fold
up and go home.
I have a lot more confidence in parents, in teachers, in our local
school boards, than I do in some nameless, faceless bureaucrat here in
Washington, D.C. I say we put the power back where it should be: in the
hands of parents and teachers and local school boards.
I yield back the balance of my time.
Mr. SCOTT of Virginia. Mr. Chairman, how much time do I have
remaining?
The Acting CHAIR. The gentleman has 1\1/2\ minutes remaining.
Mr. SCOTT of Virginia. Mr. Chairman, I yield 1 minute to the
gentleman from Colorado (Mr. Polis).
Mr. POLIS. I thank the ranking member.
Mr. Chairman, one parent recently wrote me that she prefers that
students with special needs be required to take tests. In her words,
``The tests gave us the data we needed to see where my son needed
additional support.''
I rise in opposition to Mr. Salmon's amendment.
Before No Child Left Behind was passed, schools across the country
would systemically excluded students from tests in an effort to inflate
a school's overall performance and sweep deficiencies and
discrimination under the rug.
This amendment, which would allow students to opt out of tests and
allow those students to be omitted from the testing threshold, would
make it easier to, once again, exclude historically marginalized
students from accountability systems.
There would be almost no way of knowing which students truly opted
out, which were pushed out, and which students stayed at home at their
schools' suggestion or traveled on an optional field trip.
In my home State of Colorado, a similar provision was brought up in
the State legislature, and over 400 business and community leaders
strongly publicly opposed the bill and succeeded in defeating it.
In order to close achievement gaps, we need data on every student,
regardless of race, background, or disability. This kind of policy
allows the very data we need the most on the most needy kids to be
swept under the rug.
For that reason, I strongly urge a ``no'' vote on this amendment.
Mr. SCOTT of Virginia. Mr. Chairman, I yield myself the balance of my
time.
If this amendment passes, school systems will have an incentive to
address achievement gaps not by the hard work that it takes to close
the achievement gaps, but by just manipulating the data. That is wrong,
and this amendment ought to be defeated.
I yield back the balance of my time.
The Acting CHAIR. The question is on the amendment offered by the
gentleman from Arizona (Mr. Salmon).
The question was taken; and the Acting Chair announced that the ayes
appeared to have it.
Mr. SALMON. 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 Arizona will
be postponed.
Amendment No. 48 Offered by Mr. Polis
The Acting CHAIR. It is now in order to consider amendment No. 48
printed in part A of House Report 114-192.
Mr. POLIS. 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:
Strike section 112 and insert the following:
SEC. 112. STATE PLANS.
Section 1111 (20 U.S.C. 6311) is amended to read as
follows:
``SEC. 1111. STATE PLANS.
``(a) Plans Required.--
``(1) In general.--For any State desiring to receive a
grant under this part, the State educational agency shall
submit to the Secretary a plan, developed by the State
educational agency, in consultation with representatives of
local educational agencies, teachers, school leaders,
specialized instructional support personnel, early childhood
education providers, parents, community organizations,
communities representing underserved populations, and Indian
tribes,
[[Page H4914]]
that satisfies the requirements of this section, and that is
coordinated with other programs of this Act, the Individuals
with Disabilities Education Act, the Carl D. Perkins Career
and Technical Education Act of 2006, the Head Start Act, the
Adult Education and Family Literacy Act, and the McKinney-
Vento Homeless Assistance Act.
``(2) Consolidated plan.--A State plan submitted under
paragraph (1) may be submitted as a part of a consolidated
plan under section 9302.
``(b) College and Career Ready Content Standards,
Assessments, and Achievement Standards.--
``(1) General requirements.--Each State plan shall include
evidence that the State's college and career ready content
standards, assessments, and achievement standards under this
subsection are--
``(A) vertically aligned from kindergarten through grade
12; and
``(B) developed and implemented to ensure that proficiency
in the content standards will signify that a student is on-
track to graduate prepared for--
``(i) according to written affirmation from the State's
public institutions of higher education, placement in credit-
bearing, nonremedial courses at the 2-and 4-year public
institutions of higher education in the State; and
``(ii) success on relevant State career and technical
education standards.
``(2) College and career ready content standards.--
``(A) In general.--Each State plan shall demonstrate that,
not later than the 2015-2016 school year the State
educational agency will adopt and implement high-quality,
college and career ready content standards that comply with
this paragraph.
``(B) Subjects.--The State educational agency shall have
such high-quality, academic content standards for students in
kindergarten through grade 12 for, at a minimum, English
language arts, math, and science.
``(C) Elements.--College and career ready content standards
under this paragraph shall--
``(i) be developed through participation in a State-led
process that engages--
``(I) kindergarten through-grade-12 education experts
(including teachers and educational leaders); and
``(II) representatives of institutions of higher education,
the business community, and the early learning community;
``(ii) be rigorous, internationally benchmarked, and
evidence-based, requiring students to demonstrate the ability
to think critically, solve problems, and communicate
effectively;
``(iii) be either--
``(I) validated, including through written affirmation from
the State's public institutions of higher education, to
ensure that proficiency in the content standards will signify
that a student is on-track to graduate prepared for--
``(aa) placement in credit-bearing, nonremedial courses at
the 2-and 4-year public institutions of higher education in
the State; and
``(bb) success on relevant State career and technical
education standards; or
``(II) State-developed and voluntarily adopted by a
significant number of States;
``(iv) for standards from kindergarten through grade 3,
reflect progression in how children develop and learn the
requisite skills and content from earlier grades (including
preschool) to later grades; and
``(v) apply to all schools and students in the State.
``(D) English language proficiency standards.--Each State
educational agency shall develop and implement statewide,
high-quality English language proficiency standards that--
``(i) are aligned with the State's academic content
standards;
``(ii) reflect the academic language that is required for
success on the State educational agency's academic content
assessments;
``(iii) predict success on the applicable grade level
English language arts content assessment;
``(iv) ensure proficiency in each of the domains of
speaking, listening, reading, and writing in the appropriate
amount of time; and
``(v) address the different proficiency levels of English
learners.
``(E) Early learning standards.--The State educational
agency shall, in collaboration with the State agencies
responsible for overseeing early care and education programs
and the State early care and education advisory council,
develop and implement early learning standards across all
major domains of development for preschoolers that--
``(i) demonstrate alignment with the State academic content
standards;
``(ii) are implemented through dissemination, training, and
other means to applicable early care and education programs;
``(iii) reflect research and evidence-based developmental
and learning expectations;
``(iv) inform teaching practices and professional
development and services; and
``(v) for preschool age children, appropriately assist in
the transition to kindergarten.
``(F) Assurance.--Each State plan shall include an
assurance that the State has implemented the same content
standards for all students in the same grade and does not
have a policy of using different content standards for any
student subgroup.
``(3) High-quality assessments.--
``(A) In general.--Each State plan shall demonstrate that
the State educational agency will adopt and implement high-
quality assessments in English language arts, math, and
science not later than the 2016-2017 school year that comply
with this paragraph.
``(B) Elements.--Such assessments shall--
``(i) be valid, reliable, appropriate, and of adequate
technical quality for each purpose required under this Act,
and be consistent with relevant, nationally recognized
professional and technical standards;
``(ii) measure the knowledge and skills necessary to
demonstrate proficiency in the academic content standards
under paragraph (2) for the grade in which the student is
enrolled;
``(iii) be developed as part of a system of assessments
providing data (including individual student achievement data
and individual student growth data), that shall be used to
improve teaching, learning, and program outcomes;
``(iv) be used in determining the performance of each local
educational agency and school in the State in accordance with
the State's accountability system under subsection (c);
``(v) provide an accurate measure of--
``(I) student achievement at all levels of student
performance; and
``(II) student academic growth;
``(vi) allow for complex demonstrations or applications of
knowledge and skills including the ability to think
critically, solve problems, and communicate effectively;
``(vii) be accessible for all students, including students
with disabilities and English learners, by--
``(I) incorporating principles of universal design as
defined by section 3(a) of the Assistive Technology Act of
1998 (29 U.S.C. 3002(a)); and
``(II) being interoperable when using any digital
assessment, such as computer-based and online assessments;
``(viii) provide for accommodations, including for
computer-based and online assessments, for students with
disabilities and English learners to provide a valid and
reliable measure of such students' achievement;
``(ix) produce individual student interpretive,
descriptive, and diagnostic reports that allow parents,
teachers, and school leaders to understand and address the
specific academic needs of students, and include information
regarding achievement on academic assessments, and that are
provided to parents, teachers, and school leaders, as soon as
is practicable after the assessment is given, in an
understandable and uniform format, and to the extent
practicable, in a language that parents can understand; and
``(x) may be partially delivered in the form of portfolios,
projects, or extended performance tasks as long as such
assessments meet the requirements of this subsection.
``(C) Administration.--Such assessments shall--
``(i) be administered to all students, including all
subgroups described in subsection (c)(3)(A), in the same
grade level for each content area assessed, except as
provided under subparagraph (E), through--
``(I) a single summative assessment each school year; or
``(II) multiple statewide assessments over the course of
the school year that result in a single summative score that
provides valid, reliable, and transparent information on
student achievement for each tested content area in each
grade level;
``(ii) for English language arts and math--
``(I) be administered annually, at a minimum, for students
in grade 3 through grade 8; and
``(II) be administered at least once, but not earlier than
11th grade for students in grades 9 through grade 12; and
``(iii) for science, be administered at least once during
grades 3 through 5, grades 6 through 8, and grades 9 through
12.
``(D) Native language assessments.--Each State educational
agency with at least 10,000 English learners, at least 25
percent of which speak the same language that is not English,
shall adopt and implement native language assessments for
that language consistent with State law. Such assessments
shall be for students--
``(i) for whom the academic assessment in the student's
native language would likely yield more accurate and reliable
information about such student's content knowledge;
``(ii) who are literate in the native language and have
received formal education in such language; or
``(iii) who are enrolled in a bilingual or dual language
program and the native language assessment is consistent with
such program's language of instruction.
``(E) Alternate assessments for students with the most
significant cognitive disabilities.--In the case of a State
educational agency that adopts alternate achievement
standards for students with the most significant cognitive
disabilities described in paragraph (4)(D), the State shall
adopt and implement high-quality statewide alternate
assessments aligned to such alternate achievement standards
that meet the requirements of subparagraphs (B) and (C), so
long as the State ensures that in the State the total number
of students in each grade level assessed in each subject does
not exceed the cap established under subsection
(c)(3)(E)(iii)(II).
``(F) English language proficiency assessments.--Each State
educational agency
[[Page H4915]]
shall adopt and implement statewide English language
proficiency assessments that--
``(i) are administered annually and aligned with the
State's English language proficiency standards and academic
content standards;
``(ii) are accessible, valid, and reliable;
``(iii) measure proficiency in reading, listening,
speaking, and writing in English both individually and
collectively;
``(iv) assess progress and growth on language and content
acquisition; and
``(v) allow for the local educational agency to retest a
student in the individual domain areas that the student did
not pass, unless the student is newly entering a school in
the State, or is in the third, fifth, or eighth grades.
``(G) Special rule with respect to bureau funded schools.--
In determining the assessments to be used by each school
operated or funded by the Department of the Interior's Bureau
of Indian Education receiving funds under this part, the
following shall apply:
``(i) Each such school that is accredited by the State in
which it is operating shall use the assessments the State has
developed and implemented to meet the requirements of this
section, or such other appropriate assessment as approved by
the Secretary of the Interior.
``(ii) Each such school that is accredited by a regional
accrediting organization shall adopt an appropriate
assessment, in consultation with and with the approval of,
the Secretary of the Interior and consistent with assessments
adopted by other schools in the same State or region, that
meets the requirements of this section.
``(iii) Each such school that is accredited by a tribal
accrediting agency or tribal division of education shall use
an assessment developed by such agency or division, except
that the Secretary of the Interior shall ensure that such
assessment meets the requirements of this section.
``(H) Assurance.--Each State plan shall include an
assurance that the State educational agency will take steps
to ensure that the State assessment system, which includes
all statewide assessments and local assessments is
coordinated and streamlined to eliminate duplication of
assessment purposes, practices, and use.
``(I) Accommodations.--Each State plan shall--
``(i) describe the accommodations for English learners and
students with disabilities on the assessments used by the
State which may include accommodations such as text-to-speech
technology or read aloud, braille, large print, calculator,
speech-to-text technology or scribe, extended time, and
frequent breaks;
``(ii) include evidence of the effectiveness of such
accommodations in maintaining valid results for the
appropriate population; and
``(iii) include evidence that such accommodations do not
change the construct intended to be measured by the
assessment or the meaning of the resulting scores.
``(J) Adaptive assessments.--In the case of a State
educational agency that develops and administers computer
adaptive assessments, such assessments shall meet the
requirements of this paragraph, and must measure, at a
minimum, each student's academic proficiency against the
State's content standards as described in paragraph (2) for
the grade in which the student is enrolled.
``(4) College and career ready achievement and growth
standards.--
``(A) In general.--Each State plan shall demonstrate that
the State will adopt and implement college and career ready
achievement standards in English language arts, math, and
science by the 2015-2016 school year that comply with this
paragraph.
``(B) Elements.--Such academic achievement standards shall
establish at a minimum, 3 levels of student achievement that
describe how well a student is demonstrating proficiency in
the State's academic content standards that differentiate
levels of performance to--
``(i) describe 2 levels of high achievement (on-target and
advanced) that indicate, at a minimum, that a student is
proficient in the academic content standards under paragraph
(2) as measured by the performance on assessments under
paragraph (3); and
``(ii) describe a third level of achievement (catch-up)
that provides information about the progress of a student
toward becoming proficient in the academic content standards
under paragraph (2) as measured by the performance on
assessments under paragraph (3).
``(C) Vertical alignment.--Such achievement standards are
vertically aligned to ensure a student who achieves at the
on-target or advanced levels under subparagraph (B)(i)
signifies that student is on-track to graduate prepared for--
``(i) placement in credit-bearing, nonremedial courses at
the 2- and 4-year public institutions of higher education in
the State; and
``(ii) success on relevant State career and technical
education standards.
``(D) Alternate achievement standards.--If a State
educational agency adopts alternate achievement standards for
students with the most significant cognitive disabilities,
such academic achievement standards shall establish, at a
minimum, 3 levels of student achievement that describe how
well a student is demonstrating proficiency in the State's
academic content standards that--
``(i) are aligned to the State's college and career ready
content standards under paragraph (2);
``(ii) are vertically aligned to ensure that a student who
achieves at the on-target or advanced level under clause
(v)(I) signifies that the student is on-track to access a
postsecondary education or competitive integrated employment;
``(ii) reflect concepts and skills that students should
know and understand for each grade;
``(iv) are supported by evidence-based learning
progressions to age and grade-level performance; and
``(v) establish, at a minimum--
``(I) 2 levels of high achievement (on-target and advanced)
that indicate, at a minimum, that a student with the most
significant cognitive disabilities is proficient in the
academic content standards under paragraph (2) as measured by
the performance on assessments under paragraph (3)(E); and
``(II) a third level of achievement (catch-up) that
provides information about the progress of a student with the
most significant cognitive disabilities toward becoming
proficient in the academic content standards under paragraph
(2) as measured by the performance on assessments under
paragraph (3)(E).
``(E) Student growth standards.--Each State plan shall
demonstrate that the State will adopt and implement student
growth standards for students in the assessed grades that
comply with this subparagraph, as follows:
``(i) On-target and advanced levels.--For a student who is
achieving at the on-target or advanced level of achievement,
the student growth standard is not less than the rate of
academic growth necessary for the student to remain at that
level of student achievement for not less than 3 years.
``(ii) Catch-up level.--For a student who is achieving at
the catch-up level of achievement, the student growth
standard is not less than the rate of academic growth
necessary for the student to achieve an on-target level of
achievement within 3 or 4 years, as determined by the State.
``(F) Prohibition.--A State may not establish alternate or
modified achievement standards for any subgroup of students,
except as provided under subparagraph (D).
``(5) Rule of construction.--Nothing in paragraph (3) shall
be construed to prescribe the use of the academic assessments
established pursuant to such paragraph for student promotion
or graduation purposes.
``(c) Accountability and School Improvement System.--The
State plan shall demonstrate that not later than the 2016-
2017 school year, the State educational agency, in
consultation with representatives of local educational
agencies, teachers, school leaders, parents, community
organizations, communities representing underserved
populations and Indian tribes, has developed a single
statewide accountability and school improvement system (in
this subsection known as the `accountability system') that
ensures all students have the knowledge and skills to
successfully enter the workforce or postsecondary education
without the need for remediation by complying with this
subsection as follows:
``(1) Elements.--Each State accountability system shall, at
a minimum--
``(A) annually measure academic achievement for all
students, including each subgroup described in paragraph
(3)(A), in each public school, including each charter school,
in the State, including--
``(i) student academic achievement in accordance with the
academic achievement standards described in subsection
(b)(4);
``(ii) student growth in accordance with the student growth
standards described in subsection (b)(4)(E); and
``(iii) graduation rates in diploma granting schools;
``(B) set clear performance and growth targets in
accordance with paragraph (2) to improve the academic
achievement of all students as measured under subparagraph
(A) of this paragraph and to close achievement gaps so that
all students graduate ready for postsecondary education and
the workforce;
``(C) establish equity indicators to diagnose school
challenges and measure school progress within the improvement
system described in section 1116, including factors to
measure, for all students and each subgroup described in
paragraph (3)(A)--
``(i) academic learning, such as--
``(I) percentage of students successfully completing
rigorous coursework that aligns with college and career ready
standards described under subsection (b)(2) such as dual
enrollment, Advanced Placement (AP) or International
Baccalaureate (IB) courses;
``(II) percentage of students enrolled in arts courses;
``(III) student success on State or local educational
agency end-of course examinations; and
``(IV) student success on performance-based assessments
that are valid, reliable and comparable across a local
educational agency and meet the requirements of paragraph
(3)(B);
``(ii) student engagement, such as--
``(I) student attendance rates;
``(II) student discipline data, including suspension and
expulsion rates;
``(III) incidents of bullying and harassment; and
``(IV) surveys of student engagement and satisfaction;
``(iii) student advancement, such as--
``(I) student on-time promotion rates;
[[Page H4916]]
``(II) on-time credit accumulation rates;
``(III) course failure rates; and
``(IV) post-secondary and workforce entry rates;
``(iv) student health and wellness;
``(v) student access to instructional quality, such as--
``(I) number of qualified teachers and paraprofessionals;
``(II) number of specialized instructional support
personnel;
``(III) instructional personnel attendance, vacancies, and
turnover; and
``(IV) rates of effective teachers and principals, as
determined by the State or local educational agency;
``(vi) school climate and conditions for student success,
such as--
``(I) the availability of up-to-date instructional
materials, technology, and supplies;
``(II) measures of school safety; and
``(III) the condition of school facilities; including
accounting for well-equipped instructional spaces; and
``(vii) family and community engagement in education;
``(D) annually differentiate performance and condition of
schools based on--
``(i) the achievement measured under subparagraph (A);
``(ii) whether the school meets the performance and growth
targets set under paragraph (2); and
``(iii) to a lesser extent, data on the State-established
equity indicators, as described in subparagraph (C); and
``(E) identify using the differentiation described in
subparagraph (D), for the purposes under section 1116--
``(i) high priority schools that--
``(I) according to the State-established parameters
described in 1116(a)(2), have the lowest performance in the
local educational agency and the State using current and
prior year academic achievement, growth, and graduation rate
data as described in subparagraph (A) and data on the state-
established equity indicators described in subparagraph (C);
or
``(II) as of the date of enactment of the Student Success
Act, have been identified under 1003(g); and
``(ii) schools in need of support that have not met one or
more of the performance targets set under paragraph (2) for
any subgroup described in paragraph (3)(A) in the same grade
level and subject, for two consecutive years; and
``(iii) reward schools that have--
``(I) the highest performance in the State for all students
and student subgroups described in paragraph (3)(A); or
``(II) made the most progress over at least the most recent
2-year period in the State in increasing student academic
achievement and graduation rates for all students and student
subgroups described in paragraph (3)(A); and
``(III) made significant progress in overcoming school
challenges identified using the State-established equity
indicators, as described in subparagraph (C).
``(2) Goals and targets.--
``(A) In general.--Each State educational agency shall
establish goals and targets for the State accountability and
school improvement system that comply with this paragraph.
Such targets shall be established separately for all
elementary school and secondary school students, economically
disadvantaged students, students from major racial and ethnic
groups, students with disabilities, and English learners and
expect accelerated academic gains from subgroups who are the
farthest away from college and career-readiness as determined
by annual academic achievement measures described in
paragraph (1)(A).
``(B) Achievement goals.--Each State educational agency
shall set multi-year goals that are consistent with the
academic and growth achievement standards under subsection
(b)(4) to ensure that all students graduate prepared to enter
the workforce or postsecondary education without the need for
remediation.
``(C) Performance targets.--Each State educational agency
shall set ambitious, but achievable annual performance
targets separately for each subgroup of students described in
paragraph (3)(A), for local educational agencies and schools,
for each grade level and in English language arts and math
that reflect the progress required for all students and each
subgroup of students described in paragraph (3)(A) to meet
the State-determined goals as required under subparagraph
(B), as approved by the Secretary.
``(D) Growth targets.--Each State educational agency shall
set ambitious but achievable growth targets that--
``(i) assist the State in achieving the academic
achievement goals described in subparagraph (B); and
``(ii) include targets that ensure all students, including
subgroups of students described in paragraph (3)(A), meet the
growth standards described in subsection (b)(4)(E).
``(E) Graduation rate goals and targets.--
``(i) Graduation rate goals.--Each State educational agency
shall set a graduation rate goal of not less than 90 percent.
``(ii) Graduation rate targets.--Each State educational
agency shall establish graduation rate targets which shall
not be less rigorous than the targets approved under section
200.19 of title 34, Code of Federal Regulations (or a
successor regulation).
``(iii) Extended-year graduation rate targets.--In the case
of a State that chooses to use an extended year graduation
rate in the accountability and school improvement system
described under this subsection, the State shall set extended
year graduation rate targets that are more rigorous than the
targets set under clause (ii) and, if applicable, are not
less rigorous than the targets approved under section 200.19
of title 34, Code of Federal Regulations (or a successor
regulation).
``(3) Fair accountability.--Each State educational agency
shall establish fair and appropriate policies and practices,
as a component of the accountability system established under
this subsection, to measure school, local educational agency,
and State performance under the accountability system that,
at a minimum, comply with this paragraph as follows:
``(A) Disaggregate.--Each State educational agency shall
disaggregate student achievement data in a manner that
complies with the State's group size requirements under
subparagraph (B) for the school's, local educational
agency's, and the State's performance on its goals and
performance targets established under paragraph (2), by each
content area and each grade level for which such goals and
targets are established, and, if applicable, by improvement
indicators described in paragraph (1)(D) for each of the
following groups:
``(i) All public elementary and secondary school students.
``(ii) Economically disadvantaged students.
``(iii) Students from major racial and ethnic groups.
``(iv) Students with disabilities.
``(v) English learners.
``(B) Subgroup size.--Each State educational agency shall
establish group size requirements for performance measurement
and reporting under the accountability system that--
``(i) is the same for all subgroups described in
subparagraph (A);
``(ii) does not exceed 15 students;
``(iii) yields statistically reliable information; and
``(iv) does not reveal personally identifiable information
about an individual student.
``(C) Participation.--Each State educational agency shall
ensure that--
``(i) not less than 95 percent of the students in each
subgroup described subparagraph (A) take the State's
assessments under subsection (b)(2); and
``(ii) any school or local educational agency that does not
comply with the requirement described in clause (i) of this
subparagraph may not be considered to have met its goals or
performance targets under paragraph (2).
``(D) Averaging.--Each State educational agency may average
achievement data with the year immediately preceding that
school year for the purpose of determining whether schools,
local educational agencies, and the State have met their
performance targets under paragraph (2).
``(E) Students with the most significant cognitive
disabilities.--
``(i) In general.--In calculating the percentage of
students scoring at the on-target levels of achievement and
the graduation rate for the purpose of determining whether
schools, local educational agencies, and the State have met
their performance targets under paragraph (2), a State shall
include all students with disabilities, even those students
with the most significant cognitive disabilities, and--
``(I) may include the on-target and advanced scores of
students with the most significant cognitive disabilities
taking alternate assessments under subsection (b)(3)(E)
provided that the number and percentage of such students who
score at the on-target or advanced level on such alternate
assessments at the local educational agency and the State
levels, respectively, does not exceed the cap established by
the Secretary under clause (iii) in the grades assessed and
subjects used under the accountability system established
under this subsection; and
``(II) may include students with the most significant
cognitive disabilities, who are assessed using alternate
assessments described in subsection (b)(3)(E) and who receive
a State-defined standards-based alternate diploma aligned
with alternate achievement standards described in
subparagraph (4)(D) and with completion of the student's
right to a free and appropriate public education under the
Individuals with Disabilities Education Act, as graduating
with a regular secondary school diploma, provided that the
number and percentage of those students who receive a State-
defined standards-based alternate diploma at the local
educational agency and the State levels, respectively, does
not exceed the cap established by the Secretary under clause
(iii).
``(ii) State requirements.--If the number and percentage of
students taking alternate assessments or receiving a State-
defined standards-based alternate diploma exceeds the cap
under clause (iii) at the local educational agency or State
level, the State educational agency, in determining whether
the local educational agency or State, respectively, has met
its performance targets under paragraph (2), shall--
``(I) include all students with the most significant
cognitive disabilities;
``(II) count at the catch-up level of achievement or as not
graduating such students who exceed the cap;
``(III) include such students at the catch-up level of
achievement or as not graduating in
[[Page H4917]]
each applicable subgroup at the school, local educational
agency, and State level; and
``(IV) ensure that parents are informed of the actual
academic achievement levels and graduation status of their
children with the most significant cognitive disabilities.
``(iii) Secretarial duties.--The Secretary shall establish
a cap for the purposes of this subparagraph which--
``(I) shall be based on the most recently available data
on--
``(aa) the incidence of students with the most significant
cognitive disabilities;
``(bb) the participation rates, including by disability
category, on alternate assessments using alternate
achievement standards pursuant to subsection (b)(3)(E);
``(cc) the percentage of students, including by disability
category, scoring at each achievement level on such alternate
assessments; and
``(dd) other factors the Secretary deems necessary; and
``(II) may not exceed 1 percent of all students in the
combined grades assessed.
``(4) Transition provisions.--
``(A) In general.--The Secretary shall take such steps as
necessary to provide for the orderly transition to the new
accountability and school improvement systems required under
this subsection from prior accountability and school
improvement systems in existence on the day before the date
of enactment of the Student Success Act.
``(B) Transition.--To enable the successful transition
described in this paragraph, each State educational agency
receiving funds under this part shall--
``(i) administer assessments that were in existence on the
day before the date of enactment of the Student Success Act
and beginning not later than the 2014-2015 school year,
administer high-quality assessments described in subsection
(b)(3);
``(ii) report student performance on the assessments
described in subparagraph (I), consistent with the
requirements under this title;
``(iii) set a new baseline for performance targets, as
described in paragraph (2)(C) and (2)(D), once new high-
quality assessments described in subsection (b)(3) are
implemented;
``(iv) implement the accountability and school improvement
requirements of sections 1111 and 1116, except--
``(I) the State shall not be required to identify new
persistently low achieving schools or schools in need of
improvement under section 1116 for 1 year after high-quality
assessments described in subsection (b)(3) have been
implemented; and
``(II) shall continue to implement school improvement
requirements of section 1116 in persistently low achieving
schools and schools in need of improvement that were
identified as such in the year prior to implementation of new
high-quality assessments; and
``(v) assist local educational agencies in providing
training and professional development on the implementation
of new college and career ready standards and high-quality
assessments.
``(C) End of transition.--The transition described in this
paragraph shall be completed by no later than 2 years from
the date of enactment of the Student Success Act.
``(d) Other Provisions to Support Teaching and Learning.--
Each State plan shall contain the following:
``(1) Descriptions.--A description of--
``(A) how the State educational agency will carry out the
responsibilities of the State under section 1116;
``(B) a plan to identify and reduce inequities in the
allocation of State and local resources, including personnel
and nonpersonnel resources, between schools that are
receiving funds under this title and schools that are not
receiving such funds under this title, consistent with the
requirements in section 1120A, including--
``(i) a description of how the State will support local
educational agencies in meeting the requirements of section
1120A; and
``(ii) a description of how the State will support local
educational agencies to align plans under subparagraph (A),
efforts to improve educator supports and working conditions
described in section 2112(b)(3), and efforts to improve the
equitable distribution of teachers and principals described
in section 2112(b)(5), with efforts to improve the equitable
allocation of resources as described in this subsection;
``(C) how the State educational agency will ensure that the
results of the State assessments described in subsection
(b)(3) and the school identifications described in subsection
(c)(1), respectively, will be provided to local educational
agencies, schools, teachers, and parents promptly, but not
later than before the beginning of the school year following
the school year in which such assessments, other indicators,
or evaluations are taken or completed, and in a manner that
is clear and easy to understand;
``(D) how the State educational agency will meet the
diverse learning needs of students by--
``(i) identifying and addressing State-level barriers to
implementation of universal design for learning, as described
in section 5429(b)(21), and multi-tier system of supports;
and
``(ii) developing and making available to local educational
agencies technical assistance for implementing universal
design for learning, as described in section 5429(b)(21), and
multi-tier system of supports;
``(E) for a State educational agency that adopts alternate
achievement standards for students with the most significant
cognitive disabilities under subsection (b)(4)(D)--
``(i) the clear and appropriate guidelines for
individualized education program teams to apply in
determining when a student's significant cognitive disability
justifies alternate assessment based on alternate achievement
standards, which shall include guidelines to ensure--
``(I) students with the most significant cognitive
disabilities have access to the general education curriculum
for the grade in which the student is enrolled;
``(II) participation in an alternate assessment does not
influence a student's placement in the least restrictive
environment;
``(III) determinations are made separately for each subject
and are re-determined each year during the annual
individualized education program team meeting;
``(IV) the student's mode of communication has been
identified and accommodated to the extent possible; and
``(V) parents of such students give informed consent that--
``(aa) their child's achievement be based on alternate
achievement standards; and
``(bb) if applicable, that participation in such
assessments precludes the student from completing the
requirements for a regular secondary school diploma; and
``(ii) the procedures the State educational agency will use
to ensure and monitor that individualized education program
teams implement the requirements of clause (i); and
``(iii) the plan to disseminate information on and promote
use of appropriate accommodations to increase the number of
students with the most significant cognitive disabilities who
are assessed using achievement standards described in
subparagraphs (B) and (C) of subsection (b)(4);
``(F) how the State educational agency will meet the needs
of English learners, including--
``(i) the method for identifying an English learner that
shall be used by all local educational agencies in the State;
``(ii) the entrance and exit requirements for students
enrolled in limited English proficient classes, which shall--
``(I) be based on rigorous English language standards; and
``(II) prepare such students to successfully complete the
State's assessments; and
``(iii) timelines and targets for moving students from the
lowest levels of English language proficiency to the State-
defined English proficient level, including an assurance
that--
``(I) such targets will be based on student's initial
language proficiency level when first identified as limited
English proficient and grade; and
``(II) such timelines will ensure students achieve English
proficiency by 18 years of age, unless the State has obtained
prior approval by the Secretary;
``(G) how the State educational agency will assist local
educational agencies in improving instruction in all core
academic subjects;
``(H) how the State educational agency will develop and
improve the capacity of local educational agencies to use
technology to improve instruction; and
``(I) how any State educational agency with a charter
school law will support high-quality public charter schools
that receive funds under this title by--
``(i) ensuring the quality of the authorized public
chartering agencies in the State by establishing--
``(I) a system of periodic evaluation and certification of
public chartering agencies using nationally-recognized
professional standards; or
``(II) a statewide, independent chartering agency that
meets nationally-recognized professional standards;
``(ii) including in the procedure established pursuant to
clause (i) requirements for--
``(I) the annual filing and public reporting of
independently audited financial statements including
disclosure of amount and duration of any nonpublic financial
and in-kind contributions of support, by each public
chartering agency, for each school authorized by such agency,
and by each local educational agency and the State;
``(II) the adoption and enforcement of school employee
compensation and conflict of interest guidelines for all
schools authorized, which shall include disclosure of
executive pay and affiliated parties with financial interest
in the management operations, or contractual obligations of
the school;
``(III) a legally binding charter or performance contract
between each charter school and the school's authorized
public chartering agency that--
``(aa) describes the rights, duties, and remedies of the
school and the public chartering agency; and
``(bb) bases charter renewal and revocation decisions on an
agreed-to school accountability plan which includes financial
and organizational indicators, with significant weight given
to the student achievement on the achievement goals,
performance targets, and growth targets established pursuant
to subparagraphs (B), (C), and (D) of subsection (c)(2),
respectively, for each student subgroup described in
subsection (c)(3)(A), as well as
``(iii) developing and implementing, in consultation and
coordination with local educational agencies, a system of
intervention, revocation, or closure for charter schools and
public chartering agencies failing to
[[Page H4918]]
meet the requirements and standards described in clauses (i)
and (ii), which, at a minimum provides for--
``(I) initial and regular review, no less than once every 3
years, of each public chartering agency; and
``(II) intervention, revocation, or closure of any charter
school identified for school improvement under section 1116.
``(2) Assurances.--Assurances that--
``(A) the State educational agency will participate in
biennial State academic assessments of 4th, 8th, and 12th
grade reading, mathematics, and science under the National
Assessment of Educational Progress carried out under section
303(b)(2) of the National Assessment of Educational Progress
Authorization Act, if the Secretary pays the costs of
administering such assessments;
``(B) the State educational agency will--
``(i) notify local educational agencies and the public of
the content and student academic achievement standards and
academic assessments developed under this section, and of the
authority to operate schoolwide programs; and
``(ii) fulfill the State educational agency's
responsibilities regarding local educational agency and
school improvement under section 1116;
``(C) the State educational agency will encourage local
educational agencies to consolidate funds from other Federal,
State, and local sources for school improvement activities
under 1116 and for schoolwide programs under section 1114;
``(D) the State educational agency has modified or
eliminated State fiscal and accounting barriers so that
schools can easily consolidate funds from other Federal,
State, and local sources for schoolwide programs under
section 1114;
``(E) that State educational agency will coordinate data
collection efforts to fulfill the requirements of this Act
and reduce the duplication of data collection to the extent
practicable;
``(F) the State educational agency will provide the least
restrictive and burdensome regulations for local educational
agencies and individual schools participating in a program
assisted under this part;
``(G) the State educational agency will inform local
educational agencies in the State of the local educational
agency's authority--
``(i) to transfer funds under title VI;
``(ii) to obtain waivers under part D of title IX; and
``(iii) if the State is an Ed-Flex Partnership State, to
obtain waivers under the Education Flexibility Partnership
Act of 1999;
``(H) the State educational agency will work with other
agencies, including educational service agencies or other
local consortia and comprehensive centers established under
the Educational Technical Assistance Act of 2002, and
institutions to provide professional development and
technical assistance to local educational agencies and
schools;
``(I) the State educational agency will ensure that local
educational agencies in the State comply with the
requirements of subtitle B of title VII of the McKinney-Vento
Homeless Assistance Act (42 U.S.C. lll17); and
``(J) the State educational agency has engaged in timely
and meaningful consultation with representatives of Indian
tribes located in the State in the development of the State
plan to serve local educational agencies under its
jurisdiction in order to--
``(i) improve the coordination of activities under this
Act;
``(ii) meet the purpose of this title; and
``(iii) meet the unique cultural, language, and educational
needs of Indian students.
``(e) Family Engagement.--Each State plan shall include a
plan for strengthening family engagement in education. Each
such plan shall, at a minimum, include--
``(1) a description of the State's criteria and schedule
for review and approval of local educational agency
engagement policies and practices pursuant to section
1112(e)(3);
``(2) a description of the State's system and process for
assessing local educational agency implementation of section
1118 responsibilities;
``(3) a description of the State's criteria for identifying
local educational agencies that would benefit from training
and support related to family engagement in education;
``(4) a description of the State's statewide system of
capacity-building and technical assistance for local
educational agencies and schools on effectively implementing
family engagement in education practices and policies to
increase student achievement;
``(5) an assurance that the State will refer to Statewide
Family Engagement Centers, as described in section 5702,
those local educational agencies that would benefit from
training and support related to family engagement in
education; and
``(6) a description of the relationship between the State
educational agency and Statewide Family Engagement Centers,
parent training and information centers, and community parent
resource centers in the State established under sections 671
and 672 of the Individuals with Disabilities Education Act.
``(f) Peer Review and Secretarial Approval.--
``(1) Secretarial duties.--The Secretary shall--
``(A) establish a peer-review process to assist in the
review of State plans;
``(B) appoint individuals to the peer-review process who
are representative of parents, teachers, State educational
agencies, local educational agencies, and experts and who are
familiar with educational standards, assessments,
accountability, the needs of low-performing schools, and
other educational needs of students;
``(C) approve a State plan within 120 days of its
submission unless the Secretary determines that the plan does
not meet the requirements of this section;
``(D) if the Secretary determines that the State plan does
not meet the requirements of this section immediately notify
the State of such determination and the reasons for such
determination;
``(E) not decline to approve a State's plan before--
``(i) offering the State an opportunity to revise its plan;
``(ii) providing technical assistance in order to assist
the State to meet the requirements of this section; and
``(iii) providing a hearing; and
``(F) have the authority to disapprove a State plan for not
meeting the requirements of this part, but shall not have the
authority to require a State, as a condition of approval of
the State plan, to include in, or delete from, such plan one
or more specific elements of the State's academic content
standards or to use specific academic assessment instruments
or items.
``(2) State revisions.--A State plan shall be revised by
the State educational agency if the revision is necessary to
satisfy the requirements of this section.
``(3) Public review.--Notifications under this subsection
shall be made available to the public through the website of
the Department, including--
``(A) State plans submitted or resubmitted by a State;
``(B) peer review comments;
``(C) State plan determinations by the Secretary, including
approvals or disapprovals;
``(D) amendments or changes to State plans; and
``(E) hearings.
``(g) Duration of the Plan.--
``(1) In general.--Each State plan shall--
``(A) remain in effect for the duration of the State's
participation under this part or 4 years, whichever is
shorter; and
``(B) be periodically reviewed and revised as necessary by
the State educational agency to reflect changes in the
State's strategies and programs under this part, including
information on the progress the State has made in fulfilling
the requirements of this section.
``(2) Renewal.--A State educational agency that desires to
continue participation under this part shall submit a renewed
plan every 4 years, including information on progress the
State has made in--
``(A) implementing college- and career-ready content and
achievement standards and high-quality assessments described
in paragraph (b);
``(B) meeting its goals and performance targets described
in subsection (c)(2); and
``(C) improving the capacity and skills of teachers and
principals as described in section 2112.
``(2) Additional information.--If significant changes are
made to a State's plan, such as the adoption of new State
academic content standards and State student achievement
standards, new academic assessments, or new performance goals
or target, growth goals or targets, or graduation rate goals
or targets, such information shall be submitted to the
Secretary for approval.
``(h) Failure To Meet Requirements.--If a State fails to
meet any of the requirements of this section, the Secretary
may withhold funds for State administration under this part
until the Secretary determines that the State has fulfilled
those requirements.
``(i) Reports.--
``(1) Annual state report card.--
``(A) In general.--A State that receives assistance under
this part shall prepare and disseminate an annual State
report card. Such dissemination shall include, at a minimum,
publicly posting the report card on the home page of the
State educational agency's website.
``(B) Implementation.--The State report card shall be--
``(i) concise; and
``(ii) presented in an understandable and uniform format
and, to the extent practicable, provided in a language that
the parents can understand.
``(C) Required information.--The State shall include in its
annual State report card--
``(i) information, in the aggregate, and disaggregated and
cross-tabulated by the same major groups as the decennial
census of the population, ethnicity, gender, disability
status, migrant status, English proficiency, and status as
economically disadvantaged, except that such disaggregation
and cross-tabulation shall not be required in a case in which
the number of students in a category is insufficient to yield
statistically reliable information or the results would
reveal personally identifiable information about an
individual student on--
``(I) student achievement at each achievement level on the
State academic assessments described in subsection (b)(3),
including the most recent 2-year trend;
``(II) student growth on the State academic assessments
described in subsection (b)(3), including the most-recent 2-
year trend;
``(III) the four-year adjusted cohort rate, the extended-
year graduation rate (where applicable), and the graduation
rate by type of diploma, including the most recent 2-year
trend;
[[Page H4919]]
``(IV) the State established equity indicators under
subsection (c)(1)(C);
``(V) the percentage of students who did not take the State
assessments; and
``(VI) the most recent 2-year trend in student achievement
and student growth in each subject area and for each grade
level, for which assessments under this section are required;
``(ii) information that provides a comparison between the
actual achievement levels and growth of each group of
students described in subsection (c)(3)(A) and the
performance targets and growth targets in subsection (c)(2)
for each such group of students on each of the academic
assessments and for graduation rates required under this
part;
``(iii) if a State adopts alternate achievement standards
for students with the most significant cognitive
disabilities, the number and percentage of students taking
the alternate assessments and information on student
achievement at each achievement level and student growth, by
grade and subject;
``(iv) the number of students who are English learners, and
the performance of such students, on the State's English
language proficiency assessments, including the students'
attainment of, and progress toward, higher levels of English
language proficiency;
``(v) information on the performance of local educational
agencies in the State regarding school improvement, including
the number and names of each school identified for school
improvement under section 1116 and information on the
outcomes of the equity indicators outlined in section
1111(c)(1)(C);
``(vi) the professional qualifications of teachers in the
State, the percentage of such teachers teaching with
emergency or provisional credentials, and the percentage of
classes in the State not taught by qualified teachers, in the
aggregate and disaggregated by high-poverty compared to low-
poverty schools which, for the purpose of this clause, means
schools in the top quartile of poverty and the bottom
quartile of poverty in the State;
``(vii) information on teacher effectiveness, as determined
by the State, in the aggregate and disaggregated by high-
poverty compared to low-poverty schools which, for the
purpose of this clause, means schools in the top quartile of
poverty and the bottom quartile of poverty in the State;
``(viii) a clear and concise description of the State's
accountability system, including a description of the
criteria by which the State educational agency evaluates
school performance, and the criteria that the State
educational agency has established, consistent with
subsection (c), to determine the status of schools with
respect to school improvement; and
``(ix) outcomes related to quality charter authorizing
standards as described in subsection (d)(1)(I), including, at
a minimum, annual filing as described in subsection
(d)(1)(I)(ii)(I).
``(2) Annual local educational agency report cards.--
``(A) Report cards.--A local educational agency that
receives assistance under this part shall prepare and
disseminate an annual local educational agency report card.
``(B) Minimum requirements.--The State educational agency
shall ensure that each local educational agency collects
appropriate data and includes in the local educational
agency's annual report the information described in paragraph
(1)(C) as applied to the local educational agency and each
school served by the local educational agency, and--
``(i) in the case of a local educational agency--
``(I) the number and percentage of schools identified for
school improvement under section 1116 and how long the
schools have been so identified; and
``(II) information that shows how students served by the
local educational agency achieved on the statewide academic
assessment compared to students in the State as a whole;
``(III) per-pupil expenditures from Federal, State, and
local sources, including personnel and nonpersonnel
resources, for each school in the local educational agency,
consistent with the requirements under section 1120A;
``(IV) the number and percentage of secondary school
students who have been removed from the 4-year adjusted
cohort by leaver code, and the number and percentage of
students from each adjusted cohort that have been enrolled in
high school for more than 4 years but have not graduated with
a regular diploma; and
``(V) information on the number of military-connected
students (students who are a dependent of a member of the
Armed Forces, including reserve components thereof) served by
the local educational agency and how such military-dependent
students achieved on the statewide academic assessment
compared to all students served by the local educational
agency; and
``(ii) in the case of a school--
``(I) whether the school has been identified for school
improvement; and
``(II) information that shows how the school's students
achievement on the statewide academic assessments and other
improvement indicators compared to students in the local
educational agency and the State as a whole.
``(C) Other information.--A local educational agency may
include in its annual local educational agency report card
any other appropriate information, whether or not such
information is included in the annual State report card.
``(D) Data.--A local educational agency or school shall
only include in its annual local educational agency report
card data that are sufficient to yield statistically reliable
information, as determined by the State, and that do not
reveal personally identifiable information about an
individual student.
``(E) Public dissemination.--The local educational agency
shall publicly disseminate the report cards described in this
paragraph to all schools in the school district served by the
local educational agency and to all parents of students
attending those schools in an accessible, understandable, and
uniform format and, to the extent practicable, provided in a
language that the parents can understand, and make the
information widely available through public means, such as
posting on the Internet, distribution to the media, and
distribution through public agencies.
``(3) Preexisting report cards.--A State educational agency
or local educational agency that was providing public report
cards on the performance of students, schools, local
educational agencies, or the State prior to the date of
enactment of the Student Success Act may use those report
cards for the purpose of this subsection, so long as any such
report card is modified, as may be needed, to contain the
information required by this subsection.
``(4) Cost reduction.--Each State educational agency and
local educational agency receiving assistance under this part
shall, wherever possible, take steps to reduce data
collection costs and duplication of effort by obtaining the
information required under this subsection through existing
data collection efforts.
``(5) Annual state report to the secretary.--Each State
educational agency receiving assistance under this part shall
report annually to the Secretary, and make widely available
within the State--
``(A) information on the State's progress in developing and
implementing
``(i) the college and career ready standards described in
subsection (b)(2);
``(ii) the academic assessments described in subsection
(b)(3); and
``(iii) the accountability and school improvement system
described in subsection (c); and
``(B) the annual State report card under paragraph (1).
``(6) Report to congress.--The Secretary shall transmit
annually to the Committee on Education and the Workforce of
the House of Representatives and the Committee on Health,
Education, Labor, and Pensions of the Senate a report that
provides national and State-level data on the information
collected under paragraph (5).
``(7) Parents right-to-know.--
``(A) Achievement information.--At the beginning of each
school year, a school that receives funds under this subpart
shall provide to each individual parent--
``(i) information on the level of achievement and growth of
the parent's child on each of the State academic assessments
and, as appropriate, other improvement indicators adopted in
accordance with this subpart; and
``(ii) timely notice that the parent's child has been
assigned, or has been taught for four or more consecutive
weeks by, a teacher who is not qualified or has been found to
be ineffective, as determined by the State or local
educational agency.
``(B) Qualifications.--At the beginning of each school
year, a local educational agency that receives funds under
this part shall notify the parents of each student attending
any school receiving funds under this part, information
regarding the professional qualifications of the student's
classroom teachers, including, at a minimum, the following:
``(i) Whether the teacher has met State qualification and
licensing criteria for the grade levels and subject areas in
which the teacher provides instruction.
``(ii) Whether the teacher is teaching under emergency or
other provisional status through which State qualification or
licensing criteria have been waived.
``(iii) Whether the teacher is currently enrolled in an
alternative certification program.
``(iv) Whether the child is provided services by
paraprofessionals or specialized instructional support
personnel and, if so, their qualifications.
``(C) Format.--The notice and information provided to
parents under this paragraph shall be in an understandable
and uniform format and, to the extent practicable, provided
in a language that the parents can understand.
``(j) Privacy.--Information collected under this section
shall be collected and disseminated in a manner that protects
the privacy of individuals.
``(k) Technical Assistance.--The Secretary shall provide a
State educational agency, at the State educational agency's
request, technical assistance in meeting the requirements of
this section, including the provision of advice by experts in
the development of college and career ready standards, high-
quality academic assessments, and goals and targets that are
valid and reliable, and other relevant areas.
``(l) Voluntary Partnerships.--A State may enter into a
voluntary partnership with another State to develop and
implement the academic assessments and standards required
under this section.
``(m) Definitions.--In this section:
[[Page H4920]]
``(1) Adjusted cohort; extended-year; entering cohort;
transferred into; transferred out.--
``(A) Adjusted cohort.--Subject to subparagraph (D)(ii)
through (G), the term `adjusted cohort' means the difference
of--
``(i) the sum of--
``(I) the entering cohort; plus
``(II) any students that transferred into the cohort in any
of grades 9 through 12; minus
``(ii) any students that are removed from the cohort as
described in subparagraph (E).
``(B) Extended year.--The term `extended year' when used
with respect to a graduation rate, means the fifth or sixth
year after the school year in which the entering cohort, as
described in subparagraph (C), is established for the purpose
of calculating the adjusted cohort.
``(C) Entering cohort.--The term `entering cohort' means
the number of first-time 9th graders enrolled in a secondary
school 1 month after the start of the secondary school's
academic year.
``(D) Transferred into.--The term `transferred into' when
used with respect to a secondary school student, means a
student who--
``(i) was a first-time 9th grader during the same school
year as the entering cohort; and
``(ii) enrolls after the entering cohort is calculated as
described in subparagraph (B).
``(E) Transferred out.--
``(i) In general.--The term `transferred out' when used
with respect to a secondary school student, means a student
who the secondary school or local educational agency has
confirmed has transferred to another--
``(I) school from which the student is expected to receive
a regular secondary school diploma; or
``(II) educational program from which the student is
expected to receive a regular secondary school diploma.
``(ii) Confirmation requirements.--
``(I) Documentation required.--The confirmation of a
student's transfer to another school or educational program
described in clause (i) requires documentation from the
receiving school or program that the student enrolled in the
receiving school or program.
``(II) Lack of confirmation.--A student who was enrolled,
but for whom there is no confirmation of the student having
transferred out, shall remain in the cohort as a non-graduate
for reporting and accountability purposes under this section.
``(iii) Programs not providing credit.--A student enrolled
in a GED or other alternative educational program that does
not issue or provide credit toward the issuance of a regular
secondary school diploma shall not be considered transferred
out.
``(F) Cohort removal.--To remove a student from a cohort, a
school or local educational agency shall require
documentation to confirm that the student has transferred
out, emigrated to another country, or is deceased.
``(G) Treatment of other leavers and withdrawals.--A
student who was retained in a grade, enrolled in a GED
program, aged-out of a secondary school or secondary school
program, or left secondary school for any other reason,
including expulsion, shall not be considered transferred out,
and shall remain in the adjusted cohort.
``(H) Special rule.--For those secondary schools that start
after grade 9, the entering cohort shall be calculated 1
month after the start of the secondary school's academic year
in the earliest secondary school grade at the secondary
school.
``(2) 4-year adjusted cohort graduation rate.--The term `4-
year adjusted cohort graduation rate' means the percent
obtained by calculating the product of--
``(A) the result of--
``(i) the number of students who--
``(I) formed the adjusted cohort 4 years earlier; and
``(II) graduate in 4 years or less with a regular secondary
school diploma; divided by
``(ii) the number of students who formed the adjusted
cohort for that year's graduating class 4 years earlier;
multiplied by
``(B) 100.
``(3) Extended-year graduation rate.--The term `extended-
year graduation rate' for a school year is defined as the
percent obtained by calculating the product of the result
of--
``(A) the sum of--
``(i) the number of students who--
``(I) form the adjusted cohort for that year's graduating
class; and
``(II) graduate in an extended year with a regular
secondary school diploma; or
``(III) graduate before exceeding the age for eligibility
for a free appropriate public education (as defined in
section 602 of the Individuals with Disabilities Education
Act) under State law; divided by
``(ii) the result of--
``(I) the number of students who form the adjusted cohort
for that year's graduating class; plus
``(II) the number of students who transferred in during the
extended year defined in paragraph (1)(B), minus
``(III) students who transferred out, emigrated, or died
during the extended year defined in paragraph (1)(B);
multiplied by
``(B) 100.
``(4) Leaver code.--The term `leaver code' means a number
or series of numbers and letters assigned to a categorical
reason for why a student left the high school from which she
or he is enrolled without having earned a regular high school
diploma, except that--
``(A) an individual student with either a duplicative code
or whom has not been assigned a leaver code shall not be
removed from the cohort assigned for the purpose of
calculating the adjusted cohort graduation rate; and
``(B) the number of students with either a duplicative
leaver code or who have not been assigned a leaver code shall
be included in reporting requirements for the leaver code.
``(5) Multi-tier system of supports.--The term `multi-tier
system of supports' means a comprehensive system of
differentiated supports that includes evidence-based
instruction, universal screening, progress monitoring,
formative assessment, and research-based interventions
matched to student needs, and educational decision-making
using student outcome data.
``(6) Graduation rate.--The term `graduation rate' means a
4-year adjusted cohort graduation rate and the extended-year
graduation rate.
``(7) Regular secondary school diploma.--
``(A) The term `regular secondary school diploma' means
standard secondary school diploma awarded to the
preponderance of students in the State that is fully aligned
with the State's college and career ready achievement
standards as described under subsection (b)(4), or a higher
diploma. Such term shall not include GED's, certificates of
attendance, or any lesser diploma awards.
``(B) If a State adopts different paths to the regular
secondary school diploma, such different paths shall--
``(i) be available to all students in the State;
``(ii) be equally rigorous in their requirements; and
``(iii) signify that a student is prepared for college or a
career without the need for remediation.''.
Strike section 117 and insert the following:
SEC. 117. ACADEMIC ASSESSMENT AND LOCAL EDUCATIONAL AGENCY
AND SCHOOL IMPROVEMENT; SCHOOL SUPPORT AND
RECOGNITION.
Section 1116 (20 U.S.C. 6316) is amended to read as
follows:
``SEC. 1116. SCHOOL IMPROVEMENT.
``(a) Local Review.--
``(1) In general.--Each local educational agency receiving
funds under this part shall--
``(A) use the State academic assessments, including
measures of student growth and graduation rates, and data on
the state-established equity indicators described in section
1111(c)(1)(C) to review, annually, the progress of each
school served under this part, and consistent with the
parameters described in paragraph (2), to determine whether
the school is--
``(i) meeting performance targets, growth targets, and
graduation rate targets established under section 1111(c)(2);
and
``(ii) making progress to address school challenges
identified using the state- established equity indicators
described in section 1111(c)(1)(C);
``(B) based on the review conducted under subparagraph (A),
determine whether a school served under this part is--
``(i) in need of support as described under section
1111(c)(1)(E)(ii); or
``(ii) a high priority school that meets the State-
established paraments under paragraph (2);
``(C) publicize and disseminate the results of the local
annual review described in subparagraph (A) to parents,
teachers, principals, schools, and the community so that the
teachers, principals, other staff, and schools can
continually refine, in an instructionally useful manner, the
program of instruction to help all children served under this
part meet the college and career ready achievement standards
established under section 1111(b); and
``(D) use the equity indicators established under section
1111(c)(1)(C) to diagnose school challenges and measure
school progress in carrying out the school improvement
activities under this section.
``(2) High priority schools.--The State educational agency
shall establish parameters, consistent with section
1111(c)(1)(E)(i), to assist local educational agencies in
identifying high priority schools within the local
educational agency that--
``(A) for elementary schools--
``(i) shall use student achievement on the assessments
required under section 1111(b)(3), including prior year data;
``(ii) shall use student growth data on the assessments
under section 1111(b)(3), including prior year data; and
``(iii) shall use, to a lesser extent than each of the
parameters established in clauses (i) and (ii), data on the
equity indicators established under section 1111(c)(1)(C);
and
``(B) for secondary schools--
``(i) shall use student achievement on the assessments
required under section 1111(b)(3), including prior year data;
``(ii) shall use student growth data on the assessments
under section 1111(b)(3), including prior year data;
``(iii) shall use graduation rate data, including prior
year data; and
``(iv) shall use, to a lesser extent than each of the
parameters established in clauses (i) through clause (iii),
data on the equity indicators established under section
1111(c)(1)(C); or
``(v) shall include schools with 4-year adjusted cohort
graduation rates below 67 percent as high priority schools.
``(b) School Improvement.--
``(1) In general.--Each school served under this part
determined to be a school in need of
[[Page H4921]]
support pursuant to section 1111(c)(1)(C)(ii) or a high-
priority school pursuant to 1111(c)(1)(C)(i), shall form a
school improvement team described in paragraph (2) to develop
and implement a school improvement plan described in
paragraph (3) to improve educational outcomes for all
students and address existing resource inequities.
``(2) School improvement team.--
``(A) In general.--Each school described in paragraph (1)
shall form a school improvement team, which shall include
school leaders, teachers, parents, community members, and
specialized instructional support personnel.
``(B) Schools in need of support.--Each school improvement
team for a school in need of support may include an external
partner and representatives of the local educational agency
and the State educational agency.
``(C) High-priority schools.--Each school improvement team
for a high-priority school shall include an external partner
and representatives of the local educational agency and the
State educational agency.
``(3) School improvement plan.--
``(A) In general.--A school improvement team shall develop,
implement, and make publicly available a school improvement
plan that uses information available under the accountability
and school improvement system established under section
1111(c), data available under the early warning indicator
system established under subsection (c)(5), data on the
improvement indicators established under section
1111(c)(1)(D), and other relevant data to identify--
``(i) each area in which the school needs support for
improvement;
``(ii) the type of support required;
``(iii) how the school plans to use comprehensive,
evidence-based strategies to address such needs;
``(iv) how the school will measure progress in addressing
such needs using the goals and targets and improvement
indicators established under paragraphs (2) and (1)(D) of
section 1111(c), respectively, and identify which of the
goals and targets are not currently being met by the school;
and
``(v) how the school will review its progress and make
adjustments and corrections to ensure continuous improvement.
``(B) Planning period.--The school improvement team may use
a planning period, which shall not be longer than one school
year to develop and prepare to implement the school
improvement plan.
``(C) Plan requirements.--Each school improvement plan
shall describe the following:
``(i) Planning and preparation.--The activities during the
planning period, including--
``(I) the preparation activities conducted to effectively
implement the budgeting, staffing, curriculum, and
instruction changes described in the plan; and
``(II) how the school improvement team engaged parents and
community organizations.
``(ii) Targets.--The performance, growth, and graduation
rate targets that contributed to the school's status as a
school in need of support or high-priority school, and the
school challenges identified by the school improvement
indicators under section 1111(c)(1)(D).
``(iii) Evidence-based, school improvement strategies.--
Evidence-based, school improvement strategies to address the
factors and challenges described in clause (ii), to improve
instruction, including in all core academic subjects, to
improve the achievement of all students and address the needs
of students identified at the catch-up level of achievement.
``(iv) Needs and capacity analysis.--A description and
analysis of the school's ability and the resources necessary
to implement the evidence-based, school improvement
strategies identified under clause (iii), including an
analysis of--
``(I) staffing resources, such as the number, experience,
training level, effectiveness as determined by the State or
local educational agency, responsibilities, and stability of
existing administrative, instructional, and non-instructional
staff;
``(II) budget resources, including how Federal, State, and
local funds are being spent for instruction and operations to
determine how existing resources can be aligned and used to
support improvement;
``(III) the school curriculum;
``(IV) the use of time, such as the school's schedule and
use of additional learning time; and
``(V) any additional resources and staff necessary to
effectively implement the school improvement activities
identified in the school improvement plan.
``(v) Identifying roles.--The roles and responsibilities of
the State educational agency, the local educational agency,
the school and, if applicable, the external partner in the
school improvement activities, including providing
interventions, support, and resources necessary to implement
improvements.
``(vi) Plan for evaluation.--The plan for continuous
evaluation of the evidence-based, school improvement
strategies, including implementation of and fidelity to the
school improvement plan, that includes at least quarterly
reviews of the effectiveness of such activities.
``(D) Additional requirements for high-priority schools.--
For a persistently-low achieving school, the school
improvement plan shall, in addition to the requirements
described in subparagraph (B), describe how the school will--
``(i) address school-wide factors to improve student
achievement, including--
``(I) establishing high expectations for all students,
which at a minimum, align with the achievement standards and
growth standards under section 1111(b)(4);
``(II) improving school climate, including student
attendance and school discipline, through the use of school-
wide positive behavioral supports and interventions and other
evidence based approaches to improving school climate;
``(III) ensuring that the staff charged with implementing
the school improvement plan are engaged in the plan and the
school turnaround effort;
``(IV) establishing clear--
``(aa) benchmarks for implementation of the plan; and
``(bb) targets for improvement on the equity indicators
under section 1111(c)(1)(C);
``(ii) organize the school to improve teaching and
learning, including through--
``(I) strategic use of time, such as--
``(aa) establishing common planning time for teachers and
interdisciplinary teams who share common groups of students;
``(bb) redesigning the school calendar year or day, such as
through block scheduling, summer learning programs, or
increasing the number of hours or days, in order to create
additional learning time; or
``(cc) creating a flexible school period to address
specific student academic needs and interests such as credit
recovery, electives, enrichment activities, or service
learning; and
``(II) alignment of resources to improvement goals, such as
through ensuring that students in transition grades are
taught by teachers prepared to meet their specific learning
needs;
``(iii) increase teacher and school leader effectiveness,
as determined by the State or local educational agency,
including through--
``(I) demonstrating the principal has the skills, capacity,
and record of success to significantly improve student
achievement and lead a school turnaround, which may include
replacing the principal;
``(II) screening all existing staff at the school, with the
leadership team, through a process that ensures a rigorous
and fair review of their applications;
``(III) improving the recruitment and retention of
qualified and effective teachers and principals, as
determined by the State or local educational agency, to work
in the school;
``(IV) professional development activities that respond to
student and school-wide needs aligned with the school
improvement plan, such as--
``(aa) training teachers, leaders, and administrators
together with staff from schools making achievement goals and
performance targets under the accountability system under
section 1111(c) that serve similar populations and in such
schools;
``(bb) establishing peer learning and coaching among
teachers; or
``(cc) facilitating collaboration, including through
professional communities across subject area and
interdisciplinary groups and similar schools;
``(V) appropriately identifying teachers for each grade and
course; and
``(VI) the development of effective leadership structures,
supports, and clear decision making processes, such as
through developing distributive leadership and leadership
teams;
``(iv) improve curriculum and instruction, including
through--
``(I) demonstrating the relevance of the curriculum and
learning for all students, including instruction in all core
academic subjects, and may include the use of online course-
work as long as such course-work meets standards of quality
and best practices for online education;
``(II) increasing access to rigorous and advanced course-
work, including adoption and implementation of a college- and
career-ready curriculum, and evidence-based, engaging
instructional materials aligned with such a curriculum, for
all students;
``(III) increasing access to contextualized learning
opportunities aligned with readiness for postsecondary
education and the workforce, such as providing--
``(aa) work-based, project-based, and service-learning
opportunities; or
``(bb) a high-quality, college preparatory curriculum in
the context of a rigorous career and technical education
core;
``(IV) regularly collecting and using data to inform
instruction, such as--
``(aa) through use of formative assessments;
``(bb) creating and using common grading rubrics; or
``(cc) identifying effective instructional approaches to
meet student needs; and
``(V) emphasizing core skills instruction, such as
literacy, across content areas;
``(v) provide students with academic and social support to
address individual student learning needs, including
through--
``(I) ensuring access to services and expertise of
specialized instructional support personnel;
``(II) supporting students at the catch-up level of
achievement who need intensive intervention;
``(III) increasing personalization of the school experience
through learning structures that facilitate the development
of student and staff relationships;
[[Page H4922]]
``(IV) offering extended-learning, credit recovery,
mentoring, or tutoring options of sufficient scale to meet
student needs;
``(V) providing evidence-based, accelerated learning for
students with academic skill levels below grade level;
``(VI) coordinating and increasing access to integrated
services, such as providing specialized instructional support
personnel;
``(VII) providing transitional support between grade-spans,
including postsecondary planning.
``(VIII) meeting the diverse learning needs of all students
through strategies such as a multi-tier system of supports
and universal design for learning, as described in section
5429(b)(21); and
``(IX) engaging families and community partners, including
community-based organizations, organizations representing
underserved populations, Indian tribes (as appropriate),
organizations assisting parent involvement, institutions of
higher education, and businesses, in school improvement
activities through evidence-based strategies.
``(E) Submission and approval.--The school improvement team
shall submit the school improvement plan to the local
educational agency or the State educational agency, as
determined by the State educational agency based on the local
educational agency's ability to effectively monitor and
support the school improvement activities. Upon receiving the
plan, the local educational agency or the State educational
agency, as appropriate, shall--
``(i) establish a peer review process to assist with review
of the school improvement plan; and
``(ii) promptly review the plan, work with the school
improvement team as necessary, and approve the plan if the
plan meets the requirements of this paragraph.
``(F) Revision of plan.--A school improvement team may
revise the school improvement plan as additional information
and data is available.
``(G) Implementation.--A school with the support and
assistance of the local educational agency shall implement
the school improvement plan expeditiously, but not later than
the beginning of the next full school year after
identification for improvement.
``(4) Evaluation of school improvement.--
``(A) In general.--
``(i) Review.--The State educational agency or local
educational agency, as determined by the State in accordance
with paragraph (3)(D) shall, annually, review data with
respect to each school in need of support and each high-
priority school to set clear benchmarks for progress, to
guide adjustments and corrections, to evaluate whether the
supports and interventions identified within the school
improvement plan are effective and the school is meeting the
targets for improvement established under its such plan, and
to specify what actions ensue for schools not making
progress.
``(ii) Data.--In carrying out the annual review under
clause (i), the school, the local educational agency, or
State educational agency shall measure progress on--
``(I) student achievement, student growth, and graduation
rates against the goals and targets established under section
1111(c)(2); and
``(II) improvement indicators as established under section
1111(c)(1)(D).
``(B) Schools in need of support.--If, after 3 years of
implementing its school improvement plan, a school in need of
support does not meet the goals and targets under section
1111(c)(2) that were identified under the school improvement
plan as not being met by the school and the improvement
indicators established under section 1111(c)(1)(D), then--
``(i) the local educational agency shall evaluate school
performance and other data, and provide intensive assistance
to that school in order to improve the effectiveness of the
interventions; and
``(ii) the State educational agency or the local
educational agency, as determined by the State, shall
determine whether the school shall partner with an external
partner--
``(I) to revise the school improvement plan; and
``(II) to improve, and as appropriate, revise, school
improvement strategies that meet the requirements of
paragraph (3)(B)(iii).
``(C) High-priority schools.--If, after 3 years of
implementing its school improvement plan, a high-priority
school does not demonstrate progress on the goals and targets
under section 1111(c)(2) that were identified under the
school improvement plan as not being met by the school or the
equity indicators established under section 1111(c)(1)(C),
then--
``(i) the local educational agency, in collaboration with
the State educational agency, shall determine actionable next
steps which may include school closure, replacement, or State
take-over of such school, shall provide all students enrolled
with new high-quality educational options;
``(ii) the local educational agency, and as appropriate the
State educational agency, shall develop and implement a plan
to assist with any resulting transition of the school under
clause (i) that--
``(I) is developed in consultation with parents and the
community;
``(II) addresses the needs of the students at the school by
considering strategies such as--
``(aa) opening a new school;
``(bb) graduating out current students and closing the
school in stages; and
``(cc) enrolling the students who attended the school in
other schools in the local educational agency that are higher
achieving, provided the other schools are within reasonable
proximity to the closed school and ensures receiving schools
have the capacity to enroll incoming students; and
``(III) provides information about high-quality educational
options and transition and support services to students who
attended that school and their parents.
``(D) Persistently low achieving school.--If, after 5 years
of implementing its school improvement plan, a persistently
low achieving school does not demonstrate progress on the
goals and targets under section 1111(c)(2) that were
identified under the school improvement plan, then the local
educational agency, in collaboration with the State
educational agency, shall determine actionable next steps,
which may include school closure, replacement, or State take-
over of such school, and shall provide all students with
enrolled new high-quality educational options, as described
in subparagraph (C).
``(c) Local Educational Agency Responsibilities.--A local
educational agency served by this part, in supporting the
schools identified as a school in need of support or a high-
priority school served by the agency, shall--
``(1) address resource inequities to improve student
achievement by--
``(A) targeting resources and support to those schools
identified as high priority or as in need of support,
including additional resources and staff necessary to
implement the school improvement plan, as described in
subsection (b)(3)(C)(iv)(V), and
``(B) ensuring the local educational agency budget calendar
is aligned with school staff and budgeting needs;
``(2) address local educational agency-wide factors to
improve student achievement by--
``(A) supporting the use of data to improve teaching and
learning through--
``(i) improving longitudinal data systems;
``(ii) regularly analyzing and disseminating usable data to
educators, parents, and students;
``(iii) building the data and assessment literacy of
teachers and principals; and
``(iv) evaluating at kindergarten entry the kindergarten
readiness of children and addressing the educational and
development needs determined by such evaluation;
``(B) addressing school transition needs of the local
educational agency by--
``(i) using kindergarten readiness data to consider
improving access to high-quality early education
opportunities; and
``(ii) providing targeted research-based interventions to
middle schools that feed into high schools identified for
school improvement under this section;
``(C) supporting human capital systems that ensure there is
a sufficient pool of qualified and effective teachers and
school leaders, as determined by the State or local
educational agency, to work in schools served by the local
educational agency;
``(D) developing support for school improvement plans among
key stakeholders such as parents and families, community
groups representing underserved populations, Indian tribes
(as appropriate), educators, and teachers;
``(E) carrying out administrative duties under this
section, including evaluation for school improvement and
technical assistance for schools; and
``(F) coordinating activities under this section with other
relevant State and local agencies, as appropriate;
``(3) supporting professional development activities for
teachers, school leaders, and specialized instructional
support personnel aligned to school improvement activities;
``(4) address curriculum and instruction factors to improve
student achievement by--
``(A) ensuring curriculum alignment with the State's early
learning standards and postsecondary education programs;
``(B) providing academically rigorous education options
such as--
``(i) effective dropout prevention, credit and dropout
recovery and recuperative education programs for disconnected
youth and students who are not making sufficient progress to
graduate high school in the standard number of years or who
have dropped out of high school;
``(ii) providing students with postsecondary learning
opportunities, such as through access to a relevant
curriculum or course of study that enables a student to earn
a secondary school diploma and--
``(I) an associate's degree; or
``(II) not more than 2 years of transferable credit toward
a postsecondary degree or credential;
``(iii) integrating rigorous academic education with career
training, including training that leads to postsecondary
credentials for students;
``(iv) increasing access to Advanced Placement or
International Baccalaureate courses and examinations; or
``(v) developing and utilizing innovative, high quality
distance learning strategies to improve student academic
achievement; and
``(C) considering how technology can be used to support
school improvement activities;
``(5) address student support factors to improve student
achievement by--
[[Page H4923]]
``(A) establishing an early warning indicator system to
identify students who are at risk of dropping out of high
school and to guide preventive and recuperative school
improvement strategies, including--
``(i) identifying and analyzing the academic risk factors
that most reliably 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 numbers of years; and
``(B) identifying and implementing strategies for pairing
academic support with integrated student services and case-
managed interventions for students requiring intensive
supports which may include partnerships with other external
partners;
``(6) promote family outreach and engagement in school
improvement activities, including those required by section
1118, to improve student achievement;
``(7) for each school identified for school improvement,
ensure the provision of technical assistance as the school
develops and implements the school improvement plan
throughout the plan's duration; and
``(8) identify school improvement strategies that are
consistently improving student outcomes and disseminate those
strategies so that all schools can implement them.
``(d) State Educational Agency Responsibilities.--A State
educational agency served by this part, in supporting schools
identified as a school in need of support or a high-priority
school and the local educational agencies serving such
schools, shall--
``(1) assess and address local capacity constraints to
ensure that its local educational agencies can meet the
requirements of this section;
``(2) target resources and support to those schools in the
State that are identified as a school in need of support or a
high-priority school and to local educational agencies
serving such schools, including additional resources
necessary to implement the school improvement plan as
described in subsection (b)(3)(C)(iv)(V);
``(3) provide support and technical assistance, including
assistance to school leaders, teachers, and other staff, to
assist local educational agencies and schools in using data
to support school equity and in addressing the equity
indicators described in section 1111(c)(1)(C);
``(4) identify school improvement strategies that are
consistently improving student outcomes and disseminate those
strategies so that all schools can implement them;
``(5) leverage resources from other funding sources, such
as school improvement funds, technology funds, and
professional development funds to support school improvement
activities;
``(6) provide a statewide system of support, including
regional support services, to improve teaching, learning, and
student outcomes;
``(7) assist local educational agencies in developing early
warning indicator systems;
``(8) with respect to schools that will work with external
partners to improve student achievement--
``(A) develop and apply objective criteria to potential
external partners that are based on a demonstrated record of
effectiveness in school improvement;
``(B) maintain an updated list of approved external
partners across the State;
``(C) develop, implement, and publicly report on standards
and techniques for monitoring the quality and effectiveness
of the services offered by approved external partners, and
for withdrawing approval from external partners that fail to
improve high-priority schools; and
``(D) may identify external partners as approved,
consistent with the requirements under paragraph (7), who
agree to provide services on the basis of receiving payments
only when student achievement has increased at an appropriate
level as determined by the State educational agency and
school improvement team under subsection (b)(2); and
``(9) carry out administrative duties under this section,
including providing monitoring and technical assistance to
local educational agencies and schools.
``(e) Rules of Construction.--Nothing in this section shall
be construed--
``(1) to alter or otherwise affect the rights, remedies,
and procedures afforded school or local educational agency
employees under Federal, State, or local laws (including
applicable regulations or court orders) or under the terms of
collective bargaining agreements, memoranda of understanding,
or other agreements between such employees and their
employers;
``(2) to require a child to participate in an early
learning program; or
``(3) to deny entry to kindergarten for any individual if
the individual is legally eligible, as defined by State or
local law.
``(f) Definition.--In this section, the term `external
partner' means an entity--
``(1) that is an organization such as a nonprofit
organization, community-based organization, local education
fund, service organization, educational service agency, or
institution of higher education; and
``(2) that has demonstrated expertise, effectiveness, and a
record of success in providing evidence-based strategies and
targeted support such as data analysis, professional
development, or provision of nonacademic support and
integrated student services to local educational agencies,
schools, or students that leads to improved teaching,
learning, and outcomes for students.''.
The Acting CHAIR. Pursuant to House Resolution 347, 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, No Child Left Behind's metrics are outdated
and rigid. On that we agree. But H.R. 5 in its current form abandons
provisions that are crucial to ensuring equal educational opportunities
for all of our Nation's students.
My amendment advances a more comprehensive and effective vision of
accountability at the school district and State levels.
This new language expects States to set college- and career-ready
standards rather than to allow them to dumb down their standards in
order to inflate their results.
It also requires States to set performance growth and graduation rate
targets that ensure that schools improve every year for all subgroups,
including for students with disabilities.
One of the major deficiencies in H.R. 5 and one of the reasons that
all of the advocacy groups for students with learning disabilities
oppose the bill is it effectively removes the accountability we have
for students with disabilities to ensure that they continue to learn.
There is currently a 1 percent cap on the students with the most
severe disabilities who are not tested. H.R. 5 would eliminate the 1
percent cap on alternative assessments based on alternative achievement
standards and would remove it altogether, allowing, ultimately, schools
and States to decide not to have any accountability for those students
who need programs that meet their learning needs the most.
{time} 1700
The Democratic substitute amendment upholds our Nation's civil rights
and equity responsibilities to ensure that all students receive a high-
quality education.
It reinstates the 1 percent cap on alternative assessments for
students with disabilities. It makes sure that accountability is a
meaningful word and takes meaningful steps toward getting
accountability right, rather than allowing discrimination and bad
choices to continue to result in an increasing achievement gap across
our country.
This amendment is also reflected in the Democratic substitute and
would make sure that we have an accountability system that prepares our
students for the jobs and the workforce of the 21st century and to move
on to higher education.
Absent including this language or the Democratic substitute in the
final passage of the bill, the bill in its current form would be a step
backward, a step to lower standards, a step to reduce accountability,
and a step to allow deficiencies to be swept under the rug, as they
once were.
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 yield 2 minutes to the gentleman from New
York (Mr. Zeldin).
Mr. ZELDIN. Mr. Chairman, I rise in opposition to this amendment.
My daughters just completed third grade, and I strongly support
higher standards for them and their generation, but we need to set up
our children to succeed, not fail. We need to stop federally mandated
overtesting in our schools.
This amendment would be a giant leap backwards for education reform.
Rather than reforming the failed policies of No Child Left Behind, this
amendment embraces the most problematic portions, continuing to obsess
over federally mandated performance standards and using that to measure
teacher performance.
[[Page H4924]]
What is most insulting is that this proposal is so flawed that the
sponsor needs to leverage Federal money to lure cash-strapped States to
buy in because the proposal doesn't stand on its own merits.
Our schools need greater flexibility and local control. This
amendment would do the exact opposite, which is why I strongly oppose
its passage and encourage all my colleagues to do the same.
Mr. POLIS. Mr. Chairman, I yield 1 minute to the gentleman from
Virginia (Mr. Scott), the ranking member on the committee.
Mr. SCOTT of Virginia. Mr. Chairman, the present law only requires
that States identify achievement gaps and prescribes exactly what has
to be done to address the achievement gaps.
Unfortunately, the one-size-fits-all prescription has often failed to
effectively address the achievement gaps. The underlying bill goes
overboard by eliminating any requirement that something gets done. The
gentleman's amendment reinstates the requirement that something be
done, but directs the States to develop their own locally tailored
response to achievement gaps. This approach is much more likely to be
effective and will be part of the Democratic substitute that will be
voted on shortly.
Mr. Chairman, before we leave the bill, I would like to thank many
members of our staff that have worked on this bill since January. They
have spent days and nights and weekends working on the bill, and I
would like to acknowledge them and their work today.
Denise Forte, Jacque Chevalier, Christian Haines, Ashlyn Holeyfield,
Arika Trim, Tina Hone, Tylease Alli, Kiara Pesante, and Brian Kennedy
all worked very hard on this bill and deserve significant recognition.
Mr. KLINE. Mr. Chairman, I yield 1 minute to the gentlewoman from
Utah (Mrs. Love).
Mrs. LOVE. Mr. Chairman, I rise in opposition to this amendment. As a
mayor and mainly as a mother--I have three children in public schools--
I have found that the best solutions are found at the most local level.
This amendment puts a larger footprint in the hands of the Federal
Government and gives more power to the Federal Government, instead of
our local agencies. I believe that the best people to teach our
students are the people at the local level. I trust teachers and
parents to make decisions for students.
I made a promise that I was going to do everything I can to put the
decisionmaking back into the hands of people, not into the hands of the
Federal Government. I believe that this amendment actually puts it into
the hands of the Federal Government and gives us a big step backwards.
I believe that we, as people, when we are given more options, we can
make better decisions; and when we make better decisions, we can do
that at a local level and not at a Federal level. I ask that we vote
against this amendment. I stand in opposition of this amendment.
Mr. POLIS. Mr. Chair, I would like to inquire as to how much time
remains.
The Acting CHAIR. The gentleman from Colorado has 1\3/4\ minutes
remaining. The gentleman from Minnesota has 2\3/4\ minutes remaining.
Mr. POLIS. Mr. Chairman, the gentlewoman from Utah talked about
decisions and implementation at the local level. On that, we agree.
What this amendment is about is accountability metrics under whether we
look at those decisions that are made locally and driven locally and by
the State work or don't work.
We want to allow the flexibility to get things right and close the
achievement gap but not the flexibility to continue to ignore
persistent gaps in our education system that continue to poorly serve
too many low-income students and minority students.
Given that my amendment is included in its entirety in the Democratic
substitute upon which we will be voting, I ask unanimous consent to
withdraw my amendment.
The Acting CHAIR. Is there objection to the request of the gentleman
from Colorado?
There was no objection.
Announcement by the Acting Chair
The Acting CHAIR. Pursuant to clause 6 of rule XVIII, proceedings
will now resume on those amendments printed in part B of House Report
114-29 and part A of House Report 114-192 on which further proceedings
were postponed, in the following order:
Amendments printed in part B of House Report 114-29:
Amendment No. 30 by Mr. Zeldin of New York.
Amendment No. 31 by Mr. Hurd of Texas.
Amendment No. 32 by Mr. Grayson of Florida.
Amendment No. 33 by Ms. Wilson of Florida.
Amendment No. 35 by Mr. Carson of Indiana.
Amendment No. 39 by Ms. Brownley of California.
Amendment No. 40 by Mr. Loebsack of Iowa.
Amendment No. 41 by Mr. Polis of Colorado.
Amendment No. 43 by Mr. Thompson of Mississippi.
Amendments printed in part A of House Report 114-192:
Amendment No. 46 by Mr. Walker of North Carolina.
Amendment No. 47 by Mr. Salmon of Arizona.
And amendment No. 44 printed in part B of House Report 114-29 by Mr.
Scott of Virginia.
The Chair will reduce to 2 minutes the minimum time for any
electronic vote after the first vote in this series.
Amendment No. 30 Offered by Mr. Zeldin
The Acting CHAIR. The unfinished business is the demand for a
recorded vote on the amendment offered by the gentleman from New York
(Mr. Zeldin) on which further proceedings were postponed and on which
the ayes prevailed by voice vote.
The Clerk will redesignate the amendment.
The Clerk redesignated the amendment.
Recorded Vote
The Acting CHAIR. A recorded vote has been demanded.
A recorded vote was ordered.
The vote was taken by electronic device, and there were--ayes 373,
noes 57, not voting 3, as follows:
[Roll No. 410]
AYES--373
Abraham
Adams
Aderholt
Aguilar
Allen
Amash
Amodei
Ashford
Babin
Barletta
Barr
Barton
Bass
Beatty
Becerra
Benishek
Bera
Bilirakis
Bishop (GA)
Bishop (MI)
Bishop (UT)
Black
Blackburn
Blum
Bonamici
Bost
Boustany
Boyle, Brendan F.
Brady (TX)
Brat
Bridenstine
Brooks (AL)
Brooks (IN)
Brown (FL)
Brownley (CA)
Buchanan
Buck
Bucshon
Burgess
Bustos
Butterfield
Byrne
Calvert
Capuano
Cardenas
Carney
Carter (GA)
Carter (TX)
Cartwright
Castor (FL)
Castro (TX)
Chabot
Chaffetz
Cicilline
Clarke (NY)
Clawson (FL)
Clyburn
Coffman
Cole
Collins (GA)
Collins (NY)
Comstock
Conaway
Connolly
Cook
Cooper
Costa
Costello (PA)
Courtney
Cramer
Crawford
Crenshaw
Crowley
Cuellar
Curbelo (FL)
Davis (CA)
Davis, Danny
Davis, Rodney
DeFazio
DeGette
Delaney
DeLauro
DelBene
Denham
Dent
DeSantis
DesJarlais
Diaz-Balart
Doggett
Dold
Donovan
Doyle, Michael F.
Duckworth
Duffy
Duncan (SC)
Duncan (TN)
Ellmers (NC)
Emmer (MN)
Engel
Eshoo
Esty
Farenthold
Fincher
Fitzpatrick
Fleischmann
Fleming
Flores
Forbes
Fortenberry
Foxx
Frankel (FL)
Franks (AZ)
Frelinghuysen
Fudge
Gabbard
Garamendi
Garrett
Gibbs
Gibson
Gohmert
Goodlatte
Gosar
Gowdy
Graham
Granger
Graves (GA)
Graves (LA)
Graves (MO)
Grayson
Green, Al
Green, Gene
Griffith
Grothman
Guinta
Guthrie
Hahn
Hanna
Hardy
Harper
Harris
Hartzler
Hastings
Heck (NV)
Heck (WA)
Hensarling
Herrera Beutler
Hice, Jody B.
Higgins
Hill
Holding
Hoyer
Hudson
Huelskamp
Huffman
Huizenga (MI)
Hultgren
Hunter
Hurd (TX)
Hurt (VA)
Israel
Issa
Jackson Lee
Jeffries
Jenkins (KS)
Jenkins (WV)
Johnson (OH)
Johnson, E. B.
Johnson, Sam
Jolly
Jones
Jordan
Joyce
Kaptur
Katko
Keating
Kelly (IL)
Kelly (MS)
Kelly (PA)
Kennedy
Kilmer
Kind
King (IA)
King (NY)
Kinzinger (IL)
Kirkpatrick
Kline
Knight
Labrador
LaMalfa
Lamborn
Lance
Langevin
Larsen (WA)
Larson (CT)
Latta
Lawrence
Lee
Levin
Lewis
Lieu, Ted
Lipinski
LoBiondo
Loebsack
Long
Loudermilk
Love
Lowey
Lucas
Luetkemeyer
Lujan, Ben Ray (NM)
Lummis
Lynch
MacArthur
Maloney, Carolyn
Maloney, Sean
Marchant
Marino
Massie
Matsui
McCarthy
McCaul
[[Page H4925]]
McClintock
McGovern
McHenry
McKinley
McMorris Rodgers
McNerney
McSally
Meadows
Meehan
Meeks
Meng
Messer
Mica
Miller (FL)
Miller (MI)
Moolenaar
Mooney (WV)
Moore
Moulton
Mullin
Mulvaney
Murphy (FL)
Murphy (PA)
Nadler
Neugebauer
Newhouse
Noem
Norcross
Nugent
Nunes
Olson
Palazzo
Pallone
Palmer
Paulsen
Pearce
Pelosi
Perlmutter
Perry
Peters
Peterson
Pittenger
Pitts
Poe (TX)
Poliquin
Polis
Pompeo
Posey
Price, Tom
Quigley
Ratcliffe
Reed
Reichert
Renacci
Ribble
Rice (NY)
Rice (SC)
Richmond
Rigell
Roby
Roe (TN)
Rogers (AL)
Rogers (KY)
Rohrabacher
Rokita
Rooney (FL)
Ros-Lehtinen
Roskam
Ross
Rothfus
Rouzer
Roybal-Allard
Royce
Ruppersberger
Russell
Ryan (WI)
Salmon
Sanchez, Linda T.
Sanchez, Loretta
Sanford
Scalise
Schakowsky
Schiff
Schweikert
Scott (VA)
Scott, Austin
Scott, David
Sensenbrenner
Serrano
Sessions
Sewell (AL)
Shimkus
Shuster
Simpson
Slaughter
Smith (MO)
Smith (NE)
Smith (NJ)
Smith (TX)
Smith (WA)
Speier
Stefanik
Stewart
Stivers
Stutzman
Swalwell (CA)
Thompson (CA)
Thompson (MS)
Thompson (PA)
Thornberry
Tiberi
Tipton
Titus
Tonko
Trott
Tsongas
Turner
Upton
Valadao
Vargas
Veasey
Vela
Velazquez
Visclosky
Wagner
Walberg
Walden
Walker
Walorski
Walters, Mimi
Waters, Maxine
Watson Coleman
Weber (TX)
Webster (FL)
Welch
Wenstrup
Westerman
Westmoreland
Whitfield
Williams
Wilson (FL)
Wilson (SC)
Wittman
Womack
Woodall
Yoder
Yoho
Young (AK)
Young (IA)
Young (IN)
Zeldin
Zinke
NOES--57
Beyer
Blumenauer
Brady (PA)
Capps
Carson (IN)
Chu, Judy
Clark (MA)
Clay
Cleaver
Cohen
Conyers
Cummings
DeSaulnier
Dingell
Edwards
Ellison
Farr
Fattah
Foster
Gallego
Grijalva
Gutierrez
Himes
Hinojosa
Honda
Johnson (GA)
Kildee
Kuster
Lowenthal
Lujan Grisham (NM)
McCollum
McDermott
Napolitano
Neal
Nolan
O'Rourke
Pascrell
Payne
Pingree
Pocan
Price (NC)
Rangel
Ruiz
Rush
Ryan (OH)
Sarbanes
Schrader
Sherman
Sinema
Sires
Takai
Takano
Torres
Van Hollen
Walz
Wasserman Schultz
Yarmuth
NOT VOTING--3
Culberson
Deutch
Lofgren
{time} 1743
Messrs. GRIJALVA, McDERMOTT, CUMMINGS, NEAL, TAKAI, and COHEN changed
their vote from ``aye'' to ``no.''
Ms. FUDGE, Messrs. GOHMERT, KEATING, HIGGINS, LABRADOR, AGUILAR,
SWALWELL of California, Mlles. ESHOO, BASS, Messrs. CICILLINE,
LANGEVIN, LEVIN, LEWIS, BERA, Mlles. MAXINE WATERS of California,
VELAZQUEZ, Mr. SERRANO, Mrs. BEATTY, Messrs. CROWLEY, NORCROSS, VARGAS,
SCHAKOWSKY, CUELLAR, McGOVERN, BECERRA, TONKO, Mlles. SLAUGHTER,
DUCKWORTH, and Mr. CONNOLLY changed their vote from ``no'' to ``aye.''
So the amendment was agreed to.
The result of the vote was announced as above recorded.
Amendment No. 31 Offered by Mr. Hurd
The Acting CHAIR. The unfinished business is the demand for a
recorded vote on the amendment offered by the gentleman from Texas (Mr.
Hurd) on which further proceedings were postponed and on which the ayes
prevailed by voice vote.
The Clerk will redesignate the amendment.
The Clerk redesignated the amendment.
Recorded Vote
The Acting CHAIR. A recorded vote has been demanded.
A recorded vote was ordered.
The Acting CHAIR. This is a 2-minute vote.
The vote was taken by electronic device, and there were--ayes 424,
noes 2, not voting 7, as follows:
[Roll No. 411]
AYES--424
Abraham
Adams
Aderholt
Aguilar
Allen
Amash
Amodei
Ashford
Babin
Barletta
Barr
Barton
Bass
Beatty
Becerra
Benishek
Bera
Beyer
Bilirakis
Bishop (GA)
Bishop (MI)
Bishop (UT)
Black
Blackburn
Blum
Blumenauer
Bonamici
Bost
Boustany
Boyle, Brendan F.
Brady (PA)
Brady (TX)
Brat
Bridenstine
Brooks (AL)
Brooks (IN)
Brown (FL)
Brownley (CA)
Buchanan
Bucshon
Burgess
Bustos
Butterfield
Byrne
Calvert
Capps
Capuano
Cardenas
Carney
Carson (IN)
Carter (GA)
Carter (TX)
Cartwright
Castor (FL)
Castro (TX)
Chabot
Chaffetz
Chu, Judy
Cicilline
Clark (MA)
Clarke (NY)
Clawson (FL)
Clay
Cleaver
Clyburn
Coffman
Cohen
Cole
Collins (GA)
Collins (NY)
Comstock
Conaway
Connolly
Cook
Cooper
Costa
Costello (PA)
Courtney
Cramer
Crawford
Crenshaw
Crowley
Cuellar
Cummings
Curbelo (FL)
Davis (CA)
Davis, Danny
DeFazio
DeGette
Delaney
DeLauro
DelBene
Denham
Dent
DeSantis
DeSaulnier
DesJarlais
Diaz-Balart
Dingell
Doggett
Dold
Donovan
Doyle, Michael F.
Duckworth
Duffy
Duncan (SC)
Duncan (TN)
Edwards
Ellison
Ellmers (NC)
Emmer (MN)
Engel
Eshoo
Esty
Farenthold
Farr
Fattah
Fincher
Fitzpatrick
Fleischmann
Fleming
Flores
Forbes
Fortenberry
Foster
Foxx
Frankel (FL)
Franks (AZ)
Frelinghuysen
Fudge
Gabbard
Gallego
Garamendi
Garrett
Gibbs
Gibson
Gohmert
Goodlatte
Gosar
Gowdy
Graham
Granger
Graves (GA)
Graves (LA)
Graves (MO)
Grayson
Green, Al
Green, Gene
Griffith
Grijalva
Grothman
Guinta
Guthrie
Gutierrez
Hahn
Hanna
Hardy
Harper
Harris
Hartzler
Hastings
Heck (NV)
Heck (WA)
Hensarling
Herrera Beutler
Hice, Jody B.
Higgins
Hill
Himes
Hinojosa
Holding
Honda
Hoyer
Hudson
Huelskamp
Huffman
Huizenga (MI)
Hultgren
Hunter
Hurd (TX)
Hurt (VA)
Israel
Issa
Jackson Lee
Jeffries
Jenkins (KS)
Jenkins (WV)
Johnson (GA)
Johnson (OH)
Johnson, E. B.
Johnson, Sam
Jolly
Jones
Jordan
Joyce
Kaptur
Katko
Keating
Kelly (IL)
Kelly (MS)
Kelly (PA)
Kennedy
Kildee
Kilmer
Kind
King (IA)
King (NY)
Kinzinger (IL)
Kirkpatrick
Kline
Knight
Kuster
Labrador
LaMalfa
Lamborn
Lance
Langevin
Larsen (WA)
Larson (CT)
Latta
Lawrence
Lee
Levin
Lewis
Lipinski
LoBiondo
Loebsack
Long
Loudermilk
Love
Lowenthal
Lowey
Lucas
Luetkemeyer
Lujan Grisham (NM)
Lujan, Ben Ray (NM)
Lummis
Lynch
MacArthur
Maloney, Carolyn
Maloney, Sean
Marchant
Marino
Massie
Matsui
McCarthy
McCaul
McClintock
McCollum
McDermott
McGovern
McHenry
McKinley
McMorris Rodgers
McNerney
McSally
Meadows
Meehan
Meeks
Meng
Messer
Mica
Miller (FL)
Miller (MI)
Moolenaar
Mooney (WV)
Moore
Moulton
Mullin
Mulvaney
Murphy (FL)
Murphy (PA)
Nadler
Napolitano
Neal
Neugebauer
Newhouse
Noem
Nolan
Norcross
Nugent
Nunes
O'Rourke
Olson
Palazzo
Pallone
Palmer
Pascrell
Paulsen
Payne
Pearce
Pelosi
Perlmutter
Perry
Peters
Peterson
Pingree
Pittenger
Pitts
Pocan
Poe (TX)
Poliquin
Polis
Pompeo
Posey
Price (NC)
Price, Tom
Quigley
Rangel
Ratcliffe
Reed
Reichert
Renacci
Ribble
Rice (NY)
Rice (SC)
Richmond
Rigell
Roby
Roe (TN)
Rogers (AL)
Rogers (KY)
Rohrabacher
Rokita
Rooney (FL)
Ros-Lehtinen
Roskam
Ross
Rothfus
Rouzer
Roybal-Allard
Royce
Ruiz
Ruppersberger
Rush
Russell
Ryan (OH)
Ryan (WI)
Salmon
Sanchez, Linda T.
Sanchez, Loretta
Sanford
Sarbanes
Scalise
Schakowsky
Schiff
Schrader
Schweikert
Scott (VA)
Scott, Austin
Scott, David
Sensenbrenner
Serrano
Sessions
Sewell (AL)
Sherman
Shimkus
Shuster
Simpson
Sinema
Sires
Slaughter
Smith (MO)
Smith (NE)
Smith (NJ)
Smith (TX)
Smith (WA)
Speier
Stefanik
Stewart
Stivers
Swalwell (CA)
Takai
Takano
Thompson (CA)
Thompson (MS)
Thompson (PA)
Thornberry
Tiberi
Tipton
Titus
Tonko
Torres
Trott
Tsongas
Turner
Upton
Valadao
Van Hollen
Vargas
Veasey
Vela
Velazquez
Visclosky
Wagner
Walberg
Walden
Walker
Walorski
Walters, Mimi
Walz
Wasserman Schultz
Waters, Maxine
Watson Coleman
Weber (TX)
Webster (FL)
Welch
Wenstrup
Westerman
Westmoreland
Whitfield
Williams
Wilson (SC)
Wittman
Womack
Woodall
Yarmuth
Yoder
Yoho
Young (AK)
Young (IA)
Young (IN)
Zeldin
Zinke
NOES--2
Conyers
Wilson (FL)
NOT VOTING--7
Buck
Culberson
Davis, Rodney
Deutch
Lieu, Ted
Lofgren
Stutzman
Announcement by the Acting Chair
The Acting CHAIR (during the vote). There is 1 minute remaining.
{time} 1743
So the amendment was agreed to.
[[Page H4926]]
The result of the vote was announced as above recorded.
Stated for:
Mr. RODNEY DAVIS of Illinois. Mr. Chair, on rollcall No. 411, I was
unavoidably detained. Had I been present, I would have voted ``yes.''
Ms. WILSON of Florida. Mr. Chair, during rollcall vote No. 411 on
H.R. 5, I mistakenly recorded my vote as ``no'' when I should have
voted ``yes.''
Amendment No. 32 Offered by Mr. Grayson
The Acting CHAIR. The unfinished business is the demand for a
recorded vote on the amendment offered by the gentleman from Florida
(Mr. Grayson) on which further proceedings were postponed and on which
the noes prevailed by voice vote.
The Clerk will redesignate the amendment.
The Clerk redesignated the amendment.
Recorded Vote
The Acting CHAIR. A recorded vote has been demanded.
A recorded vote was ordered.
The Acting CHAIR. This is a 2-minute vote.
The vote was taken by electronic device, and there were--ayes 199,
noes 228, not voting 6, as follows:
[Roll No. 412]
AYES--199
Adams
Aguilar
Ashford
Bass
Beatty
Becerra
Bera
Beyer
Bishop (GA)
Bishop (UT)
Blumenauer
Bonamici
Boyle, Brendan F.
Brady (PA)
Brown (FL)
Brownley (CA)
Bustos
Butterfield
Capps
Capuano
Cardenas
Carney
Carson (IN)
Cartwright
Castor (FL)
Castro (TX)
Chu, Judy
Cicilline
Clark (MA)
Clarke (NY)
Clay
Cleaver
Clyburn
Cohen
Connolly
Conyers
Cooper
Costa
Costello (PA)
Courtney
Crowley
Cuellar
Cummings
Curbelo (FL)
Davis (CA)
Davis, Danny
Davis, Rodney
DeFazio
DeGette
Delaney
DeLauro
DelBene
Denham
Dent
DeSaulnier
Dingell
Doggett
Doyle, Michael F.
Duckworth
Edwards
Ellison
Ellmers (NC)
Engel
Eshoo
Esty
Farr
Fattah
Fitzpatrick
Foster
Frankel (FL)
Fudge
Gabbard
Gallego
Garamendi
Garrett
Graham
Grayson
Green, Al
Green, Gene
Grijalva
Gutierrez
Hahn
Hastings
Heck (WA)
Higgins
Himes
Hinojosa
Honda
Hoyer
Huffman
Israel
Jackson Lee
Jeffries
Johnson (GA)
Johnson, E. B.
Jones
Kaptur
Keating
Kelly (IL)
Kennedy
Kildee
Kilmer
Kind
Kirkpatrick
Kuster
Lance
Langevin
Larsen (WA)
Larson (CT)
Lawrence
Lee
Levin
Lewis
Lieu, Ted
Lipinski
LoBiondo
Loebsack
Lowenthal
Lowey
Lujan Grisham (NM)
Lujan, Ben Ray (NM)
MacArthur
Maloney, Carolyn
Maloney, Sean
Matsui
McCollum
McDermott
McGovern
McNerney
Meeks
Meng
Miller (MI)
Moore
Moulton
Murphy (FL)
Nadler
Napolitano
Neal
Nolan
Norcross
O'Rourke
Pallone
Pascrell
Pelosi
Perlmutter
Peters
Pingree
Pocan
Polis
Price (NC)
Quigley
Rangel
Rice (NY)
Richmond
Rogers (AL)
Ros-Lehtinen
Ross
Roybal-Allard
Ruiz
Ruppersberger
Rush
Ryan (OH)
Sanchez, Linda T.
Sanchez, Loretta
Sarbanes
Schakowsky
Schiff
Scott (VA)
Scott, David
Serrano
Sewell (AL)
Sherman
Sinema
Sires
Slaughter
Speier
Swalwell (CA)
Takai
Takano
Thompson (CA)
Thompson (MS)
Titus
Tonko
Torres
Tsongas
Van Hollen
Vargas
Veasey
Vela
Velazquez
Visclosky
Walz
Wasserman Schultz
Waters, Maxine
Watson Coleman
Welch
Wilson (FL)
Yarmuth
Young (AK)
NOES--228
Abraham
Aderholt
Allen
Amash
Amodei
Babin
Barletta
Barr
Barton
Benishek
Bilirakis
Bishop (MI)
Black
Blackburn
Blum
Bost
Boustany
Brady (TX)
Brat
Bridenstine
Brooks (AL)
Brooks (IN)
Buchanan
Buck
Bucshon
Burgess
Byrne
Calvert
Carter (GA)
Carter (TX)
Chabot
Chaffetz
Clawson (FL)
Coffman
Cole
Collins (GA)
Collins (NY)
Comstock
Conaway
Cook
Cramer
Crawford
Crenshaw
DeSantis
DesJarlais
Diaz-Balart
Dold
Donovan
Duffy
Duncan (SC)
Duncan (TN)
Emmer (MN)
Farenthold
Fincher
Fleischmann
Fleming
Flores
Forbes
Fortenberry
Foxx
Franks (AZ)
Frelinghuysen
Gibbs
Gibson
Gohmert
Goodlatte
Gosar
Gowdy
Granger
Graves (GA)
Graves (LA)
Graves (MO)
Grothman
Guinta
Guthrie
Hanna
Hardy
Harper
Harris
Hartzler
Heck (NV)
Hensarling
Herrera Beutler
Hice, Jody B.
Hill
Holding
Hudson
Huelskamp
Huizenga (MI)
Hultgren
Hunter
Hurd (TX)
Hurt (VA)
Issa
Jenkins (KS)
Jenkins (WV)
Johnson (OH)
Johnson, Sam
Jolly
Jordan
Joyce
Katko
Kelly (MS)
Kelly (PA)
King (IA)
King (NY)
Kinzinger (IL)
Kline
Knight
Labrador
LaMalfa
Lamborn
Latta
Long
Loudermilk
Love
Lucas
Luetkemeyer
Lummis
Lynch
Marchant
Marino
Massie
McCarthy
McCaul
McClintock
McHenry
McKinley
McMorris Rodgers
McSally
Meadows
Meehan
Messer
Mica
Miller (FL)
Moolenaar
Mooney (WV)
Mullin
Mulvaney
Murphy (PA)
Neugebauer
Newhouse
Noem
Nugent
Nunes
Olson
Palazzo
Palmer
Paulsen
Payne
Pearce
Perry
Peterson
Pittenger
Pitts
Poe (TX)
Poliquin
Pompeo
Posey
Price, Tom
Ratcliffe
Reed
Reichert
Renacci
Ribble
Rice (SC)
Rigell
Roby
Roe (TN)
Rohrabacher
Rokita
Rooney (FL)
Roskam
Rothfus
Rouzer
Royce
Russell
Ryan (WI)
Salmon
Sanford
Scalise
Schrader
Schweikert
Scott, Austin
Sensenbrenner
Sessions
Shimkus
Shuster
Simpson
Smith (MO)
Smith (NE)
Smith (NJ)
Smith (TX)
Smith (WA)
Stefanik
Stewart
Stutzman
Thompson (PA)
Thornberry
Tiberi
Tipton
Trott
Turner
Upton
Valadao
Wagner
Walberg
Walden
Walker
Walorski
Walters, Mimi
Weber (TX)
Webster (FL)
Wenstrup
Westerman
Westmoreland
Whitfield
Williams
Wilson (SC)
Wittman
Womack
Woodall
Yoder
Yoho
Young (IA)
Young (IN)
Zeldin
Zinke
NOT VOTING--6
Culberson
Deutch
Griffith
Lofgren
Rogers (KY)
Stivers
Announcement by the Acting Chair
The Acting CHAIR (during the vote). There is 1 minute remaining.
{time} 1746
So the amendment was rejected.
The result of the vote was announced as above recorded.
Amendment No. 33 Offered by Ms. Wilson of Florida
The Acting CHAIR. The unfinished business is the demand for a
recorded vote on the amendment offered by the gentlewoman from Florida
(Ms. Wilson) on which further proceedings were postponed and on which
the noes prevailed by voice vote.
The Clerk will redesignate the amendment.
The Clerk redesignated the amendment.
Recorded Vote
The Acting CHAIR. A recorded vote has been demanded.
A recorded vote was ordered.
The Acting CHAIR. This is a 2-minute vote.
The vote was taken by electronic device, and there were--ayes 192,
noes 237, not voting 4, as follows:
[Roll No. 413]
AYES--192
Adams
Aguilar
Ashford
Bass
Beatty
Becerra
Bera
Beyer
Bishop (GA)
Blumenauer
Bonamici
Boyle, Brendan F.
Brady (PA)
Brown (FL)
Brownley (CA)
Bustos
Butterfield
Capps
Capuano
Cardenas
Carney
Carson (IN)
Cartwright
Castor (FL)
Castro (TX)
Chu, Judy
Cicilline
Clark (MA)
Clarke (NY)
Clay
Cleaver
Clyburn
Cohen
Connolly
Conyers
Cooper
Costa
Costello (PA)
Courtney
Crowley
Cuellar
Cummings
Curbelo (FL)
Davis (CA)
Davis, Danny
DeFazio
DeGette
Delaney
DeLauro
DelBene
DeSaulnier
Dingell
Doggett
Doyle, Michael F.
Duckworth
Edwards
Ellison
Engel
Eshoo
Esty
Farr
Fattah
Foster
Frankel (FL)
Fudge
Gabbard
Gallego
Garamendi
Graham
Grayson
Green, Al
Green, Gene
Grijalva
Gutierrez
Hahn
Hastings
Heck (WA)
Higgins
Himes
Hinojosa
Honda
Hoyer
Huffman
Israel
Jackson Lee
Jeffries
Johnson (GA)
Johnson, E. B.
Kaptur
Keating
Kelly (IL)
Kennedy
Kildee
Kilmer
Kind
Kirkpatrick
Kuster
Langevin
Larsen (WA)
Larson (CT)
Lawrence
Lee
Levin
Lewis
Lieu, Ted
Lipinski
LoBiondo
Loebsack
Lowenthal
Lowey
Lujan Grisham (NM)
Lujan, Ben Ray (NM)
Lynch
Maloney, Carolyn
Maloney, Sean
Matsui
McCollum
McDermott
McGovern
McNerney
McSally
Meeks
Meng
Moore
Moulton
Murphy (FL)
Nadler
Napolitano
Neal
Nolan
Norcross
O'Rourke
Pallone
Pascrell
Payne
Pelosi
Perlmutter
Peters
Peterson
Pingree
Pocan
Polis
Price (NC)
Quigley
Rangel
Rice (NY)
Richmond
Ros-Lehtinen
Roybal-Allard
Ruiz
Ruppersberger
Rush
Ryan (OH)
Sanchez, Linda T.
Sanchez, Loretta
Sarbanes
Schakowsky
Schiff
Schrader
Scott (VA)
Scott, David
Serrano
Sewell (AL)
Sherman
Simpson
[[Page H4927]]
Sinema
Sires
Slaughter
Smith (WA)
Speier
Swalwell (CA)
Takai
Takano
Thompson (CA)
Thompson (MS)
Titus
Tonko
Torres
Tsongas
Van Hollen
Vargas
Veasey
Vela
Velazquez
Visclosky
Walz
Wasserman Schultz
Waters, Maxine
Watson Coleman
Welch
Wilson (FL)
Yarmuth
NOES--237
Abraham
Aderholt
Allen
Amash
Amodei
Babin
Barletta
Barr
Barton
Benishek
Bilirakis
Bishop (MI)
Bishop (UT)
Black
Blackburn
Blum
Bost
Boustany
Brady (TX)
Brat
Bridenstine
Brooks (AL)
Brooks (IN)
Buchanan
Bucshon
Burgess
Byrne
Calvert
Carter (GA)
Carter (TX)
Chabot
Chaffetz
Clawson (FL)
Coffman
Cole
Collins (GA)
Collins (NY)
Comstock
Conaway
Cook
Cramer
Crawford
Crenshaw
Davis, Rodney
Denham
Dent
DeSantis
DesJarlais
Diaz-Balart
Dold
Donovan
Duffy
Duncan (SC)
Duncan (TN)
Ellmers (NC)
Emmer (MN)
Farenthold
Fincher
Fitzpatrick
Fleischmann
Fleming
Flores
Forbes
Fortenberry
Foxx
Franks (AZ)
Frelinghuysen
Garrett
Gibbs
Gibson
Gohmert
Goodlatte
Gosar
Gowdy
Granger
Graves (GA)
Graves (LA)
Graves (MO)
Griffith
Grothman
Guinta
Guthrie
Hanna
Hardy
Harper
Harris
Hartzler
Heck (NV)
Hensarling
Herrera Beutler
Hice, Jody B.
Hill
Holding
Hudson
Huelskamp
Huizenga (MI)
Hultgren
Hunter
Hurd (TX)
Hurt (VA)
Issa
Jenkins (KS)
Jenkins (WV)
Johnson (OH)
Johnson, Sam
Jolly
Jones
Jordan
Joyce
Katko
Kelly (MS)
Kelly (PA)
King (IA)
King (NY)
Kinzinger (IL)
Kline
Knight
Labrador
LaMalfa
Lamborn
Lance
Latta
Long
Loudermilk
Love
Lucas
Luetkemeyer
Lummis
MacArthur
Marchant
Marino
Massie
McCarthy
McCaul
McClintock
McHenry
McKinley
McMorris Rodgers
Meadows
Meehan
Messer
Mica
Miller (FL)
Miller (MI)
Moolenaar
Mooney (WV)
Mullin
Mulvaney
Murphy (PA)
Neugebauer
Newhouse
Noem
Nugent
Nunes
Olson
Palazzo
Palmer
Paulsen
Pearce
Perry
Pittenger
Pitts
Poe (TX)
Poliquin
Pompeo
Posey
Price, Tom
Ratcliffe
Reed
Reichert
Renacci
Ribble
Rice (SC)
Rigell
Roby
Roe (TN)
Rogers (AL)
Rogers (KY)
Rohrabacher
Rokita
Rooney (FL)
Roskam
Ross
Rothfus
Rouzer
Royce
Russell
Ryan (WI)
Salmon
Sanford
Scalise
Schweikert
Scott, Austin
Sensenbrenner
Sessions
Shimkus
Shuster
Smith (MO)
Smith (NE)
Smith (NJ)
Smith (TX)
Stefanik
Stewart
Stivers
Stutzman
Thompson (PA)
Thornberry
Tiberi
Tipton
Trott
Turner
Upton
Valadao
Wagner
Walberg
Walden
Walker
Walorski
Walters, Mimi
Weber (TX)
Webster (FL)
Wenstrup
Westerman
Westmoreland
Whitfield
Williams
Wilson (SC)
Wittman
Womack
Woodall
Yoder
Yoho
Young (AK)
Young (IA)
Young (IN)
Zeldin
Zinke
NOT VOTING--4
Buck
Culberson
Deutch
Lofgren
Announcement by the Acting Chair
The Acting CHAIR (during the vote). There is 1 minute remaining.
{time} 1750
So the amendment was rejected.
The result of the vote was announced as above recorded.
Amendment No. 35 Offered by Mr. Carson of Indiana
The Acting CHAIR. The unfinished business is the demand for a
recorded vote on the amendment offered by the gentleman from Indiana
(Mr. Carson) on which further proceedings were postponed and on which
the noes prevailed by voice vote.
The Clerk will redesignate the amendment.
The Clerk redesignated the amendment.
Recorded Vote
The Acting CHAIR. A recorded vote has been demanded.
A recorded vote was ordered.
The Acting CHAIR. This is a 2-minute vote.
The vote was taken by electronic device, and there were--ayes 186,
noes 245, not voting 2, as follows:
[Roll No. 414]
AYES--186
Adams
Aguilar
Ashford
Bass
Beatty
Becerra
Bera
Beyer
Bishop (GA)
Blumenauer
Bonamici
Boyle, Brendan F.
Brady (PA)
Brown (FL)
Brownley (CA)
Bustos
Butterfield
Capps
Capuano
Cardenas
Carney
Carson (IN)
Cartwright
Castor (FL)
Castro (TX)
Chu, Judy
Cicilline
Clark (MA)
Clarke (NY)
Clay
Cleaver
Clyburn
Cohen
Connolly
Conyers
Cooper
Costa
Courtney
Crowley
Cuellar
Cummings
Davis (CA)
Davis, Danny
DeFazio
DeGette
Delaney
DeLauro
DelBene
DeSaulnier
Deutch
Dingell
Doggett
Doyle, Michael F.
Duckworth
Edwards
Ellison
Engel
Eshoo
Esty
Farr
Fattah
Foster
Frankel (FL)
Fudge
Gabbard
Gallego
Garamendi
Graham
Grayson
Green, Al
Green, Gene
Grijalva
Gutierrez
Hahn
Hastings
Heck (WA)
Higgins
Himes
Hinojosa
Honda
Hoyer
Huffman
Israel
Jackson Lee
Jeffries
Johnson (GA)
Johnson, E. B.
Kaptur
Keating
Kelly (IL)
Kennedy
Kildee
Kilmer
Kind
Kirkpatrick
Kuster
Langevin
Larsen (WA)
Larson (CT)
Lawrence
Lee
Levin
Lewis
Lieu, Ted
Lipinski
Loebsack
Lowenthal
Lowey
Lujan Grisham (NM)
Lujan, Ben Ray (NM)
Lynch
Maloney, Carolyn
Maloney, Sean
Matsui
McCollum
McDermott
McGovern
McNerney
Meeks
Meng
Moore
Moulton
Murphy (FL)
Nadler
Napolitano
Neal
Nolan
Norcross
O'Rourke
Pallone
Pascrell
Payne
Pelosi
Perlmutter
Peters
Pingree
Pocan
Polis
Price (NC)
Quigley
Rangel
Rice (NY)
Richmond
Roybal-Allard
Ruiz
Ruppersberger
Rush
Ryan (OH)
Sanchez, Linda T.
Sanchez, Loretta
Sarbanes
Schakowsky
Schiff
Schrader
Scott (VA)
Scott, David
Serrano
Sewell (AL)
Sherman
Sinema
Sires
Slaughter
Smith (WA)
Speier
Swalwell (CA)
Takai
Takano
Thompson (CA)
Thompson (MS)
Titus
Tonko
Torres
Tsongas
Van Hollen
Vargas
Veasey
Vela
Velazquez
Visclosky
Walz
Wasserman Schultz
Waters, Maxine
Watson Coleman
Welch
Wilson (FL)
Yarmuth
NOES--245
Abraham
Aderholt
Allen
Amash
Amodei
Babin
Barletta
Barr
Barton
Benishek
Bilirakis
Bishop (MI)
Bishop (UT)
Black
Blackburn
Blum
Bost
Boustany
Brady (TX)
Brat
Bridenstine
Brooks (AL)
Brooks (IN)
Buchanan
Buck
Bucshon
Burgess
Byrne
Calvert
Carter (GA)
Carter (TX)
Chabot
Chaffetz
Clawson (FL)
Coffman
Cole
Collins (GA)
Collins (NY)
Comstock
Conaway
Cook
Costello (PA)
Cramer
Crawford
Crenshaw
Curbelo (FL)
Davis, Rodney
Denham
Dent
DeSantis
DesJarlais
Diaz-Balart
Dold
Donovan
Duffy
Duncan (SC)
Duncan (TN)
Ellmers (NC)
Emmer (MN)
Farenthold
Fincher
Fitzpatrick
Fleischmann
Fleming
Flores
Forbes
Fortenberry
Foxx
Franks (AZ)
Frelinghuysen
Garrett
Gibbs
Gibson
Gohmert
Goodlatte
Gosar
Gowdy
Granger
Graves (GA)
Graves (LA)
Graves (MO)
Griffith
Grothman
Guinta
Guthrie
Hanna
Hardy
Harper
Harris
Hartzler
Heck (NV)
Hensarling
Herrera Beutler
Hice, Jody B.
Hill
Holding
Hudson
Huelskamp
Huizenga (MI)
Hultgren
Hunter
Hurd (TX)
Hurt (VA)
Issa
Jenkins (KS)
Jenkins (WV)
Johnson (OH)
Johnson, Sam
Jolly
Jones
Jordan
Joyce
Katko
Kelly (MS)
Kelly (PA)
King (IA)
King (NY)
Kinzinger (IL)
Kline
Knight
Labrador
LaMalfa
Lamborn
Lance
Latta
LoBiondo
Long
Loudermilk
Love
Lucas
Luetkemeyer
Lummis
MacArthur
Marchant
Marino
Massie
McCarthy
McCaul
McClintock
McHenry
McKinley
McMorris Rodgers
McSally
Meadows
Meehan
Messer
Mica
Miller (FL)
Miller (MI)
Moolenaar
Mooney (WV)
Mullin
Mulvaney
Murphy (PA)
Neugebauer
Newhouse
Noem
Nugent
Nunes
Olson
Palazzo
Palmer
Paulsen
Pearce
Perry
Peterson
Pittenger
Pitts
Poe (TX)
Poliquin
Pompeo
Posey
Price, Tom
Ratcliffe
Reed
Reichert
Renacci
Ribble
Rice (SC)
Rigell
Roby
Roe (TN)
Rogers (AL)
Rogers (KY)
Rohrabacher
Rokita
Rooney (FL)
Ros-Lehtinen
Roskam
Ross
Rothfus
Rouzer
Royce
Russell
Ryan (WI)
Salmon
Sanford
Scalise
Schweikert
Scott, Austin
Sensenbrenner
Sessions
Shimkus
Shuster
Simpson
Smith (MO)
Smith (NE)
Smith (NJ)
Smith (TX)
Stefanik
Stewart
Stivers
Stutzman
Thompson (PA)
Thornberry
Tiberi
Tipton
Trott
Turner
Upton
Valadao
Wagner
Walberg
Walden
Walker
Walorski
Walters, Mimi
Weber (TX)
Webster (FL)
Wenstrup
Westerman
Westmoreland
Whitfield
Williams
Wilson (SC)
Wittman
Womack
Woodall
Yoder
Yoho
Young (AK)
Young (IA)
Young (IN)
Zeldin
Zinke
NOT VOTING--2
Culberson
Lofgren
Announcement by the Acting Chair
The Acting CHAIR (during the vote). There is 1 minute remaining.
[[Page H4928]]
{time} 1754
Mr. COSTELLO of Pennsylvania changed his vote from ``aye'' to ``no.''
So the amendment was rejected.
The result of the vote was announced as above recorded.
Amendment No. 39 Offered by Ms. Brownley of California
The Acting CHAIR. The unfinished business is the demand for a
recorded vote on the amendment offered by the gentlewoman from
California (Ms. Brownley) on which further proceedings were postponed
and on which the noes prevailed by voice vote.
The Clerk will redesignate the amendment.
The Clerk redesignated the amendment.
Recorded Vote
The Acting CHAIR. A recorded vote has been demanded.
A recorded vote was ordered.
The Acting CHAIR. This is a 2-minute vote.
The vote was taken by electronic device, and there were--ayes 191,
noes 239, not voting 3, as follows:
[Roll No. 415]
AYES--191
Adams
Aguilar
Ashford
Bass
Beatty
Becerra
Bera
Beyer
Bishop (GA)
Blumenauer
Bonamici
Boyle, Brendan F.
Brady (PA)
Brown (FL)
Brownley (CA)
Bustos
Butterfield
Capps
Capuano
Cardenas
Carney
Carson (IN)
Cartwright
Castor (FL)
Castro (TX)
Chu, Judy
Cicilline
Clark (MA)
Clarke (NY)
Clay
Cleaver
Clyburn
Cohen
Connolly
Conyers
Cooper
Costa
Courtney
Crowley
Cuellar
Cummings
Davis (CA)
Davis, Danny
DeFazio
DeGette
Delaney
DeLauro
DelBene
DeSaulnier
Deutch
Dingell
Doggett
Doyle, Michael F.
Duckworth
Edwards
Ellison
Engel
Eshoo
Esty
Farr
Fattah
Foster
Frankel (FL)
Fudge
Gabbard
Gallego
Garamendi
Gibson
Graham
Grayson
Green, Al
Green, Gene
Grijalva
Gutierrez
Hahn
Hastings
Heck (WA)
Higgins
Himes
Hinojosa
Honda
Hoyer
Huffman
Israel
Jackson Lee
Jeffries
Johnson (GA)
Johnson, E. B.
Kaptur
Katko
Keating
Kelly (IL)
Kennedy
Kildee
Kilmer
Kind
Kirkpatrick
Kuster
Langevin
Larsen (WA)
Larson (CT)
Lawrence
Lee
Levin
Lewis
Lieu, Ted
Lipinski
Loebsack
Lowenthal
Lowey
Lujan Grisham (NM)
Lujan, Ben Ray (NM)
Lynch
Maloney, Carolyn
Maloney, Sean
Marchant
Matsui
McCollum
McDermott
McGovern
McNerney
McSally
Meeks
Meng
Moore
Moulton
Murphy (FL)
Nadler
Napolitano
Neal
Nolan
Norcross
O'Rourke
Pallone
Pascrell
Payne
Pelosi
Perlmutter
Peters
Pingree
Pocan
Polis
Price (NC)
Quigley
Rangel
Rice (NY)
Richmond
Ros-Lehtinen
Roybal-Allard
Ruiz
Ruppersberger
Rush
Ryan (OH)
Sanchez, Linda T.
Sanchez, Loretta
Sarbanes
Schakowsky
Schiff
Schrader
Scott (VA)
Scott, David
Serrano
Sewell (AL)
Sherman
Sinema
Sires
Slaughter
Smith (WA)
Speier
Swalwell (CA)
Takai
Takano
Thompson (CA)
Thompson (MS)
Titus
Tonko
Torres
Tsongas
Van Hollen
Vargas
Veasey
Vela
Velazquez
Visclosky
Walz
Wasserman Schultz
Waters, Maxine
Watson Coleman
Welch
Wilson (FL)
Yarmuth
NOES--239
Abraham
Aderholt
Allen
Amash
Amodei
Babin
Barletta
Barr
Barton
Benishek
Bilirakis
Bishop (MI)
Bishop (UT)
Black
Blackburn
Blum
Bost
Boustany
Brady (TX)
Brat
Bridenstine
Brooks (AL)
Brooks (IN)
Buchanan
Buck
Bucshon
Burgess
Byrne
Calvert
Carter (GA)
Carter (TX)
Chabot
Chaffetz
Clawson (FL)
Coffman
Cole
Collins (GA)
Collins (NY)
Comstock
Conaway
Cook
Costello (PA)
Cramer
Crawford
Crenshaw
Curbelo (FL)
Davis, Rodney
Denham
Dent
DeSantis
DesJarlais
Diaz-Balart
Dold
Donovan
Duffy
Duncan (SC)
Duncan (TN)
Ellmers (NC)
Emmer (MN)
Farenthold
Fincher
Fitzpatrick
Fleischmann
Fleming
Flores
Forbes
Fortenberry
Foxx
Franks (AZ)
Frelinghuysen
Garrett
Gibbs
Gohmert
Goodlatte
Gosar
Gowdy
Granger
Graves (GA)
Graves (LA)
Graves (MO)
Griffith
Grothman
Guinta
Guthrie
Hanna
Hardy
Harper
Harris
Hartzler
Heck (NV)
Hensarling
Herrera Beutler
Hice, Jody B.
Hill
Holding
Hudson
Huelskamp
Huizenga (MI)
Hultgren
Hunter
Hurd (TX)
Hurt (VA)
Issa
Jenkins (KS)
Jenkins (WV)
Johnson (OH)
Johnson, Sam
Jolly
Jones
Jordan
Joyce
Kelly (MS)
Kelly (PA)
King (IA)
King (NY)
Kinzinger (IL)
Kline
Knight
Labrador
LaMalfa
Lamborn
Lance
Latta
LoBiondo
Long
Loudermilk
Love
Lucas
Luetkemeyer
Lummis
MacArthur
Marino
Massie
McCarthy
McCaul
McClintock
McHenry
McKinley
McMorris Rodgers
Meadows
Meehan
Messer
Mica
Miller (FL)
Miller (MI)
Moolenaar
Mooney (WV)
Mullin
Mulvaney
Murphy (PA)
Neugebauer
Newhouse
Noem
Nugent
Nunes
Olson
Palazzo
Palmer
Paulsen
Pearce
Perry
Peterson
Pittenger
Pitts
Poe (TX)
Poliquin
Pompeo
Posey
Price, Tom
Ratcliffe
Reed
Reichert
Renacci
Ribble
Rice (SC)
Rigell
Roby
Roe (TN)
Rogers (AL)
Rogers (KY)
Rohrabacher
Rokita
Rooney (FL)
Roskam
Ross
Rothfus
Rouzer
Royce
Russell
Ryan (WI)
Salmon
Sanford
Scalise
Schweikert
Scott, Austin
Sensenbrenner
Sessions
Shimkus
Shuster
Simpson
Smith (MO)
Smith (NE)
Smith (NJ)
Smith (TX)
Stefanik
Stewart
Stivers
Stutzman
Thompson (PA)
Thornberry
Tiberi
Tipton
Trott
Turner
Upton
Valadao
Wagner
Walberg
Walden
Walker
Walorski
Walters, Mimi
Weber (TX)
Webster (FL)
Wenstrup
Westerman
Whitfield
Williams
Wilson (SC)
Wittman
Womack
Woodall
Yoder
Yoho
Young (AK)
Young (IA)
Young (IN)
Zeldin
Zinke
NOT VOTING--3
Culberson
Lofgren
Westmoreland
Announcement by the Acting Chair
The Acting CHAIR (during the vote). There is 1 minute remaining.
{time} 1757
So the amendment was rejected.
The result of the vote was announced as above recorded.
Amendment No. 40 Offered by Mr. Loebsack
The Acting CHAIR. The unfinished business is the demand for a
recorded vote on the amendment offered by the gentleman from Iowa (Mr.
Loebsack) on which further proceedings were postponed and on which the
noes prevailed by voice vote.
The Clerk will redesignate the amendment.
The Clerk redesignated the amendment.
Recorded Vote
The Acting CHAIR. A recorded vote has been demanded.
A recorded vote was ordered.
The Acting CHAIR. This is a 2-minute vote.
The vote was taken by electronic device, and there were--ayes 218,
noes 213, not voting 2, as follows:
[Roll No. 416]
AYES--218
Adams
Aguilar
Ashford
Bass
Beatty
Becerra
Bera
Beyer
Bishop (GA)
Blum
Blumenauer
Bonamici
Bost
Boyle, Brendan F.
Brady (PA)
Brown (FL)
Brownley (CA)
Burgess
Bustos
Butterfield
Capps
Capuano
Cardenas
Carney
Carson (IN)
Cartwright
Castor (FL)
Castro (TX)
Chu, Judy
Cicilline
Clark (MA)
Clarke (NY)
Clay
Cleaver
Clyburn
Cohen
Connolly
Conyers
Cooper
Costa
Costello (PA)
Courtney
Crowley
Cuellar
Cummings
Davis (CA)
Davis, Danny
Davis, Rodney
DeFazio
DeGette
Delaney
DeLauro
DelBene
Dent
DeSaulnier
Deutch
Dingell
Doggett
Doyle, Michael F.
Duckworth
Edwards
Ellison
Engel
Eshoo
Esty
Farr
Fattah
Fitzpatrick
Foster
Frankel (FL)
Fudge
Gabbard
Gallego
Garamendi
Gibson
Graham
Graves (MO)
Grayson
Green, Al
Green, Gene
Griffith
Grijalva
Gutierrez
Hahn
Hanna
Hastings
Heck (WA)
Herrera Beutler
Higgins
Himes
Hinojosa
Honda
Hoyer
Huffman
Israel
Jackson Lee
Jeffries
Jenkins (WV)
Johnson (GA)
Johnson, E. B.
Kaptur
Katko
Keating
Kelly (IL)
Kennedy
Kildee
Kilmer
Kind
Kirkpatrick
Kuster
Langevin
Larsen (WA)
Larson (CT)
Lawrence
Lee
Levin
Lewis
Lieu, Ted
Lipinski
LoBiondo
Loebsack
Lowenthal
Lowey
Lucas
Lujan Grisham (NM)
Lujan, Ben Ray (NM)
Lynch
Maloney, Carolyn
Maloney, Sean
Marino
Matsui
McCollum
McDermott
McGovern
McKinley
McNerney
McSally
Meeks
Meng
Mooney (WV)
Moore
Moulton
Murphy (FL)
Nadler
Napolitano
Neal
Nolan
Norcross
O'Rourke
Pallone
Pascrell
Payne
Pearce
Pelosi
Perlmutter
Peters
Peterson
Pingree
Pocan
Polis
Price (NC)
Quigley
Rangel
Reichert
Rice (NY)
Richmond
Rooney (FL)
Roybal-Allard
Ruiz
Ruppersberger
Rush
Ryan (OH)
Sanchez, Linda T.
Sanchez, Loretta
Sarbanes
Schakowsky
Schiff
Schrader
Scott (VA)
Scott, David
Serrano
Sewell (AL)
Sherman
[[Page H4929]]
Simpson
Sinema
Sires
Slaughter
Smith (WA)
Speier
Stefanik
Stivers
Swalwell (CA)
Takai
Takano
Thompson (CA)
Thompson (MS)
Thompson (PA)
Titus
Tonko
Torres
Tsongas
Van Hollen
Vargas
Veasey
Vela
Velazquez
Visclosky
Walz
Wasserman Schultz
Waters, Maxine
Watson Coleman
Welch
Whitfield
Wilson (FL)
Yarmuth
Young (AK)
Young (IA)
Zinke
NOES--213
Abraham
Aderholt
Allen
Amash
Amodei
Babin
Barletta
Barr
Barton
Benishek
Bilirakis
Bishop (MI)
Bishop (UT)
Black
Blackburn
Boustany
Brady (TX)
Brat
Bridenstine
Brooks (AL)
Brooks (IN)
Buchanan
Buck
Bucshon
Byrne
Calvert
Carter (GA)
Carter (TX)
Chabot
Chaffetz
Clawson (FL)
Coffman
Cole
Collins (GA)
Collins (NY)
Comstock
Conaway
Cook
Cramer
Crawford
Crenshaw
Curbelo (FL)
Denham
DeSantis
DesJarlais
Diaz-Balart
Dold
Donovan
Duffy
Duncan (SC)
Duncan (TN)
Ellmers (NC)
Emmer (MN)
Farenthold
Fincher
Fleischmann
Fleming
Flores
Forbes
Fortenberry
Foxx
Franks (AZ)
Frelinghuysen
Garrett
Gibbs
Gohmert
Goodlatte
Gosar
Gowdy
Granger
Graves (GA)
Graves (LA)
Grothman
Guinta
Guthrie
Hardy
Harper
Harris
Hartzler
Heck (NV)
Hensarling
Hice, Jody B.
Hill
Holding
Hudson
Huelskamp
Huizenga (MI)
Hultgren
Hunter
Hurd (TX)
Hurt (VA)
Issa
Jenkins (KS)
Johnson (OH)
Johnson, Sam
Jolly
Jones
Jordan
Joyce
Kelly (MS)
Kelly (PA)
King (IA)
King (NY)
Kinzinger (IL)
Kline
Knight
Labrador
LaMalfa
Lamborn
Lance
Latta
Long
Loudermilk
Love
Luetkemeyer
Lummis
MacArthur
Marchant
Massie
McCarthy
McCaul
McClintock
McHenry
McMorris Rodgers
Meadows
Meehan
Messer
Mica
Miller (FL)
Miller (MI)
Moolenaar
Mullin
Mulvaney
Murphy (PA)
Neugebauer
Newhouse
Noem
Nugent
Nunes
Olson
Palazzo
Palmer
Paulsen
Perry
Pittenger
Pitts
Poe (TX)
Poliquin
Pompeo
Posey
Price, Tom
Ratcliffe
Reed
Renacci
Ribble
Rice (SC)
Rigell
Roby
Roe (TN)
Rogers (AL)
Rogers (KY)
Rohrabacher
Rokita
Ros-Lehtinen
Roskam
Ross
Rothfus
Rouzer
Royce
Russell
Ryan (WI)
Salmon
Sanford
Scalise
Schweikert
Scott, Austin
Sensenbrenner
Sessions
Shimkus
Shuster
Smith (MO)
Smith (NE)
Smith (NJ)
Smith (TX)
Stewart
Stutzman
Thornberry
Tiberi
Tipton
Trott
Turner
Upton
Valadao
Wagner
Walberg
Walden
Walker
Walorski
Walters, Mimi
Weber (TX)
Webster (FL)
Wenstrup
Westerman
Westmoreland
Williams
Wilson (SC)
Wittman
Womack
Woodall
Yoder
Yoho
Young (IN)
Zeldin
NOT VOTING--2
Culberson
Lofgren
Announcement by the Acting Chair
The Acting CHAIR (during the vote). There is 1 minute remaining.
{time} 1801
Mr. YOUNG of Iowa changed his vote from ``no'' to ``aye.''
So the amendment was agreed to.
The result of the vote was announced as above recorded.
Amendment No. 41 Offered by Mr. Polis
The Acting CHAIR. The unfinished business is the demand for a
recorded vote on the amendment offered by the gentleman from Colorado
(Mr. Polis) on which further proceedings were postponed and on which
the noes prevailed by voice vote.
The Clerk will redesignate the amendment.
The Clerk redesignated the amendment.
Recorded Vote
The Acting CHAIR. A recorded vote has been demanded.
A recorded vote was ordered.
The Acting CHAIR. This will be a 2-minute vote.
The vote was taken by electronic device, and there were--ayes 205,
noes 224, not voting 4, as follows:
[Roll No. 417]
AYES--205
Adams
Aguilar
Ashford
Bass
Beatty
Becerra
Bera
Beyer
Bishop (GA)
Blumenauer
Bonamici
Boyle, Brendan F.
Brady (PA)
Brown (FL)
Brownley (CA)
Bustos
Butterfield
Capps
Capuano
Cardenas
Carney
Carson (IN)
Cartwright
Castor (FL)
Castro (TX)
Chu, Judy
Cicilline
Clark (MA)
Clarke (NY)
Clay
Cleaver
Clyburn
Cohen
Connolly
Conyers
Cooper
Costa
Costello (PA)
Courtney
Crowley
Cuellar
Cummings
Curbelo (FL)
Davis (CA)
Davis, Danny
Davis, Rodney
DeFazio
DeGette
Delaney
DeLauro
DelBene
Dent
DeSaulnier
Deutch
Dingell
Doggett
Dold
Donovan
Doyle, Michael F.
Duckworth
Edwards
Ellison
Engel
Eshoo
Esty
Farr
Fattah
Foster
Frankel (FL)
Fudge
Gabbard
Gallego
Garamendi
Gibson
Graham
Grayson
Green, Al
Green, Gene
Grijalva
Gutierrez
Hahn
Hanna
Hastings
Heck (WA)
Higgins
Himes
Hinojosa
Honda
Hoyer
Huffman
Israel
Jackson Lee
Jeffries
Jenkins (WV)
Johnson (GA)
Johnson, E. B.
Kaptur
Katko
Keating
Kelly (IL)
Kennedy
Kildee
Kilmer
Kind
King (NY)
Kirkpatrick
Kuster
Langevin
Larsen (WA)
Larson (CT)
Lawrence
Lee
Levin
Lewis
Lieu, Ted
Lipinski
LoBiondo
Loebsack
Lowenthal
Lowey
Lujan Grisham (NM)
Lujan, Ben Ray (NM)
Lynch
Maloney, Carolyn
Maloney, Sean
Matsui
McCollum
McDermott
McGovern
McKinley
McNerney
McSally
Meeks
Meng
Miller (MI)
Moore
Moulton
Murphy (FL)
Nadler
Napolitano
Neal
Nolan
Norcross
O'Rourke
Pallone
Pascrell
Payne
Pelosi
Perlmutter
Peters
Peterson
Pingree
Pocan
Polis
Price (NC)
Quigley
Rangel
Rice (NY)
Richmond
Ros-Lehtinen
Roybal-Allard
Ruiz
Ruppersberger
Rush
Ryan (OH)
Sanchez, Linda T.
Sanchez, Loretta
Sarbanes
Schakowsky
Schiff
Schrader
Scott (VA)
Scott, David
Serrano
Sewell (AL)
Sherman
Simpson
Sinema
Sires
Slaughter
Smith (WA)
Speier
Swalwell (CA)
Takai
Takano
Thompson (CA)
Thompson (MS)
Titus
Tonko
Torres
Tsongas
Van Hollen
Vargas
Veasey
Vela
Velazquez
Visclosky
Walz
Wasserman Schultz
Waters, Maxine
Watson Coleman
Welch
Wilson (FL)
Yarmuth
Zeldin
NOES--224
Abraham
Aderholt
Allen
Amash
Amodei
Babin
Barletta
Barr
Barton
Benishek
Bilirakis
Bishop (MI)
Bishop (UT)
Black
Blackburn
Blum
Bost
Boustany
Brady (TX)
Brat
Bridenstine
Brooks (AL)
Brooks (IN)
Buchanan
Buck
Bucshon
Burgess
Byrne
Calvert
Carter (GA)
Carter (TX)
Chabot
Chaffetz
Clawson (FL)
Coffman
Cole
Collins (GA)
Collins (NY)
Comstock
Conaway
Cook
Cramer
Crawford
Crenshaw
Denham
DeSantis
DesJarlais
Diaz-Balart
Duffy
Duncan (SC)
Duncan (TN)
Ellmers (NC)
Emmer (MN)
Farenthold
Fincher
Fitzpatrick
Fleischmann
Fleming
Flores
Forbes
Fortenberry
Foxx
Franks (AZ)
Frelinghuysen
Garrett
Gibbs
Gohmert
Goodlatte
Gosar
Gowdy
Granger
Graves (GA)
Graves (LA)
Graves (MO)
Griffith
Grothman
Guinta
Guthrie
Hardy
Harper
Harris
Hartzler
Heck (NV)
Hensarling
Herrera Beutler
Hice, Jody B.
Hill
Holding
Hudson
Huizenga (MI)
Hultgren
Hunter
Hurd (TX)
Issa
Jenkins (KS)
Johnson (OH)
Johnson, Sam
Jolly
Jones
Jordan
Joyce
Kelly (MS)
Kelly (PA)
King (IA)
Kinzinger (IL)
Kline
Knight
Labrador
LaMalfa
Lamborn
Lance
Latta
Long
Loudermilk
Love
Lucas
Luetkemeyer
Lummis
MacArthur
Marchant
Marino
Massie
McCarthy
McCaul
McClintock
McHenry
McMorris Rodgers
Meadows
Meehan
Messer
Mica
Miller (FL)
Moolenaar
Mooney (WV)
Mullin
Mulvaney
Murphy (PA)
Neugebauer
Newhouse
Noem
Nugent
Nunes
Olson
Palazzo
Palmer
Paulsen
Pearce
Perry
Pittenger
Pitts
Poe (TX)
Poliquin
Pompeo
Posey
Price, Tom
Ratcliffe
Reed
Reichert
Renacci
Ribble
Rice (SC)
Rigell
Roby
Roe (TN)
Rogers (AL)
Rogers (KY)
Rohrabacher
Rokita
Rooney (FL)
Roskam
Ross
Rothfus
Rouzer
Royce
Russell
Ryan (WI)
Salmon
Sanford
Scalise
Schweikert
Scott, Austin
Sensenbrenner
Sessions
Shimkus
Shuster
Smith (MO)
Smith (NE)
Smith (NJ)
Smith (TX)
Stefanik
Stewart
Stivers
Stutzman
Thompson (PA)
Thornberry
Tiberi
Tipton
Trott
Turner
Upton
Valadao
Wagner
Walberg
Walden
Walker
Walorski
Walters, Mimi
Weber (TX)
Webster (FL)
Wenstrup
Westerman
Westmoreland
Whitfield
Williams
Wilson (SC)
Wittman
Womack
Woodall
Yoder
Yoho
Young (AK)
Young (IA)
Young (IN)
Zinke
NOT VOTING--4
Culberson
Huelskamp
Hurt (VA)
Lofgren
Announcement by the Acting Chair
The Acting CHAIR (during the vote). There is 1 minute remaining.
{time} 1804
So the amendment was rejected.
The result of the vote was announced as above recorded.
[[Page H4930]]
Amendment No. 43 Offered by Mr. Thompson of Mississippi
The Acting CHAIR. The unfinished business is the demand for a
recorded vote on the amendment offered by the gentleman from
Mississippi (Mr. Thompson) on which further proceedings were postponed
and on which the noes prevailed by voice vote.
The Clerk will redesignate the amendment.
The Clerk redesignated the amendment.
Recorded Vote
The Acting CHAIR. A recorded vote has been demanded.
A recorded vote was ordered.
The Acting CHAIR. This will be a 2-minute vote.
The vote was taken by electronic device, and there were--ayes 189,
noes 241, not voting 3, as follows:
[Roll No. 418]
AYES--189
Adams
Aguilar
Ashford
Bass
Beatty
Becerra
Bera
Beyer
Bishop (GA)
Bishop (MI)
Blumenauer
Bonamici
Boyle, Brendan F.
Brady (PA)
Brown (FL)
Brownley (CA)
Bustos
Butterfield
Capps
Capuano
Cardenas
Carney
Carson (IN)
Cartwright
Castor (FL)
Castro (TX)
Chu, Judy
Cicilline
Clark (MA)
Clarke (NY)
Clay
Cleaver
Clyburn
Cohen
Connolly
Conyers
Cooper
Costa
Courtney
Crowley
Cuellar
Cummings
Davis (CA)
Davis, Danny
DeFazio
DeGette
Delaney
DeLauro
DelBene
DeSaulnier
Deutch
Dingell
Doggett
Doyle, Michael F.
Duckworth
Edwards
Ellison
Engel
Eshoo
Esty
Farr
Fattah
Foster
Frankel (FL)
Fudge
Gabbard
Gallego
Garamendi
Gibson
Graham
Grayson
Green, Al
Green, Gene
Grijalva
Gutierrez
Hahn
Hastings
Heck (WA)
Higgins
Himes
Hinojosa
Honda
Hoyer
Huffman
Israel
Jackson Lee
Jeffries
Johnson (GA)
Johnson, E. B.
Kaptur
Keating
Kelly (IL)
Kennedy
Kildee
Kilmer
Kind
Kirkpatrick
Kuster
Langevin
Larsen (WA)
Larson (CT)
Lawrence
Lee
Levin
Lewis
Lieu, Ted
Lipinski
Loebsack
Lowenthal
Lowey
Lujan Grisham (NM)
Lujan, Ben Ray (NM)
Lynch
Maloney, Carolyn
Maloney, Sean
Matsui
McCollum
McDermott
McGovern
McNerney
Meeks
Meng
Moore
Moulton
Murphy (FL)
Nadler
Napolitano
Neal
Nolan
Norcross
O'Rourke
Pallone
Pascrell
Payne
Pelosi
Perlmutter
Peters
Peterson
Pingree
Pocan
Polis
Price (NC)
Quigley
Rangel
Rice (NY)
Richmond
Roybal-Allard
Ruiz
Ruppersberger
Rush
Ryan (OH)
Sanchez, Linda T.
Sanchez, Loretta
Sarbanes
Schakowsky
Schiff
Schrader
Scott (VA)
Scott, David
Serrano
Sewell (AL)
Sherman
Sinema
Sires
Slaughter
Smith (WA)
Speier
Swalwell (CA)
Takai
Takano
Thompson (CA)
Thompson (MS)
Titus
Tonko
Torres
Tsongas
Van Hollen
Vargas
Veasey
Vela
Velazquez
Visclosky
Walz
Wasserman Schultz
Waters, Maxine
Watson Coleman
Welch
Wilson (FL)
Yarmuth
NOES--241
Abraham
Aderholt
Allen
Amash
Amodei
Babin
Barletta
Barr
Barton
Benishek
Bilirakis
Bishop (UT)
Black
Blackburn
Blum
Bost
Boustany
Brady (TX)
Brat
Bridenstine
Brooks (AL)
Brooks (IN)
Buchanan
Buck
Bucshon
Burgess
Byrne
Calvert
Carter (GA)
Carter (TX)
Chabot
Chaffetz
Clawson (FL)
Coffman
Cole
Collins (GA)
Collins (NY)
Comstock
Conaway
Cook
Costello (PA)
Cramer
Crawford
Crenshaw
Curbelo (FL)
Davis, Rodney
Denham
Dent
DeSantis
DesJarlais
Diaz-Balart
Dold
Donovan
Duffy
Duncan (SC)
Duncan (TN)
Ellmers (NC)
Emmer (MN)
Farenthold
Fincher
Fitzpatrick
Fleischmann
Fleming
Flores
Forbes
Fortenberry
Foxx
Franks (AZ)
Frelinghuysen
Garrett
Gibbs
Gohmert
Goodlatte
Gosar
Gowdy
Granger
Graves (GA)
Graves (LA)
Graves (MO)
Griffith
Grothman
Guinta
Guthrie
Hanna
Hardy
Harper
Harris
Hartzler
Heck (NV)
Hensarling
Herrera Beutler
Hice, Jody B.
Hill
Holding
Hudson
Huelskamp
Huizenga (MI)
Hultgren
Hunter
Hurd (TX)
Hurt (VA)
Issa
Jenkins (KS)
Jenkins (WV)
Johnson (OH)
Johnson, Sam
Jolly
Jones
Jordan
Joyce
Katko
Kelly (MS)
Kelly (PA)
King (IA)
King (NY)
Kinzinger (IL)
Kline
Knight
Labrador
LaMalfa
Lamborn
Lance
Latta
LoBiondo
Long
Loudermilk
Love
Lucas
Luetkemeyer
Lummis
MacArthur
Marchant
Marino
Massie
McCarthy
McCaul
McClintock
McHenry
McKinley
McMorris Rodgers
McSally
Meadows
Meehan
Messer
Mica
Miller (FL)
Miller (MI)
Moolenaar
Mooney (WV)
Mullin
Mulvaney
Murphy (PA)
Neugebauer
Newhouse
Noem
Nugent
Nunes
Olson
Palazzo
Palmer
Paulsen
Pearce
Perry
Pittenger
Pitts
Poe (TX)
Poliquin
Pompeo
Posey
Price, Tom
Ratcliffe
Reed
Reichert
Renacci
Ribble
Rice (SC)
Rigell
Roby
Roe (TN)
Rogers (AL)
Rogers (KY)
Rohrabacher
Rokita
Rooney (FL)
Ros-Lehtinen
Roskam
Ross
Rothfus
Rouzer
Royce
Russell
Ryan (WI)
Salmon
Sanford
Scalise
Schweikert
Scott, Austin
Sensenbrenner
Sessions
Shimkus
Shuster
Simpson
Smith (MO)
Smith (NE)
Smith (NJ)
Smith (TX)
Stefanik
Stewart
Stutzman
Thompson (PA)
Thornberry
Tiberi
Tipton
Trott
Turner
Upton
Valadao
Wagner
Walberg
Walden
Walker
Walorski
Walters, Mimi
Weber (TX)
Webster (FL)
Wenstrup
Westerman
Westmoreland
Whitfield
Williams
Wilson (SC)
Wittman
Womack
Woodall
Yoder
Yoho
Young (AK)
Young (IA)
Young (IN)
Zeldin
Zinke
NOT VOTING--3
Culberson
Lofgren
Stivers
Announcement by the Acting Chair
The Acting CHAIR (during the vote). There is 1 minute remaining.
{time} 1808
So the amendment was rejected.
The result of the vote was announced as above recorded.
Amendment No. 46 Offered by Mr. Walker
The Acting CHAIR. The unfinished business is the demand for a
recorded vote on the amendment offered by the gentleman from North
Carolina (Mr. Walker) on which further proceedings were postponed and
on which the ayes prevailed by voice vote.
The Clerk will redesignate the amendment.
The Clerk redesignated the amendment.
Recorded Vote
The Acting CHAIR. A recorded vote has been demanded.
A recorded vote was ordered.
The Acting CHAIR. This will be a 2-minute vote.
The vote was taken by electronic device, and there were--ayes 195,
noes 235, not voting 3, as follows:
[Roll No. 419]
AYES--195
Abraham
Aderholt
Allen
Amash
Amodei
Babin
Barletta
Barr
Barton
Bilirakis
Bishop (MI)
Bishop (UT)
Black
Blackburn
Blum
Boustany
Brady (TX)
Brat
Bridenstine
Brooks (AL)
Brooks (IN)
Buck
Bucshon
Burgess
Byrne
Calvert
Carter (GA)
Carter (TX)
Chabot
Chaffetz
Clawson (FL)
Coffman
Collins (GA)
Collins (NY)
Comstock
Conaway
Cook
Cramer
Crawford
Crenshaw
DeSantis
DesJarlais
Diaz-Balart
Duffy
Duncan (SC)
Duncan (TN)
Ellmers (NC)
Emmer (MN)
Farenthold
Fincher
Fleischmann
Fleming
Flores
Forbes
Fortenberry
Franks (AZ)
Frelinghuysen
Garrett
Gibbs
Gohmert
Goodlatte
Gosar
Gowdy
Granger
Graves (GA)
Graves (LA)
Griffith
Grothman
Guinta
Guthrie
Harper
Harris
Hartzler
Hensarling
Hice, Jody B.
Hill
Holding
Hudson
Huelskamp
Huizenga (MI)
Hultgren
Hunter
Hurd (TX)
Hurt (VA)
Issa
Jenkins (KS)
Jenkins (WV)
Johnson (OH)
Johnson, Sam
Jolly
Jones
Jordan
Joyce
Kelly (MS)
Kelly (PA)
King (IA)
Kinzinger (IL)
Labrador
LaMalfa
Lamborn
Latta
Long
Loudermilk
Love
Luetkemeyer
Lummis
Marchant
Marino
Massie
McCarthy
McCaul
McClintock
McHenry
McMorris Rodgers
McSally
Meadows
Messer
Mica
Miller (FL)
Moolenaar
Mooney (WV)
Mullin
Mulvaney
Neugebauer
Newhouse
Noem
Nugent
Nunes
Olson
Palazzo
Palmer
Paulsen
Pearce
Perry
Pittenger
Pitts
Poe (TX)
Pompeo
Posey
Price, Tom
Ratcliffe
Renacci
Ribble
Rice (SC)
Rigell
Roby
Roe (TN)
Rogers (AL)
Rohrabacher
Rooney (FL)
Roskam
Ross
Rothfus
Rouzer
Royce
Ryan (WI)
Salmon
Sanford
Scalise
Schweikert
Scott, Austin
Sensenbrenner
Sessions
Shimkus
Smith (MO)
Smith (NE)
Smith (NJ)
Smith (TX)
Stewart
Stivers
Stutzman
Thornberry
Tiberi
Tipton
Trott
Wagner
Walberg
Walker
Walorski
Walters, Mimi
Weber (TX)
Webster (FL)
Wenstrup
Westerman
Westmoreland
Williams
Wittman
Womack
Woodall
Yoder
Yoho
Young (IA)
Young (IN)
Zeldin
Zinke
NOES--235
Adams
Aguilar
Ashford
Bass
Beatty
Becerra
Benishek
Bera
Beyer
Bishop (GA)
Blumenauer
Bonamici
[[Page H4931]]
Bost
Boyle, Brendan F.
Brady (PA)
Brown (FL)
Brownley (CA)
Buchanan
Bustos
Butterfield
Capps
Capuano
Cardenas
Carney
Carson (IN)
Cartwright
Castor (FL)
Castro (TX)
Chu, Judy
Cicilline
Clark (MA)
Clarke (NY)
Clay
Cleaver
Clyburn
Cohen
Cole
Connolly
Conyers
Cooper
Costa
Costello (PA)
Courtney
Crowley
Cummings
Curbelo (FL)
Davis (CA)
Davis, Danny
Davis, Rodney
DeFazio
DeGette
Delaney
DeLauro
DelBene
Denham
Dent
DeSaulnier
Deutch
Dingell
Doggett
Dold
Donovan
Doyle, Michael F.
Duckworth
Edwards
Ellison
Engel
Eshoo
Esty
Farr
Fattah
Fitzpatrick
Foster
Foxx
Frankel (FL)
Fudge
Gabbard
Gallego
Garamendi
Gibson
Graham
Graves (MO)
Grayson
Green, Al
Green, Gene
Grijalva
Gutierrez
Hahn
Hanna
Hardy
Hastings
Heck (NV)
Heck (WA)
Herrera Beutler
Higgins
Himes
Hinojosa
Honda
Hoyer
Huffman
Israel
Jackson Lee
Jeffries
Johnson (GA)
Johnson, E. B.
Kaptur
Katko
Keating
Kelly (IL)
Kennedy
Kildee
Kilmer
Kind
King (NY)
Kirkpatrick
Kline
Knight
Kuster
Lance
Langevin
Larsen (WA)
Larson (CT)
Lawrence
Lee
Levin
Lewis
Lieu, Ted
Lipinski
LoBiondo
Loebsack
Lowenthal
Lowey
Lucas
Lujan Grisham (NM)
Lujan, Ben Ray (NM)
Lynch
MacArthur
Maloney, Carolyn
Maloney, Sean
Matsui
McCollum
McDermott
McGovern
McKinley
McNerney
Meehan
Meeks
Meng
Miller (MI)
Moore
Moulton
Murphy (FL)
Murphy (PA)
Nadler
Napolitano
Neal
Nolan
Norcross
O'Rourke
Pallone
Pascrell
Payne
Pelosi
Perlmutter
Peters
Peterson
Pingree
Pocan
Poliquin
Polis
Price (NC)
Quigley
Rangel
Reed
Reichert
Rice (NY)
Richmond
Rogers (KY)
Rokita
Ros-Lehtinen
Roybal-Allard
Ruiz
Ruppersberger
Rush
Russell
Ryan (OH)
Sanchez, Linda T.
Sanchez, Loretta
Sarbanes
Schakowsky
Schiff
Schrader
Scott (VA)
Scott, David
Serrano
Sewell (AL)
Sherman
Shuster
Simpson
Sinema
Sires
Slaughter
Smith (WA)
Speier
Stefanik
Swalwell (CA)
Takai
Takano
Thompson (CA)
Thompson (MS)
Thompson (PA)
Titus
Tonko
Torres
Tsongas
Turner
Upton
Valadao
Van Hollen
Vargas
Veasey
Vela
Velazquez
Visclosky
Walden
Walz
Wasserman Schultz
Waters, Maxine
Watson Coleman
Welch
Whitfield
Wilson (FL)
Wilson (SC)
Yarmuth
Young (AK)
NOT VOTING--3
Cuellar
Culberson
Lofgren
Announcement by the Acting Chair
The Acting CHAIR (during the vote). There is 1 minute remaining.
{time} 1811
So the amendment was rejected.
The result of the vote was announced as above recorded.
Stated for:
Mr. POLIQUIN. Mr. Chair, on rollcall No. 419, I mistakenly voted
``no'' on the Walker Amendment. I should have and would have voted
``yes.''
Mr. CUELLAR. Mr. Chair, on rollcall No. 419, had I been present, I
would have voted ``yes.''
Amendment No. 47 Offered by Mr. Salmon
The Acting CHAIR. The unfinished business is the demand for a
recorded vote on the amendment offered by the gentleman from Arizona
(Mr. Salmon) on which further proceedings were postponed and on which
the ayes prevailed by voice vote.
The Clerk will redesignate the amendment.
The Clerk redesignated the amendment.
Recorded Vote
The Acting CHAIR. A recorded vote has been demanded.
A recorded vote was ordered.
The Acting CHAIR. This will be a 2-minute vote.
The vote was taken by electronic device, and there were--ayes 251,
noes 178, not voting 4, as follows:
[Roll No. 420]
AYES--251
Abraham
Aderholt
Allen
Amash
Amodei
Babin
Barr
Barton
Benishek
Bilirakis
Bishop (MI)
Bishop (UT)
Black
Blackburn
Blum
Bost
Boustany
Brady (TX)
Brat
Bridenstine
Brooks (AL)
Brooks (IN)
Buchanan
Buck
Bucshon
Burgess
Byrne
Calvert
Capuano
Carter (GA)
Carter (TX)
Chabot
Chaffetz
Clawson (FL)
Coffman
Cohen
Cole
Collins (GA)
Collins (NY)
Comstock
Conaway
Cook
Costello (PA)
Cramer
Crawford
Crenshaw
Davis, Rodney
DeFazio
DeLauro
Denham
Dent
DeSantis
DesJarlais
Diaz-Balart
Dold
Donovan
Duffy
Duncan (SC)
Duncan (TN)
Ellison
Emmer (MN)
Farenthold
Fincher
Fitzpatrick
Fleischmann
Fleming
Flores
Forbes
Fortenberry
Foxx
Franks (AZ)
Frelinghuysen
Garrett
Gibbs
Gibson
Gohmert
Goodlatte
Gosar
Gowdy
Graham
Granger
Graves (GA)
Graves (LA)
Graves (MO)
Grayson
Grothman
Guinta
Guthrie
Hardy
Harper
Harris
Hartzler
Heck (NV)
Hensarling
Herrera Beutler
Hice, Jody B.
Hill
Holding
Hudson
Huelskamp
Huizenga (MI)
Hultgren
Hunter
Hurd (TX)
Hurt (VA)
Issa
Jenkins (KS)
Jenkins (WV)
Johnson (OH)
Johnson, Sam
Jolly
Jones
Jordan
Joyce
Katko
Kelly (MS)
King (IA)
King (NY)
Kinzinger (IL)
Kirkpatrick
Kline
Knight
Labrador
LaMalfa
Lamborn
Lance
Latta
LoBiondo
Long
Loudermilk
Love
Lowey
Lucas
Luetkemeyer
Lujan Grisham (NM)
Lujan, Ben Ray (NM)
Lummis
Maloney, Sean
Marchant
Marino
Massie
McCarthy
McCaul
McClintock
McCollum
McHenry
McKinley
McMorris Rodgers
McSally
Meadows
Meehan
Messer
Mica
Miller (FL)
Miller (MI)
Moolenaar
Mooney (WV)
Mullin
Mulvaney
Murphy (FL)
Murphy (PA)
Neugebauer
Newhouse
Noem
Nunes
Olson
Palazzo
Palmer
Paulsen
Pearce
Perry
Peterson
Pittenger
Pitts
Poe (TX)
Poliquin
Pompeo
Posey
Price, Tom
Ratcliffe
Reed
Reichert
Renacci
Ribble
Rice (NY)
Rice (SC)
Rigell
Roby
Roe (TN)
Rogers (AL)
Rogers (KY)
Rohrabacher
Rokita
Rooney (FL)
Roskam
Ross
Rothfus
Rouzer
Royce
Russell
Ryan (OH)
Ryan (WI)
Salmon
Sanford
Scalise
Schweikert
Scott, Austin
Sensenbrenner
Sessions
Shimkus
Shuster
Simpson
Sires
Smith (MO)
Smith (NJ)
Smith (TX)
Stefanik
Stewart
Stivers
Stutzman
Thompson (PA)
Thornberry
Tiberi
Tipton
Trott
Upton
Valadao
Wagner
Walberg
Walden
Walker
Walorski
Walters, Mimi
Waters, Maxine
Weber (TX)
Webster (FL)
Westerman
Westmoreland
Whitfield
Williams
Wilson (SC)
Wittman
Womack
Woodall
Yoder
Yoho
Young (AK)
Young (IA)
Young (IN)
Zeldin
Zinke
NOES--178
Adams
Aguilar
Ashford
Barletta
Bass
Beatty
Becerra
Bera
Beyer
Bishop (GA)
Blumenauer
Bonamici
Boyle, Brendan F.
Brady (PA)
Brown (FL)
Brownley (CA)
Bustos
Butterfield
Capps
Cardenas
Carney
Carson (IN)
Cartwright
Castor (FL)
Castro (TX)
Chu, Judy
Cicilline
Clark (MA)
Clarke (NY)
Clay
Cleaver
Clyburn
Connolly
Conyers
Cooper
Costa
Courtney
Crowley
Cuellar
Cummings
Curbelo (FL)
Davis (CA)
Davis, Danny
DeGette
Delaney
DelBene
DeSaulnier
Deutch
Dingell
Doggett
Doyle, Michael F.
Duckworth
Edwards
Ellmers (NC)
Engel
Eshoo
Esty
Farr
Fattah
Foster
Frankel (FL)
Fudge
Gabbard
Gallego
Garamendi
Green, Al
Green, Gene
Griffith
Grijalva
Gutierrez
Hahn
Hanna
Hastings
Heck (WA)
Higgins
Himes
Hinojosa
Honda
Hoyer
Huffman
Jackson Lee
Jeffries
Johnson (GA)
Johnson, E. B.
Kaptur
Keating
Kelly (IL)
Kelly (PA)
Kennedy
Kildee
Kilmer
Kind
Kuster
Langevin
Larsen (WA)
Larson (CT)
Lawrence
Lee
Levin
Lewis
Lieu, Ted
Lipinski
Loebsack
Lowenthal
Lynch
MacArthur
Maloney, Carolyn
Matsui
McDermott
McGovern
McNerney
Meeks
Meng
Moore
Moulton
Nadler
Napolitano
Neal
Nolan
Norcross
Nugent
O'Rourke
Pallone
Pascrell
Payne
Pelosi
Perlmutter
Peters
Pingree
Pocan
Polis
Price (NC)
Quigley
Rangel
Richmond
Ros-Lehtinen
Roybal-Allard
Ruiz
Ruppersberger
Rush
Sanchez, Linda T.
Sanchez, Loretta
Sarbanes
Schakowsky
Schiff
Schrader
Scott (VA)
Scott, David
Serrano
Sewell (AL)
Sherman
Sinema
Slaughter
Smith (WA)
Speier
Swalwell (CA)
Takai
Takano
Thompson (CA)
Thompson (MS)
Titus
Tonko
Torres
Tsongas
Turner
Van Hollen
Vargas
Veasey
Vela
Velazquez
Visclosky
Walz
Wasserman Schultz
Watson Coleman
Welch
Wenstrup
Wilson (FL)
Yarmuth
NOT VOTING--4
Culberson
Israel
Lofgren
Smith (NE)
Announcement by the Acting Chair
The Acting CHAIR (during the vote). There is 1 minute remaining.
{time} 1814
So the amendment was agreed to.
The result of the vote was announced as above recorded.
Stated for:
[[Page H4932]]
Mr. WENSTRUP. Mr. Chair, on rollcall No. 420, I mistakenly voted
``no'' on the Salmon Amendment. I meant to vote ``yes.''
Amendment No. 44 Offered by Mr. Scott of Virginia
The Acting CHAIR. The unfinished business is the demand for a
recorded vote on the amendment offered by the gentleman from Virginia
(Mr. Scott) on which further proceedings were postponed and on which
the noes prevailed by voice vote.
The Clerk will redesignate the amendment.
The Clerk redesignated the amendment.
Recorded Vote
The Acting CHAIR. A recorded vote has been demanded.
A recorded vote was ordered.
The Acting CHAIR. This is a 2-minute vote.
The vote was taken by electronic device, and there were--ayes 187,
noes 244, not voting 2, as follows:
[Roll No. 421]
AYES--187
Adams
Aguilar
Ashford
Bass
Beatty
Becerra
Bera
Beyer
Bishop (GA)
Blumenauer
Bonamici
Boyle, Brendan F.
Brady (PA)
Brown (FL)
Brownley (CA)
Bustos
Butterfield
Capps
Capuano
Cardenas
Carney
Carson (IN)
Cartwright
Castor (FL)
Castro (TX)
Chu, Judy
Cicilline
Clark (MA)
Clarke (NY)
Clay
Cleaver
Clyburn
Cohen
Connolly
Conyers
Cooper
Costa
Courtney
Crowley
Cuellar
Cummings
Davis (CA)
Davis, Danny
DeFazio
DeGette
Delaney
DeLauro
DelBene
DeSaulnier
Deutch
Dingell
Doggett
Doyle, Michael F.
Duckworth
Edwards
Ellison
Engel
Eshoo
Esty
Farr
Fattah
Foster
Frankel (FL)
Fudge
Gabbard
Gallego
Garamendi
Graham
Grayson
Green, Al
Green, Gene
Grijalva
Gutierrez
Hahn
Hastings
Heck (WA)
Higgins
Himes
Hinojosa
Honda
Hoyer
Huffman
Israel
Jackson Lee
Jeffries
Johnson (GA)
Johnson, E. B.
Kaptur
Keating
Kelly (IL)
Kennedy
Kildee
Kilmer
Kind
Kirkpatrick
Kuster
Langevin
Larsen (WA)
Larson (CT)
Lawrence
Lee
Levin
Lewis
Lieu, Ted
Lipinski
Loebsack
Lowenthal
Lowey
Lujan Grisham (NM)
Lujan, Ben Ray (NM)
Lynch
Maloney, Carolyn
Maloney, Sean
Matsui
McCollum
McDermott
McGovern
McNerney
Meeks
Meng
Moore
Moulton
Murphy (FL)
Nadler
Napolitano
Neal
Nolan
Norcross
O'Rourke
Pallone
Pascrell
Payne
Pelosi
Perlmutter
Peters
Peterson
Pingree
Pocan
Polis
Price (NC)
Quigley
Rangel
Rice (NY)
Richmond
Roybal-Allard
Ruiz
Ruppersberger
Rush
Ryan (OH)
Sanchez, Linda T.
Sanchez, Loretta
Sarbanes
Schakowsky
Schiff
Schrader
Scott (VA)
Scott, David
Serrano
Sewell (AL)
Sherman
Sinema
Sires
Slaughter
Smith (WA)
Speier
Swalwell (CA)
Takai
Takano
Thompson (CA)
Thompson (MS)
Titus
Tonko
Torres
Tsongas
Van Hollen
Vargas
Veasey
Vela
Velazquez
Visclosky
Walz
Wasserman Schultz
Waters, Maxine
Watson Coleman
Welch
Wilson (FL)
Yarmuth
NOES--244
Abraham
Aderholt
Allen
Amash
Amodei
Babin
Barletta
Barr
Barton
Benishek
Bilirakis
Bishop (MI)
Bishop (UT)
Black
Blackburn
Blum
Bost
Boustany
Brady (TX)
Brat
Bridenstine
Brooks (AL)
Brooks (IN)
Buchanan
Buck
Bucshon
Burgess
Byrne
Calvert
Carter (GA)
Carter (TX)
Chabot
Chaffetz
Clawson (FL)
Coffman
Cole
Collins (GA)
Collins (NY)
Comstock
Conaway
Cook
Costello (PA)
Cramer
Crawford
Crenshaw
Curbelo (FL)
Davis, Rodney
Denham
Dent
DeSantis
DesJarlais
Diaz-Balart
Dold
Donovan
Duffy
Duncan (SC)
Duncan (TN)
Ellmers (NC)
Emmer (MN)
Farenthold
Fincher
Fitzpatrick
Fleischmann
Fleming
Flores
Forbes
Fortenberry
Foxx
Franks (AZ)
Frelinghuysen
Garrett
Gibbs
Gibson
Gohmert
Goodlatte
Gosar
Gowdy
Granger
Graves (GA)
Graves (LA)
Graves (MO)
Griffith
Grothman
Guinta
Guthrie
Hanna
Hardy
Harper
Harris
Hartzler
Heck (NV)
Hensarling
Herrera Beutler
Hice, Jody B.
Hill
Holding
Hudson
Huelskamp
Huizenga (MI)
Hultgren
Hunter
Hurd (TX)
Hurt (VA)
Issa
Jenkins (KS)
Jenkins (WV)
Johnson (OH)
Johnson, Sam
Jolly
Jones
Jordan
Joyce
Katko
Kelly (MS)
Kelly (PA)
King (IA)
King (NY)
Kinzinger (IL)
Kline
Knight
Labrador
LaMalfa
Lamborn
Lance
Latta
LoBiondo
Long
Loudermilk
Love
Lucas
Luetkemeyer
Lummis
MacArthur
Marchant
Marino
Massie
McCarthy
McCaul
McClintock
McHenry
McKinley
McMorris Rodgers
McSally
Meadows
Meehan
Messer
Mica
Miller (FL)
Miller (MI)
Moolenaar
Mooney (WV)
Mullin
Mulvaney
Murphy (PA)
Neugebauer
Newhouse
Noem
Nugent
Nunes
Olson
Palazzo
Palmer
Paulsen
Pearce
Perry
Pittenger
Pitts
Poe (TX)
Poliquin
Pompeo
Posey
Price, Tom
Ratcliffe
Reed
Reichert
Renacci
Ribble
Rice (SC)
Rigell
Roby
Roe (TN)
Rogers (AL)
Rogers (KY)
Rohrabacher
Rokita
Rooney (FL)
Ros-Lehtinen
Roskam
Ross
Rothfus
Rouzer
Royce
Russell
Ryan (WI)
Salmon
Sanford
Scalise
Schweikert
Scott, Austin
Sensenbrenner
Sessions
Shimkus
Shuster
Simpson
Smith (MO)
Smith (NE)
Smith (NJ)
Smith (TX)
Stefanik
Stewart
Stivers
Stutzman
Thompson (PA)
Thornberry
Tiberi
Tipton
Trott
Turner
Upton
Valadao
Wagner
Walberg
Walden
Walker
Walorski
Walters, Mimi
Weber (TX)
Webster (FL)
Wenstrup
Westerman
Westmoreland
Whitfield
Williams
Wilson (SC)
Wittman
Womack
Woodall
Yoder
Yoho
Young (AK)
Young (IA)
Young (IN)
Zeldin
Zinke
NOT VOTING--2
Culberson
Lofgren
Announcement by the Acting Chair
The Acting CHAIR (during the vote). There is 1 minute remaining.
{time} 1819
So the amendment was rejected.
The result of the vote was announced as above recorded.
The Acting CHAIR. There being no further amendments under the rule,
the Committee rises.
Accordingly, the Committee rose; and the Speaker pro tempore (Mr.
Womack) having assumed the chair, Mr. Yoder, 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, and, pursuant to House
Resolution 125, he reported the bill, as amended by that resolution,
back to the House with sundry further amendments adopted in the
Committee of the Whole.
The SPEAKER pro tempore. Under the rule, the previous question is
ordered.
Is a separate vote demanded on any further amendment reported from
the Committee of the Whole? If not, the Chair will put them en gros.
The amendments were agreed to.
The SPEAKER pro tempore. The question is on the engrossment and third
reading of the bill.
The bill was ordered to be engrossed and read a third time, and was
read the third time.
Motion to Recommit
Ms. ESTY. Mr. Speaker, I have a motion to recommit at the desk.
The SPEAKER pro tempore. Is the gentlewoman opposed to the bill?
Ms. ESTY. I am in its current form.
The SPEAKER pro tempore. The Clerk will report the motion to
recommit.
The Clerk read as follows:
Ms. Esty moves to recommit the bill H.R. 5 to the Committee
on Education and the Workforce with instructions to report
the same back to the House forthwith with the following
amendment:
Page 25, after line 14, insert the following:
``(F) Guaranteeing educational opportunities for children
with disabilities, including students with autism, down
syndrome, and other disabilities.--Each State plan shall
demonstrate that the development and adoption of the academic
content standards and academic achievement standards under
this paragraph does not--
``(i) result in lower academic standards for children with
disabilities than the standards adopted for students without
disabilities;
``(ii) deny students with disabilities, including students
with the most significant cognitive disabilities, access to a
regular secondary school diploma;
``(iii) deny any parent the right to give informed consent
before determining whether to apply alternate achievement
standards to the assessment of his or her child or any
relevant information needed to make such determination;
``(iv) otherwise lower expectations or academic achievement
for students with disabilities, including students with the
most significant cognitive disabilities; or
``(v) deny educational opportunities for students or any
subgroup of students described in section
1111(b)(3)(B)(ii)(II), including racial and ethnic minority
students who are identified for special education services at
a rate disproportionately higher than their peers.''.
[[Page H4933]]
Add at the end the following:
SEC. 802. PROTECTING CHILDREN WITH DISABILITIES FROM ABUSIVE
SECLUSION AND RESTRAINT PRACTICES.
(a) Purpose.-- The purpose of this section is to ensure a
safe learning environment and to protect each elementary and
secondary school student from physical or mental abuse,
aversive behavioral interventions that compromise student
health and safety, or any physical restraint or seclusion
when there is no imminent threat of physical injury or in a
manner otherwise inconsistent with the purposes of the
Elementary and Secondary Education Act of 1965 (21 U.S.C.
6301 et seq.).
(b) Regulation.--Not later than 180 days after the date of
the enactment of this Act, the Secretary of Education shall
promulgate regulations providing, at minimum, that school
personnel shall be prohibited from imposing on any elementary
or secondary school student the following:
(1) Mechanical restraints.
(2) Chemical restraints.
(3) Physical restraint or physical escort that restricts
breathing.
(4) Aversive behavioral interventions that compromise
health and safety such as excessive pain, use of heat or
cold, spraying bleach infused water in faces, and depriving
students of food and bathroom access for hours on end.
Ms. ESTY (during the reading). Mr. Speaker, I ask unanimous consent
to dispense with the reading.
The SPEAKER pro tempore. Is there objection to the request of the
gentlewoman from Connecticut?
There was no objection.
Mr. KLINE. Mr. Speaker, I reserve a point of order.
The SPEAKER pro tempore. A point of order is reserved.
The gentlewoman from Connecticut is recognized for 5 minutes.
Ms. ESTY. Mr. Speaker, this is the final amendment to the bill which
will not kill the bill or send it back to committee. If adopted, the
bill will immediately proceed to final passage as amended.
Mr. Speaker, I rise today with serious concerns.
Today, we are voting on a bill that guts education funding; fails to
provide adequate support for our hard-working teachers; and turns our
back on our schools, our communities, and our children.
Mr. Speaker, today, we are not fixing No Child Left Behind, which has
long needed to be fixed, but instead, we are moving in the wrong
direction. As a room parent, as a PTA mom, I strongly believe that
every child deserves the opportunity for a quality education, and every
child deserves to be treated with dignity and respect.
The amendment I am offering today provides us the opportunity to live
up to those goals. My amendment would guarantee continued funding for
the Individuals with Disabilities Education Act, known as IDEA.
Just today, I met with school superintendents from Connecticut who
emphasize the critical role of Federal funding for IDEA, which provides
important support for students with autism and cognitive disabilities,
and my amendment would protect children with disabilities from abusive
seclusion and restraint practices.
Last year, I met with a group of students from the FOCUS Center for
Autism in Canton, Connecticut, in my district. They were incredible
students, who bravely advocated for themselves and bluntly talked about
the challenges they face in the classroom.
According to the Centers for Disease Control, 1 in 68 American
children is now on the autism spectrum, a tenfold increase in the last
40 years. In Connecticut, too many students, particularly students who
are on the autism spectrum, face unnecessary and dangerous seclusion
and restraint.
According to the Connecticut State Department of Education and the
Office of the Child Advocate, there were 35,000 incidents of children
being restrained or placed in seclusion last school year. Over 80
percent of these children were boys; the majority of them children of
color, many of them were in elementary school--even as young as
preschool--and many of them were on the autism spectrum.
Earlier this year, the Office of the Child Advocate in Connecticut
released a report showing that, in the last 3 years, more than 1,300
Connecticut schoolchildren were injured during such restraint or
seclusion. Nationwide, the nonpartisan Government Accountability Office
found hundreds of cases of alleged child abuse, including at least 20,
that is 20 deaths of children related to the use of these harmful
methods during the last two decades.
These stories are truly horrific: a 7-year-old dying after being held
face down for hours by school staff, 5-year-olds with broken arms and
bloody noses after being tied to chairs with bungee cords and duct tape
by their teacher, and a 13-year-old who hung himself in the seclusion
room after prolonged confinement.
This is absolutely unacceptable. While Congress surely should not
micromanage discipline in local schools, we should--we should--step up
to set standards to ensure that all our children are safe, and we
should fully fund IDEA to ensure support for all children with
disabilities.
Now, let me be clear. Many teachers do an outstanding job in what can
often be a challenging classroom environment. Having children with
disabilities in the classroom can be a rewarding experience for the
child and for their classmates.
Children with learning disabilities will learn and excel with the
right support. It is just not acceptable to say that we don't have
enough time or enough money to provide that support.
Today, let's fully fund IDEA, support special education and services
for all children with disabilities, and restrict the dangerous
practices of seclusion and restraint. We can do better; we must do
better for our children.
I ask all House Members to join me to vote for this amendment, and I
yield back the balance of my time.
Mr. KLINE. Mr. Speaker, I withdraw my reservation of a point of
order.
The SPEAKER pro tempore. The reservation of the point of order is
withdrawn.
Mr. KLINE. Mr. Speaker, I rise in opposition to the motion to
recommit.
The SPEAKER pro tempore. The gentleman from Minnesota is recognized
for 5 minutes.
Mr. KLINE. Mr. Speaker, we know this is a procedural attempt, a usual
procedural attempt, at the eleventh hour to derail this legislation. It
is unfortunate because the American people have waited long enough for
Congress to fix the problems plaguing our elementary and secondary
education system.
My colleagues, because it has been months since we have debated the
underlying bill and the challenge we face, I want to remind my
colleagues of what is at stake here.
It has been more than 7 years since No Child Left Behind expired--7
years. That means, for 7 years, this Congress has failed to meet its
basic responsibility to replace the law. Each year we fail to act is
another year States are tied to flawed policies and students are
trapped in failing schools. No Child Left Behind continues as the law.
Education is a deeply personal issue for many Americans. It is a
topic discussed around kitchen tables, whether it is a child's report
card, a change taking place in a local school district, or perhaps even
policy changes being debated by Federal officials.
We were reminded of this reality just a few months ago.
{time} 1830
In February, we were making progress in advancing the Student Success
Act, and we witnessed just how frustrated the American people are with
the Federal role in K-12 education and how that frustration has grown
worse under this administration.
Rather than work with Congress to replace the law, the Obama
administration has spent years imposing its agenda on schools through
pet projects and conditional waivers.
Just listen to the national debate raging over Common Core and you
will quickly learn about the backlash against the Federal Government
that has taken place under this administration.
Because of this administration's unprecedented overreach, public
anxiety and opposition to Federal intrusion is greater than it has ever
been. The simple fact that Congress was considering changes to the law
led countless individuals to speak out and raise concerns.
Unfortunately, some of those concerns were based on misinformation,
but they ultimately stem from a strong skepticism about the Federal
role in education, a skepticism that I and many others share.
Teachers, principals, parents, and education leaders desperately want
[[Page H4934]]
Congress to replace No Child Left Behind, but they are not just
concerned with getting rid of a bad law, they also deeply care about
what replaces it. The public response we witnessed earlier this year
made that clear. We are here today because we are listening to the
American people.
The Student Success Act is a strong proposal to replace No Child Left
Behind. It would eliminate dozens of ineffective and duplicative
programs, repeal Federal mandates dictating State spending, teacher
quality, accountability, and school improvement, and provide parents
vital support to hold schools accountable and rescue children from
underperforming schools.
Throughout this legislative process, we have adopted bipartisan
improvements to the bill, thanks to the work of both Republican and
Democrat Members. Now it is time to move forward.
We have an urgent responsibility to replace a flawed law with bold
solutions that will help provide every child in every school an
excellent education. That responsibility grows more urgent each day.
I urge my colleagues to vote ``no'' on the motion to recommit and to
vote ``yes'' on the Student Success Act.
I yield back the balance of my time.
The SPEAKER pro tempore. Without objection, the previous question is
ordered on the motion to recommit.
There was no objection.
The SPEAKER pro tempore. The question is on the motion to recommit.
The question was taken; and the Speaker pro tempore announced that
the noes appeared to have it.
Recorded Vote
Ms. ESTY. Mr. Speaker, I demand a recorded vote.
A recorded vote was ordered.
The SPEAKER pro tempore. Pursuant to clause 8 and clause 9 of rule
XX, this 5-minute vote on the motion to recommit will be followed by 5-
minute votes on the passage of the bill, if ordered, and agreeing to
the Speaker's approval of the Journal, if ordered.
The vote was taken by electronic device, and there were--ayes 185,
noes 244, not voting 4, as follows:
[Roll No. 422]
AYES--185
Adams
Aguilar
Ashford
Bass
Beatty
Becerra
Bera
Beyer
Bishop (GA)
Blumenauer
Bonamici
Boyle, Brendan F.
Brady (PA)
Brown (FL)
Brownley (CA)
Bustos
Butterfield
Capps
Capuano
Cardenas
Carney
Carson (IN)
Cartwright
Castor (FL)
Castro (TX)
Chu, Judy
Cicilline
Clark (MA)
Clarke (NY)
Clay
Cleaver
Clyburn
Cohen
Connolly
Conyers
Cooper
Costa
Courtney
Crowley
Cuellar
Cummings
Davis (CA)
Davis, Danny
DeFazio
DeGette
Delaney
DeLauro
DelBene
DeSaulnier
Deutch
Dingell
Doggett
Doyle, Michael F.
Duckworth
Edwards
Ellison
Engel
Eshoo
Esty
Farr
Fattah
Foster
Frankel (FL)
Fudge
Gabbard
Gallego
Garamendi
Graham
Grayson
Green, Al
Green, Gene
Grijalva
Hahn
Hastings
Heck (WA)
Higgins
Himes
Hinojosa
Honda
Hoyer
Huffman
Israel
Jackson Lee
Jeffries
Johnson (GA)
Johnson, E. B.
Kaptur
Keating
Kelly (IL)
Kennedy
Kildee
Kilmer
Kind
Kirkpatrick
Kuster
Langevin
Larsen (WA)
Larson (CT)
Lawrence
Lee
Levin
Lewis
Lieu, Ted
Lipinski
Loebsack
Lowenthal
Lowey
Lujan Grisham (NM)
Lujan, Ben Ray (NM)
Lynch
Maloney, Carolyn
Maloney, Sean
Matsui
McCollum
McDermott
McGovern
McNerney
Meeks
Meng
Moore
Moulton
Murphy (FL)
Nadler
Napolitano
Neal
Nolan
Norcross
O'Rourke
Pallone
Pascrell
Payne
Pelosi
Perlmutter
Peters
Peterson
Pingree
Pocan
Polis
Price (NC)
Quigley
Rangel
Rice (NY)
Richmond
Roybal-Allard
Ruiz
Ruppersberger
Rush
Ryan (OH)
Sanchez, Linda T.
Sanchez, Loretta
Sarbanes
Schakowsky
Schiff
Schrader
Scott (VA)
Scott, David
Serrano
Sewell (AL)
Sinema
Sires
Slaughter
Smith (WA)
Speier
Swalwell (CA)
Takai
Takano
Thompson (CA)
Thompson (MS)
Titus
Tonko
Torres
Tsongas
Van Hollen
Vargas
Veasey
Vela
Velazquez
Visclosky
Walz
Wasserman Schultz
Waters, Maxine
Watson Coleman
Welch
Wilson (FL)
Yarmuth
NOES--244
Abraham
Aderholt
Allen
Amash
Amodei
Babin
Barletta
Barr
Barton
Benishek
Bilirakis
Bishop (MI)
Bishop (UT)
Black
Blackburn
Blum
Bost
Boustany
Brady (TX)
Brat
Bridenstine
Brooks (AL)
Brooks (IN)
Buchanan
Buck
Bucshon
Burgess
Byrne
Calvert
Carter (GA)
Carter (TX)
Chabot
Chaffetz
Clawson (FL)
Coffman
Cole
Collins (GA)
Collins (NY)
Comstock
Conaway
Cook
Costello (PA)
Cramer
Crawford
Crenshaw
Curbelo (FL)
Davis, Rodney
Denham
Dent
DeSantis
DesJarlais
Diaz-Balart
Dold
Donovan
Duffy
Duncan (SC)
Duncan (TN)
Ellmers (NC)
Emmer (MN)
Farenthold
Fincher
Fitzpatrick
Fleischmann
Fleming
Flores
Forbes
Fortenberry
Foxx
Franks (AZ)
Frelinghuysen
Garrett
Gibbs
Gibson
Gohmert
Goodlatte
Gosar
Gowdy
Granger
Graves (GA)
Graves (LA)
Graves (MO)
Griffith
Grothman
Guinta
Guthrie
Hanna
Hardy
Harper
Harris
Hartzler
Heck (NV)
Hensarling
Herrera Beutler
Hice, Jody B.
Hill
Holding
Hudson
Huelskamp
Huizenga (MI)
Hultgren
Hunter
Hurd (TX)
Hurt (VA)
Issa
Jenkins (KS)
Jenkins (WV)
Johnson (OH)
Johnson, Sam
Jolly
Jones
Jordan
Joyce
Katko
Kelly (MS)
Kelly (PA)
King (IA)
King (NY)
Kinzinger (IL)
Kline
Knight
Labrador
LaMalfa
Lamborn
Lance
Latta
LoBiondo
Long
Loudermilk
Love
Lucas
Luetkemeyer
Lummis
MacArthur
Marchant
Marino
Massie
McCarthy
McCaul
McClintock
McHenry
McKinley
McMorris Rodgers
McSally
Meadows
Meehan
Messer
Mica
Miller (FL)
Miller (MI)
Moolenaar
Mooney (WV)
Mullin
Mulvaney
Murphy (PA)
Neugebauer
Newhouse
Noem
Nugent
Nunes
Olson
Palazzo
Palmer
Paulsen
Pearce
Perry
Pittenger
Pitts
Poe (TX)
Poliquin
Pompeo
Posey
Price, Tom
Ratcliffe
Reed
Reichert
Renacci
Ribble
Rice (SC)
Rigell
Roby
Roe (TN)
Rogers (AL)
Rogers (KY)
Rohrabacher
Rokita
Rooney (FL)
Ros-Lehtinen
Roskam
Ross
Rothfus
Rouzer
Royce
Russell
Ryan (WI)
Salmon
Sanford
Scalise
Schweikert
Scott, Austin
Sensenbrenner
Sessions
Shimkus
Shuster
Simpson
Smith (MO)
Smith (NE)
Smith (NJ)
Smith (TX)
Stefanik
Stewart
Stivers
Stutzman
Thompson (PA)
Thornberry
Tiberi
Tipton
Trott
Turner
Upton
Valadao
Wagner
Walberg
Walden
Walker
Walorski
Walters, Mimi
Weber (TX)
Webster (FL)
Wenstrup
Westerman
Westmoreland
Whitfield
Williams
Wilson (SC)
Wittman
Womack
Woodall
Yoder
Yoho
Young (AK)
Young (IA)
Young (IN)
Zeldin
Zinke
NOT VOTING--4
Culberson
Gutierrez
Lofgren
Sherman
{time} 1838
So the motion to recommit was rejected.
The result of the vote was announced as above recorded.
Stated for:
Mr. SHERMAN. Mr. Speaker, on rollcall No. 422, had I been present, I
would have voted ``yes.''
The SPEAKER pro tempore. The question is on the passage of the bill.
The question was taken; and the Speaker pro tempore announced that
the ayes appeared to have it.
Recorded Vote
Mr. SCOTT of Virginia. Mr. Speaker, I demand a recorded vote.
A recorded vote was ordered.
The SPEAKER pro tempore. This is a 5-minute vote.
The vote was taken by electronic device, and there were--ayes 218,
noes 213, not voting 3, as follows:
[Roll No. 423]
AYES--218
Abraham
Aderholt
Allen
Amodei
Babin
Barletta
Barr
Barton
Benishek
Bilirakis
Bishop (MI)
Bishop (UT)
Black
Blackburn
Blum
Boehner
Bost
Boustany
Brady (TX)
Brat
Bridenstine
Brooks (IN)
Buchanan
Bucshon
Burgess
Byrne
Calvert
Carter (GA)
Carter (TX)
Chabot
Chaffetz
Coffman
Cole
Collins (GA)
Collins (NY)
Comstock
Conaway
Cook
Costello (PA)
Cramer
Crawford
Crenshaw
Curbelo (FL)
Davis, Rodney
Denham
Dent
Diaz-Balart
Dold
Donovan
Duffy
Duncan (SC)
Duncan (TN)
Ellmers (NC)
Emmer (MN)
Farenthold
Fincher
Fitzpatrick
Fleischmann
Flores
Forbes
Fortenberry
Foxx
Franks (AZ)
Frelinghuysen
Garrett
Gibbs
Goodlatte
Gosar
Gowdy
Granger
Graves (GA)
Griffith
Grothman
Guinta
Guthrie
Hanna
Hardy
Harper
Harris
Hartzler
Heck (NV)
Hensarling
Herrera Beutler
Hill
Holding
Hudson
Huizenga (MI)
Hultgren
Hunter
Hurd (TX)
Hurt (VA)
Issa
Jenkins (KS)
Jenkins (WV)
Johnson (OH)
Johnson, Sam
Jolly
Katko
Kelly (MS)
Kelly (PA)
King (IA)
King (NY)
[[Page H4935]]
Kinzinger (IL)
Kline
Knight
Labrador
LaMalfa
Lamborn
Lance
Latta
Long
Loudermilk
Love
Lucas
Luetkemeyer
Lummis
MacArthur
Marchant
Marino
McCarthy
McCaul
McClintock
McHenry
McKinley
McMorris Rodgers
McSally
Meehan
Messer
Mica
Miller (MI)
Moolenaar
Mooney (WV)
Mullin
Mulvaney
Murphy (PA)
Neugebauer
Newhouse
Noem
Nugent
Nunes
Olson
Palazzo
Palmer
Paulsen
Pearce
Perry
Pittenger
Pitts
Poe (TX)
Poliquin
Pompeo
Posey
Price, Tom
Ratcliffe
Reed
Reichert
Renacci
Ribble
Rice (SC)
Rigell
Roby
Roe (TN)
Rogers (AL)
Rogers (KY)
Rokita
Rooney (FL)
Ros-Lehtinen
Roskam
Ross
Rouzer
Royce
Russell
Ryan (WI)
Salmon
Scalise
Schweikert
Scott, Austin
Sessions
Shimkus
Shuster
Simpson
Smith (MO)
Smith (NE)
Smith (NJ)
Smith (TX)
Stefanik
Stewart
Stivers
Thompson (PA)
Thornberry
Tiberi
Tipton
Trott
Turner
Upton
Valadao
Wagner
Walberg
Walden
Walker
Walorski
Walters, Mimi
Weber (TX)
Webster (FL)
Westerman
Westmoreland
Whitfield
Williams
Wilson (SC)
Wittman
Womack
Woodall
Yoder
Young (AK)
Young (IA)
Young (IN)
Zeldin
Zinke
NOES--213
Adams
Aguilar
Amash
Ashford
Bass
Beatty
Becerra
Bera
Beyer
Bishop (GA)
Blumenauer
Bonamici
Boyle, Brendan F.
Brady (PA)
Brooks (AL)
Brown (FL)
Brownley (CA)
Buck
Bustos
Butterfield
Capps
Capuano
Cardenas
Carney
Carson (IN)
Cartwright
Castor (FL)
Castro (TX)
Chu, Judy
Cicilline
Clark (MA)
Clarke (NY)
Clawson (FL)
Clay
Cleaver
Clyburn
Cohen
Connolly
Conyers
Cooper
Costa
Courtney
Crowley
Cuellar
Cummings
Davis (CA)
Davis, Danny
DeFazio
DeGette
Delaney
DeLauro
DelBene
DeSantis
DeSaulnier
DesJarlais
Deutch
Dingell
Doggett
Doyle, Michael F.
Duckworth
Edwards
Ellison
Engel
Eshoo
Esty
Farr
Fattah
Fleming
Foster
Frankel (FL)
Fudge
Gabbard
Gallego
Garamendi
Gibson
Gohmert
Graham
Graves (LA)
Graves (MO)
Grayson
Green, Al
Green, Gene
Grijalva
Gutierrez
Hahn
Hastings
Heck (WA)
Hice, Jody B.
Higgins
Himes
Hinojosa
Honda
Hoyer
Huelskamp
Huffman
Israel
Jackson Lee
Jeffries
Johnson (GA)
Johnson, E. B.
Jones
Jordan
Joyce
Kaptur
Keating
Kelly (IL)
Kennedy
Kildee
Kilmer
Kind
Kirkpatrick
Kuster
Langevin
Larsen (WA)
Larson (CT)
Lawrence
Lee
Levin
Lewis
Lieu, Ted
Lipinski
LoBiondo
Loebsack
Lowenthal
Lowey
Lujan Grisham (NM)
Lujan, Ben Ray (NM)
Lynch
Maloney, Carolyn
Maloney, Sean
Massie
Matsui
McCollum
McDermott
McGovern
McNerney
Meadows
Meeks
Meng
Miller (FL)
Moore
Moulton
Murphy (FL)
Nadler
Napolitano
Neal
Nolan
Norcross
O'Rourke
Pallone
Pascrell
Payne
Pelosi
Perlmutter
Peters
Peterson
Pingree
Pocan
Polis
Price (NC)
Quigley
Rangel
Rice (NY)
Richmond
Rohrabacher
Rothfus
Roybal-Allard
Ruiz
Ruppersberger
Rush
Ryan (OH)
Sanchez, Linda T.
Sanchez, Loretta
Sanford
Sarbanes
Schakowsky
Schiff
Schrader
Scott (VA)
Scott, David
Sensenbrenner
Serrano
Sewell (AL)
Sinema
Sires
Slaughter
Smith (WA)
Speier
Stutzman
Swalwell (CA)
Takai
Takano
Thompson (CA)
Thompson (MS)
Titus
Tonko
Torres
Tsongas
Van Hollen
Vargas
Veasey
Vela
Velazquez
Visclosky
Walz
Wasserman Schultz
Waters, Maxine
Watson Coleman
Welch
Wenstrup
Wilson (FL)
Yarmuth
Yoho
NOT VOTING--3
Culberson
Lofgren
Sherman
{time} 1848
Mr. ROGERS of Alabama changed his vote from ``no'' to ``aye.''
So the bill was passed.
The result of the vote was announced as above recorded.
A motion to reconsider was laid on the table.
Stated against:
Mr. SHERMAN. Mr. Speaker, on rollcall No. 423, had I been present, I
would have voted ``no.''
____________________