[Congressional Record (Bound Edition), Volume 161 (2015), Part 2]
[House]
[Pages 2776-2790]
[From the U.S. Government Publishing Office, www.gpo.gov]




                          STUDENT SUCCESS ACT

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

                              {time}  2124


                     In the Committee of the Whole

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


                Amendment No. 32 Offered by Mr. Grayson

  The Acting CHAIR. It is now in order to consider amendment No. 32 
printed in part B of House Report 114-29.
  Mr. GRAYSON. I have an amendment at the desk.
  The Acting CHAIR. The Clerk will designate the amendment.
  The text of the amendment is as follows:

       Page 574, after line 17, insert the following:

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

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

  The Acting CHAIR. Pursuant to House Resolution 125, the gentleman 
from Florida (Mr. Grayson) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentleman from Florida.
  Mr. GRAYSON. Mr. Chairman, my amendment would require the Secretary 
of Education to conduct an assessment of the impact of school start 
times on student health, well-being, and performance. It is supported 
by the National Education Association, the American Academy of 
Pediatrics, and the National Sleep Federation.
  In my district, some schools begin the day at 7 a.m., and others 
begin at 9:15. I am sure we see similar disparities all around the 
country. As the father of five school-age children, I believe that 7 
a.m. is probably too early to get the best out of the developing minds 
and bodies of our young people.
  That being said, I want to make it clear that this amendment does not 
mandate any change to school start times in the least. It simply seeks 
a national study on this topic. Maybe that study will prove me right, 
maybe it won't. Either way, localities will remain free to continue to 
choose the start times for their schools that make the most sense for 
them, hopefully being better informed by this study. My amendment, 
should it be accepted, will make those decisions possible with more 
information than is currently available.
  According to research already available by the director of the Center 
for Applied Research and Educational Improvement at the University of 
Minnesota, later school start times in Minneapolis and Edina, 
Minnesota, have led to increased attendance rates, improved graduation 
rates, increased GPAs--in fact, in 11th grade, the mean grade went from 
a B to almost an A-minus--and significantly less depression among our 
students.

[[Page 2777]]

  A Centers for Disease Control and Prevention study found that 
insufficient sleep for young people leads to an increase in risky 
behavior, including increased tobacco use, increased alcohol 
consumption, and increased sexual activity.
  A recent study at the U.S. Air Force Academy even found ``significant 
negative effects''--that is a direct quote--``significant negative 
effects'' every single year for those students who enrolled in the Air 
Force's early morning courses. A study on the Wake County, North 
Carolina, school district start times showed that students with a 1-
hour later start time gained on State assessment reading and math 
scores significantly and substantially.
  An analysis of SAT scores in Hingham, Massachusetts, showed that 
delayed school starts, a school start a little bit later in the 
morning, resulted in a 31 point increase in SAT scores for those 
students with no other change in their schedule or in their standards.
  With all these disparate localized research results, isn't it time 
for a national study to see if these trends might be replicable across 
the country and could give our students a better education?
  I hope that the information gained from such a study--such as one 
that I am proposing--would be useful to students. I hope it will be 
useful to parents, and I hope it will be useful to State and local 
governments and school authorities as they consider and determine their 
appropriate start times.
  According to the Congressional Budget Office, this amendment would 
have absolutely no impact on direct Federal spending. Again, I want to 
reiterate that this amendment is not a mandate in any sense whatsoever. 
It only requires a deeper look at the effects school start times have 
on the health, well-being, and performance of students across America.
  Mr. Chairman, we should be eager to research anything that could 
possibly benefit our Nation's K-12 students, our own children. Toward 
that end, I urge support for this amendment, and I reserve the balance 
of my time.
  Mr. KLINE. Mr. Chairman, I claim the time in opposition to the 
gentleman's amendment.
  The Acting CHAIR. The gentleman from Minnesota is recognized for 5 
minutes.
  Mr. KLINE. Mr. Chairman, I appreciate the gentleman's interest and 
passion in looking at this issue.

                              {time}  2130

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


           Amendment No. 33 Offered by Ms. Wilson of Florida

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

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

                  ``PART F--SCHOOL DROPOUT PREVENTION

     ``SEC. 6571. SHORT TITLE.

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

     ``SEC. 6572. PURPOSE.

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

     ``SEC. 6573. AUTHORIZATION OF APPROPRIATIONS.

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

               ``Subpart 1--Coordinated National Strategy

     ``SEC. 6581. NATIONAL ACTIVITIES.

       ``(a) In General.--The Secretary is authorized--
       ``(1) to collect systematic data on the effectiveness of 
     the programs assisted under this part in reducing school 
     dropout rates and increasing school reentry and secondary 
     school graduation rates;
       ``(2) to establish a national clearinghouse of information 
     on effective school dropout prevention and reentry programs 
     that shall disseminate to State educational agencies, local 
     educational agencies, and schools--
       ``(A) the results of research on school dropout prevention 
     and reentry; and
       ``(B) information on effective programs, best practices, 
     and Federal resources to--
       ``(i) reduce annual school dropout rates;
       ``(ii) increase school reentry; and
       ``(iii) increase secondary school graduation rates;
       ``(3) to provide technical assistance to State educational 
     agencies, local educational agencies, and schools in 
     designing and implementing programs and securing resources to 
     implement effective school dropout prevention and reentry 
     programs;
       ``(4) to establish and consult with an interagency working 
     group that shall--
       ``(A) address inter- and intra-agency program coordination 
     issues at the Federal level with respect to school dropout 
     prevention and reentry, and assess the targeting of existing 
     Federal services to students who are most at risk of dropping 
     out of school, and the cost-effectiveness of various programs 
     and approaches used to address school dropout prevention and 
     reentry;
       ``(B) describe the ways in which State educational agencies 
     and local educational agencies can implement effective school

[[Page 2778]]

     dropout prevention and reentry programs using funds from a 
     variety of Federal programs, including the programs under 
     this part; and
       ``(C) examine Federal programs that may have a positive 
     impact on secondary school graduation or school reentry;
       ``(5) to carry out a national recognition program in 
     accordance with subsection (b) that recognizes schools that 
     have made extraordinary progress in lowering school dropout 
     rates; and
       ``(6) to use funds made available for this subpart to carry 
     out the evaluation required under section 1830(c).
       ``(b) Recognition Program.--
       ``(1) Establishment.--The Secretary shall--
       ``(A) establish a national recognition program; and
       ``(B) develop uniform national guidelines for the 
     recognition program that shall be used to recognize eligible 
     schools from nominations submitted by State educational 
     agencies.
       ``(2) Recognition.--The Secretary shall recognize, under 
     the recognition program established under paragraph (1), 
     eligible schools.
       ``(3) Support.--The Secretary may make monetary awards to 
     an eligible school recognized under this subsection in 
     amounts determined appropriate by the Secretary that shall be 
     used for dissemination activities within the eligible school 
     district or nationally.
       ``(4) Definition of eligible school.--In this subsection, 
     the term `eligible school' means a public middle school or 
     secondary school, including a charter school, that has 
     implemented comprehensive reforms that have been effective in 
     lowering school dropout rates--
       ``(A) for all students in that secondary school or charter 
     school;
       ``(B) For students in one or more of the subgroups 
     described in section 1111(b)(2)(B)(xii); or
       ``(C) in the case of a middle school, for all students or 
     for students in one or more of the subgroups described in 
     section 1111(b)(2)(B)(xii) with a higher than average dropout 
     rate in the secondary school that the middle school feeds 
     students into.
       ``(c) Capacity Building.--
       ``(1) In general.--The Secretary, through a contract with 
     one or more non-Federal entities, may conduct a capacity 
     building and design initiative in order to increase the types 
     of proven strategies for school dropout prevention and 
     reentry that address the needs of an entire school population 
     rather than a subset of students.
       ``(2) Number and duration.--
       ``(A) Number.--The Secretary may award not more than five 
     contracts under this subsection.
       ``(B) Duration.--The Secretary may award a contract under 
     this subsection for a period of not more than 5 years.
       ``(d) Support for Existing Reform Networks.--
       ``(1) In general.--The Secretary may provide appropriate 
     support to eligible entities to enable the eligible entities 
     to provide training, materials, development, and staff 
     assistance to schools assisted under this part.
       ``(2) Definition of eligible entity.--In this subsection, 
     the term `eligible entity' means an entity that, prior to the 
     date of enactment of the Dropout Prevention Act--
       ``(A) provided training, technical assistance, and 
     materials related to school dropout prevention or reentry to 
     100 or more elementary schools or secondary schools; and
       ``(B) developed and published a specific educational 
     program or design related to school dropout prevention or 
     reentry for use by the schools.

           ``Subpart 2--School Dropout Prevention Initiative

     ``SEC. 6591. DEFINITIONS.

       ``In this subpart:
       ``(1) Low-income student.--The term `low-income student' 
     means a student who is determined by a local educational 
     agency to be from a low-income family using the measures 
     described in section 1113(c).
       ``(2) State.--The term `State' means each of the several 
     States of the United States, the District of Columbia, the 
     Commonwealth of Puerto Rico, the United States Virgin 
     Islands, Guam, American Samoa, the Commonwealth of the 
     Northern Mariana Islands, and the Bureau of Indian Affairs 
     for purposes of serving schools funded by the Bureau.

     ``SEC. 6592. PROGRAM AUTHORIZED.

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

       ``(I) in schools that--

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

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

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

       ``(I) schools that--

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

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

       ``(B) Use of grant funds.--Grant funds awarded under this 
     paragraph shall be used to fund effective, sustainable, and 
     coordinated school dropout prevention and reentry programs 
     that may include the activities described in subsection 
     (b)(2), in--
       ``(i) schools serving students in grades 6 through 12 that 
     have annual school dropout rates that are above the State 
     average annual school dropout rate; or
       ``(ii) the middle schools that feed students into the 
     schools described in clause (i).
       ``(2) Amount less than $250,000,000 but more than 
     $75,000,000.--If the amount appropriated under section 6573 
     for a fiscal year is less than $250,000,000 but more than 
     $75,000,000, then the Secretary shall use such amount to 
     award grants, on a competitive basis, to State educational 
     agencies to enable the State educational agencies to award 
     subgrants under subsection (b).
       ``(3) Amount equal to or exceeds $250,000,000.--If the 
     amount appropriated under section 6573 for a fiscal year 
     equals or exceeds $250,000,000, then the Secretary shall use 
     such amount to award a grant to each State educational agency 
     in an amount that bears the same relation to such 
     appropriated amount as the amount the State educational 
     agency received under part A for the preceding fiscal year 
     bears to the amount received by all State educational 
     agencies under such part for the preceding fiscal year, to 
     enable the State educational agency to award subgrants under 
     subsection (b).
       ``(b) Subgrants to Local Educational Agencies.--
       ``(1) In general.--From amounts made available to a State 
     educational agency under paragraph (2) or (3) of subsection 
     (a), the State educational agency shall award subgrants, on a 
     competitive basis, to local educational agencies that operate 
     public schools that serve students in grades 6 through 12 and 
     that have annual school dropout rates that are above the 
     State average annual school dropout rate, to enable those 
     schools, or the middle schools that feed students into those 
     schools, to implement effective, sustainable, and coordinated 
     school dropout prevention and reentry programs that involve 
     activities such as--
       ``(A) professional development;
       ``(B) obtaining curricular materials;
       ``(C) release time for professional staff to obtain 
     professional development;
       ``(D) planning and research, including the development of 
     early warning indicator systems in middle schools designed to 
     identify students who are at risk of dropping out of high 
     school and to guide preventative and recuperative school 
     improvement strategies, including--
       ``(i) identifying and analyzing the academic risk factors 
     that most reliable predict dropouts by using longitudinal 
     data of past cohorts of students;
       ``(ii) identifying specific indicators of student progress 
     and performance, such as attendance, academic performance in 
     core courses, and credit accumulation, to guide decision 
     making;
       ``(iii) identifying or developing a mechanism for regularly 
     collecting and analyzing data about the impact of 
     interventions on the indicators of student progress and 
     performance; and
       ``(iv) analyzing academic indicators to determine whether 
     students are on track to graduate secondary school in the 
     standard number of years;
       ``(E) remedial education;
       ``(F) reduction in pupil-to-teacher ratios;
       ``(G) efforts to meet State student academic achievement 
     standards;
       ``(H) counseling and mentoring for at-risk students, 
     including the creation of individualized student success 
     plans;
       ``(I) implementing comprehensive school reform models, such 
     as creating smaller learning communities; and
       ``(J) school reentry activities.
       ``(2) Amount.--Subject to paragraph (3), a subgrant under 
     this subpart shall be awarded--
       ``(A) in the first year that a local educational agency 
     receives a subgrant payment under this subpart, in an amount 
     that is based on factors such as--
       ``(i) the size of schools operated by the local educational 
     agency;
       ``(ii) costs of the model or set of prevention and reentry 
     strategies being implemented; and
       ``(iii) local cost factors such as poverty rates;
       ``(B) in the second year, in an amount that is not less 
     than 75 percent of the amount the local educational agency 
     received under this subpart in the first such year;
       ``(C) in the third year, in an amount that is not less than 
     50 percent of the amount the local educational agency 
     received under this subpart in the first such year; and
       ``(D) in each succeeding year, in an amount that is not 
     less than 30 percent of the

[[Page 2779]]

     amount the local educational agency received under this 
     subpart in the first year.
       ``(3) Duration.--A subgrant under this subpart shall be 
     awarded for a period of 3 years, and may be continued for a 
     period of 2 additional years if the State educational agency 
     determines, based on the annual reports described in section 
     1830(a), that significant progress has been made in lowering 
     the annual school dropout rate for secondary schools 
     participating in the program assisted under this subpart.

     ``SEC. 6593. APPLICATIONS.

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

     ``SEC. 6594. STATE RESERVATION.

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

     ``SEC. 6595. STRATEGIES AND CAPACITY BUILDING.

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

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

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

     ``SEC. 6597. COMMUNITY BASED ORGANIZATIONS.

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

     ``SEC. 6598. TECHNICAL ASSISTANCE.

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

     ``SEC. 6599. SCHOOL DROPOUT RATE CALCULATION.

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

     ``SEC. 6600. REPORTING AND ACCOUNTABILITY.

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

     ``SEC. 6601. PROHIBITED USES OF FUNDS.

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

  The Acting CHAIR. Pursuant to House Resolution 125, the gentlewoman 
from Florida (Ms. Wilson) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentlewoman from Florida.
  Ms. WILSON of Florida. Mr. Chairman, my amendment to H.R. 5 is 
simple. It will provide students with the

[[Page 2780]]

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


            Amendment No. 34 Offered by Mr. Castro of Texas

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

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

  The Acting CHAIR. Pursuant to House Resolution 125, the gentleman 
from Texas (Mr. Castro) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentleman from Texas.
  Mr. CASTRO of Texas. Mr. Chairman, my amendment would require States 
to provide a blueprint for college and career counseling opportunities 
for homeless youth.
  This is a bipartisan amendment. In fact, I want to thank very much 
Mr. Stivers of Ohio and his staff who were very helpful in drafting 
this amendment.
  We know that there are an estimated 1.6 million homeless youth and 
runaways in this country, and we also know that they are especially 
vulnerable to falling through the cracks of our educational system. 
This would simply ask States to show how they are going to help these 
youth with career and college readiness.
  Mr. Chairman, I yield 1 minute to the gentleman from Colorado (Mr. 
Polis), my colleague.
  Mr. POLIS. Mr. Chairman, I want to thank Mr. Castro for his 
leadership on this important issue.
  Before I came to Congress, I cofounded a charter school in Denver 
called the Academy of Urban Learning. The focus of this charter school, 
which serves just over 100 students in Denver to this day, about 12 
years after it was founded, it serves homeless youth and youth in 
transitional housing.
  One of the keys to the success of this school is the counseling and 
wraparound services that the students receive. In fact, one of the 
graduation requirements is that students must apply to two institutions 
of higher education.
  Now, in a void, that they need more than just that requirement, they 
need the hands-on help from the counselors that will help them achieve 
that, so there has been a remarkable record of students not only 
applying but attending community colleges and even 4-year universities.
  Part of the secret sauce that makes that school work--and I am very 
confident would help make other schools work that serve homeless youth 
across the country--is the college and career-readiness counseling to 
advise and prepare students for the next phase of their lives.
  This amendment is extremely important in making a difference for the 
lives of homeless youth, and I strongly encourage my colleagues to 
adopt it.
  Mr. STIVERS. Mr. Chairman, I claim the time in opposition of the 
amendment, although I am not opposed to the amendment.
  The Acting CHAIR. Without objection, the gentleman from Ohio is 
recognized for 5 minutes.
  There was no objection.
  Mr. STIVERS. Mr. Chairman, last month, I had the privilege of joining 
three young adults from my district to reintroduce the Homeless 
Children and Youth Act, a bill that will help young homeless youth get 
access to housing and better service and better to just count them, so 
we know what the extent of the problem is, so that we can serve them in 
the future.
  The Elementary and Secondary Education Act was originally signed into 
law to help the neediest children among us have a quality education. As 
we consider the reauthorization, we need to not forget about vulnerable 
students who happen to be homeless.
  The Castro-Stivers amendment would require States to develop a plan 
on how school counselors can help these homeless students with their 
college readiness. By providing these children with

[[Page 2781]]

college counseling and encouraging them and giving them hope, we can 
develop a brighter future not only for those children, but for America.
  I want to thank my colleague from Texas (Mr. Castro) for his hard 
work on this, for joining me in the fight to help serve our homeless 
youth in this country and help give them a bright future.
  I want to thank the chairman and all the staff for their hard work. 
We worked with the committee on this amendment. That is why nobody else 
rose in opposition to it because we actually worked out the details. I 
appreciate their suggestions and willingness to work with us. I 
appreciate the gentleman from Texas for being willing to take those 
suggestions.
  This amendment is an example of how this House should work, work 
together to serve the people, to take care of those in need, to make 
sure we look out for the future of our country. I am proud to have been 
involved and appreciate the work of the gentleman from Texas and the 
chairman and those on the committee.
  I yield back the balance of my time.
  Mr. CASTRO of Texas. Mr. Chairman, let me just say, in conclusion, I 
also want to thank the Congressman one more time and the chairman and 
the ranking member and their staff, who were very gracious and helpful 
in drafting this.
  With that, I yield back the balance of my time.
  The Acting CHAIR. The question is on the amendment offered by the 
gentleman from Texas (Mr. Castro).
  The amendment was agreed to.

                              {time}  2145


           Amendment No. 35 offered by Mr. Carson of Indiana

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

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

     SEC. 605. DEVELOPMENT OF A NATIONAL RESEARCH STRATEGY.

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

  The Acting CHAIR. Pursuant to House Resolution 125, the gentleman 
from Indiana (Mr. Carson) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentleman from Indiana.
  Mr. CARSON of Indiana. Mr. Chairman, I rise today to present an 
amendment to help prepare vulnerable and at-risk students for the 
future. Too many children suffer because we effectively do not have the 
coordinated efforts to research and apply data on student achievement 
in a way that would really benefit them.
  This amendment supports the creation of a national strategy for the 
collection, analysis, and assessment of student achievement data. This 
data will be used to structure systems that better serve our students. 
In addition, it will advance teacher professional development, 
educational administration, and international education comparisons.
  Preparing students for college and careers should be a priority of 
our system of education. But doing this successfully requires evidence-
based tools we need to properly assess what is working and what is not 
working.
  My amendment, Mr. Chair, will help ensure that all students leave our 
elementary and secondary schools prepared to meet the demands of our 
global society.
  I reserve the balance of my time.
  Mr. KLINE. Mr. Chairman, I claim time in opposition to the 
gentleman's amendment.
  The Acting CHAIR. The gentleman from Minnesota is recognized for 5 
minutes.
  Mr. KLINE. Mr. Chairman, I want to thank the gentleman for offering 
his amendment, even though I am opposed to it.
  I agree, the evaluation of Federal programs is important, and we need 
to better understand what works in education. It is for that reason the 
underlying bill already places an emphasis on better evaluation for the 
programs included in the bill. We do not need yet another Federal 
program overlaying a new strategy on top of the current evaluations 
required and allowed.
  While I agree very much with the importance of the issue, I must 
oppose the amendment, as it is unnecessary and duplicative. I ask my 
colleagues to oppose the amendment and support the underlying bill.
  I reserve the balance of my time.
  Mr. CARSON of Indiana. Mr. Chairman, I thank the gentleman for his 
thoughts and, quite frankly, I appreciate that this is really a part of 
our ongoing discussion; however, I respectfully disagree.
  I understand, Mr. Chairman, that some of my colleagues believe that 
such a strategy should be left to the States; however, it is critically 
important that we remember one fact: a child does not learn differently 
based on what State they live in. A State that fails to hold schools 
accountable hurts the students, even if their standards were approved 
by the General Assembly. Parents should not have to worry about their 
child getting an inferior education just because of the State that they 
live in, Mr. Chairman.
  While States like mine--the great Hoosier State of Indiana--are 
holding robust debates about assessments, we still do not have a clear 
strategy to address the needs of our students or our teachers. This 
amendment, Mr. Chairman, merely sets forth a plan to address the 
problems we are facing across the country and increase the likelihood 
that our students will receive a quality education. This is something 
for us to think about, Mr. Chairman.
  Mr. Chairman, while I believe that this amendment addresses a very 
important issue, it will not solve the wide array of programs with the 
underlying bill. This bill ignores the needs of students living in 
poverty, students with disabilities, and English language learners. It 
fails to target those schools that are truly in need and allows 
portability that will hurt these struggling schools even further. It 
cuts State accountability standards. It block grants critical title I 
funds, effectively increasing chances that funds will not reach their 
intended targets, Mr. Chairman.
  This bill is nowhere near what our students, parents, and teachers 
need. I encourage my colleagues, Mr. Chairman, to support my amendment 
and vote against the underlying bill.
  I yield back the balance of my time.
  Mr. KLINE. Mr. Chairman, while obviously I disagree with a great deal 
of what my friend and colleague has just said about what this 
underlying bill does, I think it is going exactly to the core of the 
problem that we see with the current law, No Child Left Behind.
  This bill is designed to give much greater flexibility to 
superintendents and to local school boards so that they can dedicate 
funds to the areas where they are needed most. The gentleman's 
amendment, as I mentioned earlier, is not helpful in this effort 
because of the language in the underlying bill.
  While I appreciate that he doesn't support the bill, I disagree with 
his description of the bill and would urge my colleagues to oppose his 
amendment and support that underlying bill.
  I yield back the balance of my time.
  The Acting CHAIR. The question is on the amendment offered by the 
gentleman from Indiana (Mr. Carson).
  The question was taken; and the Acting Chair announced that the noes 
appeared to have it.
  Mr. CARSON of Indiana. Mr. Chairman, I demand a recorded vote.
  The Acting CHAIR. Pursuant to clause 6 of rule XVIII, further 
proceedings on the amendment offered by the gentleman from Indiana will 
be postponed.

[[Page 2782]]




           Amendment No. 36 Offered by Mr. Collins of Georgia

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

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

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

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

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


                  Amendment No. 37 Offered by Mr. Dold

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

       Add at the end of title VIII the following:

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

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

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

[[Page 2783]]

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

                              {time}  2200


                 Amendment No. 38 Offered by Mr. Flores

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

       Add at the end the following:

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

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

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

[[Page 2784]]

with the Office of Legal Counsel in the Department of Justice.
  Mr. Chairman, I am also concerned that the amendment implies that 
teachers can participate in religious activities with their students. 
The Constitution prohibits teachers from participating in religious 
activities with students when those teachers are acting in their 
professional capacity.
  Public school employees simply do not have the ``right to make the 
promotion of religion a part of their job description,'' says the 
Supreme Court decision in 2007. A sense of Congress provision in this 
bill will not override the Constitution.
  I would remind my colleagues that religious freedom means not only 
are students, teachers, and school administrators able to exercise 
their right to religion, but also that the students should be able to 
attend public schools free of unwarranted proselytization and coercion 
in the participation of religious activities. The First Amendment is 
reflective of that balance.
  I reserve the balance of my time.
  Mr. FLORES. I appreciate the gentleman from Virginia's response.
  Mr. Chairman, our amendment is not intended to cause any 
establishment of any religion or to encourage the proselytization of 
any religious beliefs in school.
  Our amendment is just basically to protect the rights of students and 
of teachers and of school administrators to practice their individual 
beliefs and not have to check their religious freedoms at the door. It 
does nothing to establish any religion.
  We need to recognize that there are too often too many times that 
somebody wears a religious necklace to school and a school 
administrator violates his right of religious freedom by telling him he 
has to remove that or, if one wears a T-shirt that has a Biblical 
phrase or a Biblical verse, that he has to remove that shirt or be 
banned from wearing that shirt in the future from school because of an 
administrator who doesn't understand the protections offered by the 
First Amendment.
  This amendment, this sense of Congress, is purely to protect the 
rights that we have as students and as administrators and teachers 
under the First Amendment.
  I reserve the balance of my time.
  Mr. SCOTT of Virginia. Mr. Chairman, would the Chair advise how much 
time is available on both sides?
  The Acting CHAIR. The gentleman from Virginia has 3\1/2\ minutes 
remaining, and the gentleman from Texas has 2 minutes remaining.
  Mr. SCOTT of Virginia. Mr. Chairman, I yield 2 minutes to the 
gentleman from Colorado (Mr. Polis).
  Mr. POLIS. Mr. Chairman, the problem that Mr. Flores is seeking to 
address here is a real problem in our country.
  Students, teachers, and school administrators of faith, particularly 
teachers, students, and school administrators of minority faiths, are 
frequently under peer pressure--at times, perhaps, coupled with 
pressure through official channels--not to exercise their free religion 
in schools.
  There have been instances in this country of Muslim teachers--Muslim 
women--being told not to wear their hijabs at schools. A situation 
could arise when a man of the Sikh faith, who would carry a ceremonial 
knife with him, might be told he cannot carry his ceremonial knife at a 
school because it violates another policy.
  So, too, many educators and students who are atheists or humanists 
are often intimidated and afraid to proudly proclaim their lack of 
faith on their clothing or through their words and deeds.
  Correctly done, this amendment would allow Muslims and atheists and 
other members of minority faiths to proudly proclaim their faiths in 
our schools, and it would give them the opportunity to talk with others 
while on the school grounds during the school day.
  There should be no discrimination against students, teachers, or 
school administrators based on their faiths, and you don't park your 
First Amendment rights at the door to the schoolhouse.
  Now, there are different rules with regard to students, as we know. 
Students' lockers can be checked in a different way other than through 
unreasonable searches and seizures. Of course, students have particular 
dress codes which have been sustained over time as well; and they are 
minors, of course, acting with their parents' permission.
  Yet, by and large, in a manner consistent with our Constitution, 
which recognizes that we are a nation of many faiths and a nation of 
those who have no faith, people should not be afraid to proudly 
proclaim their Christianity, to proclaim their atheism, to proclaim 
that they are Muslim at our schools.
  Correctly done, I think this amendment can accomplish this, so I 
praise the efforts that led to this amendment.
  Mr. FLORES. Mr. Chairman, I appreciate the comments from the 
gentleman from Colorado.
  I think he goes right to the core of the reason that my amendment is 
perfectly appropriate, that it is there to protect religious freedom 
and to protect our rights under the First Amendment.
  I think he makes the case to support my amendment, actually, when you 
work through what he said, so I continue to encourage the other side to 
work with us to protect religious freedom and to adopt my amendment.
  I reserve the balance of my time.
  Mr. SCOTT of Virginia. Mr. Chairman, I yield myself such time as I 
may consume, just to remind people that students ought to be able to 
attend their public schools, free from unwarranted proselytization or 
coercion.
  We have the Establishment Clause, as well as the Free Exercise 
Clause, and as public employees exercise their rights, they should not 
violate a person's right to go to school and not be faced with a 
phalanx of people all coercing him into joining in prayer.
  The teachers and administrators ought not be guiding the prayer and 
suggesting that the State has a particular religion. We have an 
Establishment Clause, as well as a Free Exercise Clause.
  I reserve the balance of my time.
  Mr. FLORES. Mr. Chairman, I appreciate the comments of the gentleman 
from Virginia and also of the gentleman from Colorado.
  There is nothing in my amendment that says that coercion is okay, 
that religious proselytization is okay. What we are doing is just 
protecting the religious freedoms of the First Amendment.
  Mr. Chairman, I would urge all of my colleagues to vote for a 
commonsense, simple amendment that protects our religious freedoms 
under the First Amendment. It is very simple.
  I reserve the balance of my time.
  Mr. SCOTT of Virginia. In closing, Mr. Chairman, it is a great sense 
of Congress on the free exercise, but it ignores the Establishment 
Clause.
  I yield back the balance of my time.
  Mr. FLORES. Mr. Chairman, I yield back the balance of my time.
  The Acting CHAIR. The question is on the amendment offered by the 
gentleman from Texas (Mr. Flores).
  The amendment was agreed to.


         Amendment No. 39 Offered by Ms. Brownley of California

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

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

     SEC. 802. STATE SEAL OF BILITERACY PROGRAM.

       (a) Establishment.--The Secretary of Education shall award 
     grants to States to establish or improve a Seal of Biliteracy 
     program to recognize student proficiency in speaking, 
     reading, and writing in both English and a second language.
       (b) Grant Application.--In order to receive a grant under 
     this section, a State shall submit an application to the 
     Secretary at such time, in such manner, and containing such 
     information and assurances as the Secretary may require, 
     including--
       (1) a description of the criteria a student must meet to 
     demonstrate proficiency in

[[Page 2785]]

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

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

                              {time}  2215

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

[[Page 2786]]

  If you support encouraging bilingualism, this is an amendment to 
support.
  I yield back the balance of my time.
  Mr. KLINE. Mr. Chairman, regretfully, I continue to oppose the 
gentlelady's amendment. I ask my colleagues to oppose it, and I yield 
back the balance of my time.
  The Acting CHAIR. The question is on the amendment offered by the 
gentlewoman from California (Ms. Brownley).
  The question was taken; and the Acting Chair announced that the noes 
appeared to have it.
  Ms. BROWNLEY of California. Mr. Chairman, I demand a recorded vote.
  The Acting CHAIR. Pursuant to clause 6 of rule XVIII, further 
proceedings on the amendment offered by the gentlewoman from California 
will be postponed.


                Amendment No. 40 Offered by Mr. Loebsack

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

       At the end of the bill, insert the following:

                  TITLE IX--SCHOOLS OF THE FUTURE ACT

     SEC. 901. SHORT TITLE.

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

     SEC. 902. FINDINGS.

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

     SEC. 903. PROGRAM AUTHORIZED.

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

     SEC. 904. APPLICATION.

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

     SEC. 905. APPLICATION REVIEW AND AWARD BASIS.

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

     SEC. 906. USE OF FUNDS.

       (a) Required Use of Funds.--
       (1) In general.--An eligible partnership receiving a grant 
     under this title shall use such funds to implement and 
     evaluate the results of technology-based learning practices, 
     strategies, tools, or courses, including the practices, 
     strategies, tools, or courses identified under paragraphs (2) 
     through (6).
       (2) Tools and courses designed to personalize the learning 
     experience.--Technology-based tools and courses identified 
     under this paragraph include the following types of tools and 
     courses designed to personalize the learning experience:
       (A) Technology-based personalized instructional systems.
       (B) Adaptive software, games, or tools, that can be used to 
     personalize learning.
       (C) Computer-based tutoring courses to help struggling 
     students.
       (D) Games, digital tools, and smartphone or tablet 
     applications to improve students' engagement, focus, and time 
     on task.
       (E) Other tools and courses designed to personalize the 
     learning experience.
       (3) Practices and strategies designed to aid and inform 
     instruction.--Technology-based practices and strategies 
     identified under this paragraph include the following types 
     of practices and strategies designed to aid and inform 
     instruction:
       (A) Adaptive software, games, or tools that can be used for 
     the purpose of formative assessment.
       (B) Web resources that provide teachers and their students 
     access to instructional and curricular materials that are--
       (i) aligned with high-quality standards; and
       (ii) designed to prepare students for college and a career, 
     such as a repository of primary historical sources for use in 
     history and civics courses or examples of developmentally 
     appropriate science experiments.
       (C) Online professional development opportunities, teacher 
     mentoring opportunities, and professional learning 
     communities.
       (D) Tools or web resources designed to address specific 
     instructional problems.
       (E) Other practices and strategies designed to personalize 
     the learning experience.
       (4) Tools, courses, and strategies designed to improve the 
     achievement of students with specific educational needs.--

[[Page 2787]]

     Technology-based tools, courses, and strategies identified 
     under this paragraph include the following types of tools, 
     courses, and strategies designed to meet the needs of 
     students with specific educational needs:
       (A) Digital tools specifically designed to meet the needs 
     of students with a particular disability.
       (B) Online courses that give students who are not on track 
     to graduate or have already dropped out of school the 
     opportunity for accelerated credit recovery.
       (C) Language instruction courses, games, or software 
     designed to meet the needs of English language learners.
       (D) Other tools, courses, and strategies designed to 
     personalize the learning experience.
       (5) Tools, courses, and strategies designed to help 
     students develop 21st century skills.--Technology-based 
     tools, courses, and strategies identified under this 
     paragraph include peer-to-peer virtual learning opportunities 
     to be used for the purposes of project-based learning, deeper 
     learning, and collaborative learning, and other tools, 
     courses, and strategies designed to help students develop 
     21st century skills, such as the ability to think critically 
     and solve problems, be effective communicators, collaborate 
     with others, and learn to create and innovate.
       (6) Technology-based or online courses that allow students 
     to take courses that they would not otherwise have access 
     to.--Technology-based or online courses identified under this 
     paragraph include courses or collections of courses approved 
     by the applicable local educational agency or State 
     educational agency that provide students with access to 
     courses that they would not otherwise have access to, such as 
     the following:
       (A) An online repository of elective courses.
       (B) Online or software-based courses in foreign languages, 
     especially in languages identified as critical or in schools 
     where a teacher is not available to teach the language or 
     course level a student requires.
       (C) Online advanced or college-level courses that can be 
     taken for credit.
       (b) Authorized Use of Funds.--An eligible partnership 
     receiving a grant under this title may use grant funds to--
       (1) develop or implement the technology for technology-
     based learning strategies, practices, courses, or tools to be 
     carried out under the grant;
       (2) purchase hardware or software needed to carry out such 
     strategies, practices, courses, or tools under the grant, 
     except that such purchases may not exceed 50 percent of total 
     grant funds;
       (3) address the particular needs of student subgroups, 
     including students with disabilities and English-language 
     learners;
       (4) provide technology-based professional development or 
     professional development on how to maximize the utility of 
     technology; and
       (5) address issues of cost and capacity in rural areas and 
     shortage subjects.
       (c) Supplementation.--An eligible partnership that receives 
     a grant under this title shall use the grant funds to 
     supplement, not supplant, the work of teachers with students, 
     and may not use such funds to reduce staffing levels for the 
     school partners in the eligible partnership.
       (d) Teacher of Record.--For each student in a class or 
     school implementing a practice, tool, strategy, or course 
     using grant funds provided under this title, there shall be a 
     teacher of record, holding the relevant certification or 
     license, and otherwise qualified to implement any digitally-
     based practice, tool, strategy or course using the grant 
     funds. An eligible partnership shall use grant funds provided 
     under this title, and shall determine the extent and nature 
     of pedagogical uses of digital tools, in a manner that is 
     consistent with the judgments of teachers of record about 
     what is developmentally appropriate for students.

     SEC. 907. DATA COLLECTION AND EVALUATION.

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

     SEC. 908. DEFINITIONS.

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

  The Acting CHAIR. Pursuant to House Resolution 125, the gentleman 
from Iowa (Mr. Loebsack) and a Member opposed each will control 5 
minutes.
  The Chair recognizes the gentleman from Iowa.
  Mr. LOEBSACK. Mr. Chairman, I yield myself such time as I may 
consume.
  I think that there is universal agreement among us in this body that 
No Child Left Behind, the most recent iteration of the Elementary and 
Secondary Education Act, needs to be replaced.
  I think a lot of folks have the same kinds of concerns I have about 
the Student Success Act, many of the provisions in that act. One of my 
major concerns--and, again, I think a number of us in this body can 
share these concerns--is that the bill lacks focus on or support for 
rural school districts. That is a big issue.
  I was raised in Iowa by a single mother, and I represented rural 
parts of Iowa for the last 8 years that I have been in Congress. I 
served for 8 years on the Education and the Workforce Committee. I 
would be remiss if I didn't say that I miss my time there from time to 
time, although I am enjoying my time on a new committee.
  But this issue is something that I think gets overlooked. I think 
that a

[[Page 2788]]

lot of folks in this body really, through no fault of their own and 
certainly through no malice on their part, simply don't recognize or 
understand the needs of rural parts of our country, not just in Iowa, 
but around the country, and certainly the needs of rural students.
  I find myself as a former educator often educating my colleagues to 
some extent because they don't seem to understand sometimes--folks on 
both sides of the aisle, Mr. Chairman--that poverty is not just an 
urban problem. It is a rural problem as well, and it does exist in 
rural areas.
  I don't think we should deny the fact that fewer students from rural 
areas complete college than their urban counterparts as well. In fact, 
this gap is growing wider by the year.
  Again, these are issues that, if we think just a little bit, we 
understand exist out there in our society. And a large part of the 
problem is that rural students face unique challenges and barriers to 
access to resources. For example, many rural students may not have a 
proper Internet connection, if any at all, let alone enough bandwidth 
or a computer at home. So it is even more important that they are 
exposed to technology in school.
  We know about technology and how powerful it is in vastly expanding 
the educational options and opportunities available to students in 
rural areas, providing these students with a cutting-edge 21st century 
education regardless of geography.
  At the same time, technological tools have the power to transform the 
typical classroom experience into one that is more student-centered and 
provide teachers with more accurate information and feedback on student 
progress so they can better address the needs of struggling students--
something all of us would like to see happen.
  Also, many rural schools have a smaller workforce to draw from and 
struggle to find teachers for a wide variety of electives or advanced 
coursework. The students in these schools, I have no doubt--and I think 
most folks in this body have no doubt--would benefit tremendously from 
the use of technology to deliver, supplement, and personalize 
instruction and provide opportunities to these students they may not 
have otherwise.
  This amendment that I am offering is a simple one. It is supported by 
the National Education Association, by the School Superintendents 
Association, and the Alliance for Excellent Education. It would simply 
support the expansion of the use of digital learning through 
competitive grants to partnerships to implement and evaluate the 
results of technology-based learning practices, strategies, tools, and 
programs at rural schools.
  Mr. Chair, it is time for Congress to start paying more attention to 
rural communities. That is the bottom line. As cochair of the Rural 
Education Caucus, I encourage my colleagues to vote in favor of this 
amendment and to provide students in rural communities with the same 
digital learning resources as students in larger school districts, and 
I hope that we can vote for this amendment.
  I yield back the balance of my time.
  Mr. KLINE. Mr. Chairman, I claim the time in opposition to the 
gentleman's amendment.
  The Acting CHAIR. The gentleman from Minnesota is recognized for 5 
minutes.
  Mr. KLINE. Mr. Chairman, I do thank the gentleman for offering this 
amendment, even though I must oppose the amendment. I would say that we 
do miss him on the committee.
  I would say that in my district, like his, we certainly have rural 
schools. In fact, I was thinking about rural schools the other day. My 
wife went to such a rural school. It was called Country School because 
it was a one-room schoolhouse, and how heartbroken she was when she was 
forced to go to the big-city school--population 1,000--for the city. So 
we do know something about rural schools.
  The underlying bill, the Student Success Act, does maintain the rural 
education programs in the bill, and under the local academic flexible 
grants, districts can support the use of digital learning if they 
believe it is the best way to use those funds.
  The bill already allows every district to determine what they need 
for their students and not have to abide by priorities set by 
Washington.
  So while I greatly appreciate the gentleman's passion for rural 
schools--and I think I share that passion--I just firmly believe we 
don't need yet another new Federal program. We are working to provide 
flexibility so that schools can put the resources where they need them 
the most.
  And so I must oppose the gentleman's amendment, ask my colleagues to 
oppose it, and I yield back the balance of my time.
  The Acting CHAIR. The question is on the amendment offered by the 
gentleman from Iowa (Mr. Loebsack).
  The question was taken; and the Acting Chair announced that the noes 
appeared to have it.
  Mr. LOEBSACK. Mr. Chairman, I demand a recorded vote.
  The Acting CHAIR. Pursuant to clause 6 of rule XVIII, further 
proceedings on the amendment offered by the gentleman from Iowa will be 
postponed.


                 Amendment No. 41 Offered by Mr. Polis

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

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

      TITLE IX--EARLY CHILDHOOD EDUCATION PROFESSIONAL IMPROVEMENT

     SEC. 901. SHORT TITLE.

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

     SEC. 902. PURPOSE.

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

     SEC. 903. DEFINITIONS.

       In this title:
       (1) The term ``early childhood education program'' means a 
     Head Start Program carried out under the Head Start Act (42 
     U.S.C. 9831 et seq.), a State-funded prekindergarten program, 
     a licensed child care serving prekindergarten children, and 
     special education preschool.
       (2) The term ``institution of higher education'' has the 
     meaning given the term in section 101(a) of the Higher 
     Education Act of 1965 (20 U.S.C. 1001(a)).

     SEC. 904. PROGRAM AUTHORIZED.

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

     SEC. 905. APPLICATIONS.

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

[[Page 2789]]

       (G) support to adult learners who are dual language 
     learners, or come from low-income or minority communities;
       (H) use of workforce data to assess the State's workforce 
     needs; and
       (I) its financing over time.

     SEC. 906. STATE USE OF FUNDS.

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

     SEC. 907. SUPPLEMENT NOT SUPPLANT.

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

     SEC. 908. MAINTENANCE OF EFFORT.

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

     SEC. 909. AUTHORIZATION OF APPROPRIATIONS.

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

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

                              {time}  2230

  Mr. POLIS. Mr. Chairman, I yield 2 minutes to the gentleman from 
Virginia (Mr. Scott), the ranking member of the Committee on Education 
and the Workforce.
  Mr. SCOTT of Virginia. Mr. Chairman, I thank the gentleman for 
yielding.
  Early childhood education programs have been studied. Those high-
quality programs increase achievement, increase the graduation rates, 
increase future employment, decrease crime, decrease teen pregnancy, 
and, in the long term, save more money than they cost.
  This amendment will help improve early childhood education and 
therefore is a meaningful improvement in the bill, and I would hope we 
would adopt this. It provides for professional improvement, a great 
improvement in early childhood education.
  Since it has been studied and so successful, I would hope we would 
adopt the amendment.
  Mr. POLIS. Mr. Chairman, I yield myself the remainder of the time.
  Mr. Chairman, studies have shown that for every dollar invested in 
quality early childhood education, it can actually save $7 to $9 of 
taxpayer money over the lifetime of that child in schools over the next 
12 years. That is an actual savings. If we were to score this in an 
accurate way, on a 10-year basis, the investment in quality preschool 
would save money.
  Like the gentleman from Minnesota, of course I am interested in 
improving Head Start and building upon it, but this is a different and 
broader approach than Head Start. This program impacts middle class 
communities who also stand to benefit from quality early childhood 
education that often they can't afford on their own dime.
  Now, what we need is a targeted approach, and that is really the 
crucial difference between this amendment and the existing program. The 
need for a unique approach to preschool has been recognized across the 
Nation.
  It is time for the Federal Government to recognize what States and 
districts are crying out for. It is time to

[[Page 2790]]

address the need for high-quality early childhood education in a 
dedicated and comprehensive way, and that is what this amendment does.
  By investing in early childhood, we can prevent learning gaps from 
arising before they arise. We can reduce the need for special education 
and IDEA, and we can save money by reducing youth adjudication rates, 
grade repetition rates, and other costly interventions that are 
necessary if children don't have that opportunity when they are 3 or 4 
years old.
  I urge my colleagues to vote ``yes'' on the amendment, and I yield 
back the balance of my time.
  Mr. KLINE. Mr. Chairman, listening to my friend from Colorado talking 
about how great this program would be, I was thinking about, over the 
years, how do you get to 80 programs in the Federal K-12 program and 
get multiple pre-K programs for child care and child education? It is 
because, year after year, Members of Congress have stood up and talked 
about how wonderful things were going to be, how much money we were 
going to save, how much brighter the kids would be if we just had this 
one more program. And so it grows, and so it grows.
  Again, the thrust of this legislation is to look at the programs we 
already have, to make the most of them and, in the underlying bill, the 
Student Success Act, to give the maximum amount of flexibility to local 
school superintendents and school boards so they can put the resources 
where they need them.
  So I must continue to oppose the gentleman--or the gentlewoman's 
amendment. I think you were subbing for Ms. Meng, perhaps. I am not 
sure. I ask my colleagues to oppose it.
  I yield back the balance of my time.
  The Acting CHAIR. The question is on the amendment offered by the 
gentleman from Colorado (Mr. Polis).
  The question was taken; and the Acting Chair announced that the noes 
appeared to have it.
  Mr. POLIS. Mr. Chairman, I demand a recorded vote.
  The Acting CHAIR. Pursuant to clause 6 of rule XVIII, further 
proceedings on the amendment offered by the gentleman from Colorado 
will be postponed.
  Mr. KLINE. Mr. Chairman, I move that the Committee do now rise.
  The motion was agreed to.
  Accordingly, the Committee rose; and the Speaker pro tempore (Mr. 
Kline) having assumed the chair, Mr. Collins of Georgia, Acting Chair 
of the Committee of the Whole House on the state of the Union, reported 
that that Committee, having had under consideration the bill (H.R. 5) 
to support State and local accountability for public education, protect 
State and local authority, inform parents of the performance of their 
children's schools, and for other purposes, had come to no resolution 
thereon.

                          ____________________