[House Report 106-240]
[From the U.S. Government Publishing Office]
106th Congress Report
1st Session HOUSE OF REPRESENTATIVES 106-240
======================================================================
PROVIDING FOR THE CONSIDERATION OF H.R. 1995, THE TEACHER EMPOWERMENT
ACT
_______
July 19, 1999.--Referred to the House Calendar and ordered to be
printed
_______
Ms. Pryce of Ohio, from the Committee on Rules, submitted the following
R E P O R T
[To accompany H. Res. 253]
The Committee on Rules, having had under consideration
House Resolution 253, by a nonrecord vote, report the same to
the House with the recommendation that the resolution be
adopted.
summary of provisions of resolution
The resolution provides for the consideration of H.R. 1995,
the ``Teacher Empowerment Act,'' under a structured rule. The
rule provides one hour of general debate divided equally
between the chairman and ranking minority member of the
Committee on Education and the Workforce.
The rule makes in order the Committee on Education and the
Workforce amendment in the nature of a substitute now printed
in the bill as an original bill for purpose of amendment, which
shall be considered as read. The rule makes in order only those
amendments printed in this report, which may be offered only in
the order printed in this report, may be offered only by a
Member designated, shall be considered as read, shall be
debatable for the time specified equally divided and controlled
by the proponent and an opponent, shall not be subject to
amendment, and shall not be subject to a demand for division of
the question in the House or in the Committee of the Whole. The
rule waives all points of order against the amendments printed
in this report. The waiver is necessary because some amendments
might conflict with each other in the manner in which they
amend the bill.
The rule allows the Chairman of the Committee of the Whole
to postpone votes during consideration of the bill, and to
reduce voting time to five minutes on a postponed question if
the vote follows a fifteen minute vote. Finally, the rule
provides one motion to recommit, with or without instructions.
Amendments Made in Order Under the Rule
1. Goodling--Modifies the ``Troops-to-Teachers'' program;
strikes language allowing the state to establish a new within
state funding formula; strikes language requiring states to
target competitive grants to high need local education
agencies; changes language relating to public accountability
concerning student achievement; changes language relating to
accountability in the State application; and extends the
National Writing Project through FY 2004. (30 minutes)
2. Lazio/Wilson/Duncan--Recommends mentoring programs and
outlines the essential components for carrying out these
programs which are designed to improve the initial teacher
experience; strengthens the alternative certification program;
ensures that teachers seeking alternative certification are
qualified to teach and know the subject matter that they are
hired to teach in the classroom. (10 minutes)
3. Castle/Fletcher--Allows states to use funds to provide
assistance to local educational agencies and eligible
partnerships for the development and implementation of
innovative professional development programs that train
teachers to use technology to improve teaching and learning.
(10 minutes)
4. McIntosh--Provides for the active participation of
parents under the Teacher Empowerment Act which specifically
ensures that parents have the opportunity to review the local
application for funds so that they are participants in deciding
how these funds will be spent. (10 minutes)
5. Fletcher--Allows schools to use professional development
funds for programs that provide instruction in how to teach
character education. (10 minutes)
6. Andrews--Urges local education agencies to take into
consideration that properly trained principals are a vital part
of a quality education when submitting their requests for
teacher training grants. (10 minutes)
7. Kucinich/Andrews--Seeks to establish a National
Clearinghouse for Teaching Entrepreneurship, to encourage
teacher interest and involvement in entrepreneurship education.
(10 minutes)
8. Hilleary--Allows the Secretary of Education to include
competitive grants to needy rural school districts as an
optional use of funds available to him. (10 minutes)
9. Roemer/Davis (FI)--Creates a competitive program, based
on the model of the Troops-to-Teachers program, to recruit and
train middle career professionals so they could enter the
teaching profession in high-need local educational agencies.
(10 minutes)
10. Mink--Creates a program to provide grants for public
school teachers who take sabbatical leave to pursue a course of
study for professional development. (10 minutes)
11. Crowley--Expresses the Sense of the Congress that high
quality teachers are an important part in the development of
our children and that it is essential that Congress works to
ensure the quality of teachers is the highest possible as they
instruct our children. (10 minutes)
12. Martinez--Amendment in the nature of a substitute.
Provides $1.5 billion in FY 2000 for teacher training and
professional development activities; authorizes $1.5 billion in
FY 2000 for class size reduction activities and provides
flexibility for states that are not in a position to reduce
class sizes as rapidly as other states; reauthorizes and
expands the Reading Excellence Act, the National Writing
Project, the Troops to Teachers Program, the Eisenhower
Clearinghouse for Math and Science, and the National Board for
Professional Teaching Standards; and provides $500 million for
professional development specifically for special education
teachers. (40 minutes)
text of amendments made in order
1. An Amendment To Be Offered by Representative Goodling of
Pennsylvania, or a Designee, Debatable for 30 Minutes
Page 4, after line 25, insert the following:
``(ii) Nonparticipating states.--In
the case of a State that did not
receive any funds for fiscal year 1999
under one or more of the provisions
referred to in subclauses (I) through
(III) of clause (i), the amount
allotted to the State under such clause
shall be the total amount that the
State would have received for fiscal
year 1999 if it had elected to
participate in all of the programs for
which it was eligible under each of the
provisions referred to in such
subclauses.
Page 5, line 1, strike ```(ii)'' and insert ```(iii)''.
Page 7, strike lines 11 through 21 and insert the following:
if the State agrees to expend at least 95 percent of
the amount of the funds provided under the grant for
the purpose of making, in accordance with this part,
subgrants to local educational agencies under subpart 3
and subgrants to eligible partnerships under subpart 2.
Page 7, line 24, strike ``3'' and insert ``5''.
Page 8, beginning on line 6, strike ``Subgrants'' and all
that follows through the end of line 7 and insert
``Subgrants.--''.
Page 8, beginning on line 9, strike ``Except'' and all that
follows through ``a'' on line 10 and insert ``A''.
Page 8, line 12, strike ``(b)(1)(A)'' and insert ``(b)(1)''.
Page 9, strike lines 10 through 13 and insert the following:
``(B) Minimum amount.--
``(i) In general.--For any fiscal
year for which a local educational
agency would receive under subparagraph
(A) an amount that is less than the
total amount that the agency received
for fiscal year 1999 under--
``(I) section 2203(1)(B) of
this Act (as in effect on the
day before the date of the
enactment of the Teacher
Empowerment Act); and
``(II) section 307 of the
Department of Education
Appropriations Act, 1999;
a State receiving a grant under this
subpart shall ensure that the local
educational agency receives under this
paragraph an amount equal to such total
amount.
``(ii) Source of funds.--
Notwithstanding paragraph (2), a State
shall use such portion of the funds
described in paragraph (2)(A) as may be
necessary to pay to a local educational
agency the difference between the
agency's allotment under subparagraph
(A) and the allotment to the agency
required under clause (i).
Page 9, line 15, strike ``A State'' and insert ``Subject to
subparagraph (C), a State''.
Page 9, line 18, strike ``(b)(1)(A)'' and insert ``(b)(1) (or
such portion of such amount as remains after satisfaction of
the requirements in subparagraphs (A) and (B)(ii) of paragraph
(1))''.
Page 9, line 25, strike ``high-need''.
Page 10, after line 2, insert the following:
``(C) Subgrants to eligible partnerships.--A
State receiving a grant under this subpart
shall expend at least 3 percent of the amount
described in subparagraph (A) for the purpose
of making subgrants to eligible partnerships
under subpart 2.
Page 10, line 20, strike ``teachers'' and insert ``teachers,
especially in the areas of mathematics and science,''.
Beginning on page 12, strike line 9 through page 13, line 8,
and insert the following:
``(f) Public Accountability.--
``(1) In general.--A State that receives a grant
under this subpart--
``(A) in the event the State provides public
State report cards on education, shall include
in such report cards information on the State's
progress with respect to--
``(i) subject to paragraph (2),
improving student academic achievement,
as defined by the State;
``(ii) closing academic achievement
gaps, as defined by the State, between
the groups described in paragraph
(2)(A)(i);
``(iii) increasing the percentage of
classes in core academic areas taught
by fully qualified teachers; and
``(iv) reducing class size; or
``(B) in the event the State provides no such
report card, shall publicly report the
information described in subparagraph (A)
through other means.
``(2) Disaggregated data.--The information described
in paragraph (1)(A)(i) and section 2013(b)(3)((A) shall
be--
``(A) disaggregated--
``(i) by minority and non-minority
status and by low-income and non-low-
income status; and
``(ii) using assessments consistent
with section 1111(b)(3); and
``(B) publicly reported in the form of
disaggregated data only when such data are
statistically sound.
Beginning on page 13, strike line 22 through page 14, line
13, and insert the following:
``(2) A plan to ensure all teachers within the State
are fully qualified not later than December 31, 2003.
``(3) An assurance that the State will require each
local educational agency and school receiving funds
under this title to publicly report their annual
progress on the agency's and the school's performance
indicators in the following:
``(A) Subject to section 2012(f)(2),
improving student academic achievement, as
defined by the State.
``(B) Closing academic achievement gaps, as
defined by the State, between the groups
described in section 2012(f)(2)(A)(i).
``(C) Increasing the percentage of classes in
core academic areas taught by fully qualified
teachers.
``(4) A description of how the State will hold local
educational agencies and schools accountable for making
annual gains in meeting the performance indicators
described in paragraph (3).
Page 14, line 14, strike ```(4)'' and insert ```(5)''.
Page 15, line 5, strike ```(5)'' and insert ```(6)''.
Page 15, line 20, strike ``2012(b)(1)(B),'' and insert
``2012(c)(2)(C),''.
Page 16, line 2, strike ``State.'' and insert ``State. Not
more than 5 percent of the amount made available to an agency
to carry out this subpart may be used for planning and
administration.''.
Page 18, line 4, strike ``provided to'' and insert ``expended
by''.
Page 20, line 16, strike ``certified'' and insert ``fully
qualified''.
Page 20, line 17, strike ``certified'' and insert ``fully
qualified''.
Page 22, line 12, before ``teachers'' insert ``fully
qualified''.
Page 22, line 17, strike ``certification;'' and insert
``certification, especially in the areas of mathematics and
science;''.
Page 25, beginning on line 16, strike ``highest proportion of
out-of-field teachers;'' and insert ``lowest proportion of
fully qualified teachers;''.
Page 27, line 24, strike ``2013(b)(2);'' and insert
``2013(b)(3);''.
Page 28, line 21, strike the period at the end and insert
``and, with respect to any professional development program
described in subparagraphs (F) and (G) of section 2031(b)(3),
shall, if appropriate, be developed with extensive coordination
with, and participation of, professionals with expertise in
such types of professional development.''.
Page 30, line 10, strike ``lack of full certification'' and
insert ``not being fully qualified''.
Page 34, line 23, strike ``1999,'' and insert ``2000,''.
Beginning on page 35, strike line 24 through page 36, line 9.
Page 36, after line 15, insert the following:
``SEC. 2043. PROFESSIONAL DEVELOPMENT FOR PRINCIPALS AS LEADERS OF
SCHOOL REFORM.
``(a) Competitive Grants.--The Secretary shall award grants
on a competitive basis to eligible partnerships--
``(1) consisting of--
``(A) one or more institutions of higher
education that provide professional development
for principals and other school administrators;
and
``(B) one or more local educational agencies;
and
``(2) that may include other entities, agencies, or
organizations, such as a State educational agency, a
State agency for higher education, educational service
agencies, or professional organizations of principals
and teachers.
``(b) Application.--
``(1) In general.--Any eligible partnership that
desires to receive a grant under this section shall
submit an application at such time, in such manner, and
containing such information as the Secretary may
require.
``(2) Contents.--Each such application shall include
a description of--
``(A) the activities the partnership will
carry out to achieve the purpose of this
section;
``(B) how those activities will build on, and
be coordinated with, other professional
development programs and activities, including
activities under title I of this Act and title
II of the Higher Education Act of 1965; and
``(C) how principals, teachers, and other
interested individuals were involved in
developing the application and will be involved
in planning and carrying out activities under
this section.
``(c) Use of Funds.--An eligible partnership that receives a
grant under this section shall use the grant funds to provide
professional development to principals and other school
administrators to enable them to be effective school leaders
and prepare all students to achieve to challenging State
content and student performance standards, including
professional development relating to--
``(1) leadership skills;
``(2) recruitment, assignment, retention, and
evaluation of teachers and other staff;
``(3) effective instructional practices, including
the use of technology;
``(4) using smaller classes effectively; and
``(5) parental and community involvement.
Page 37, after line 15, insert the following:
``(2) Fully qualified.--The term `fully qualified'--
``(A) when used with respect to a public
elementary or secondary school teacher (other
than a teacher teaching in a public charter
school), means that the teacher has obtained
State certification as a teacher (including
certification obtained through alternative
routes to certification) or passed the State
teacher licensing exam and holds a license to
teach in such State; and
``(B) when used with respect to --
``(i) an elementary school teacher,
means that the teacher holds a
bachelor's degree and demonstrates
knowledge and teaching skills in
reading, writing, mathematics, science,
and other areas of the elementary
school curriculum; or
``(ii) a middle or secondary school
teacher, means that the teacher holds a
bachelor's degree and demonstrates a
high level of competency in all subject
areas in which he or she teaches
through--
``(I) a high level of
performance on a rigorous State
or local academic subject areas
test; or
``(II) completion of an
academic major in each of the
subject areas in which he or
she provides instruction.
Page 37, line 16, strike ```(2)'' and insert ```(3)''.
Page 38, strike lines 5 through 12 and insert the following:
``(4) Publicly report.--The term `publicly report',
when used with respect to the dissemination of
information, means that the information is made widely
available to the public, including parents and
students, through such means as the Internet and major
print and broadcast media outlets.
Page 38, line 13, strike ```(4)'' and insert ```(5)''.
Page 39, strike lines 13 through 17 and insert the following:
(1) National writing project.--Section 10992(i) of
the Elementary and Secondary Education Act of 1965 (20
U.S.C. 8332(i)) is amended to read as follows:
``(i) Authorization of Appropriations.--There are authorized
to be appropriated for the grant to the National Writing
Project, such sums as may be necessary for each of fiscal years
2000 through 2004 to carry out the provisions of this
section.''.
2. An Amendment To Be Offered by Representative Lazio of New York, or
Representative Wilson of New Mexico, or a Designee, Debatable for 10
Minutes
Page 10, strike lines 17 and 18 and insert the following:
``(A) include support during the initial
teaching experience, such as mentoring programs
that--
``(i) provide mentoring to beginning
teachers from veteran teachers with
expertise in the same subject matter
that the beginning teachers will be
teaching; and
``(ii) provide mentors time for
activities such as coaching, observing,
and assisting the teachers who are
mentored; and
``(iii) use standards or assessments
for guiding beginning teachers that are
consistent with the State's student
performance standards and with the
requirements for professional
development activities under section
2033.''.
Page 12, after line 4, insert the following (and redesignate
any subsequent provisions accordingly):
``(e) Components of Alternative Routes to State Certification
Programs.--To the extent appropriate, programs under subsection
(d)(2)(B) shall--
``(1) include strong academic and teaching-related
course work that provides teachers with the subject
matter and teaching knowledge needed to help students
reach the States content standards;
``(2) provide intensive field experience in the form
of an internship, or student teaching, under the direct
daily supervision of an expert, veteran teacher; and
``(3) provide that, before entry into teaching,
candidates must be fully qualified.''.
Page 37, after line 15, insert the following:
``(2) Beginning teacher.--The term ``beginning
teacher'' means an educator in a public school who has
not yet been teaching 3 full school years.''.
Page 37, line 16, strike ``(2)'' and insert ``(3)''.
Page 38, after line 4, insert the following (and redesignate
any subsequent provisions accordingly):
``(4) Mentoring program.--The term ``mentoring
program'' means to provide professional support and
development, instruction, and guidance to beginning
teachers, but does not include a teacher or individual
who begins to work in a supervisory position.''.
----------
3. An Amendment to Be offered by Representative Castle of Delaware, or
Representative Fletcher of Kentucky, or a Designee, Debatable for 10
Minutes
Page 12, after line 4, insert the following:
``(9) Providing assistance to local educational
agencies and eligible partnerships (as defined in
section 2021(d)) for the development and implementation
of innovative professional development programs that
train teachers to use technology to improve teaching
and learning and are consistent with the requirements
of section 2033.
Page 28, line 18, strike ``and''.
Page 28, line 21, strike the period at the end and insert ``;
and''.
Page 28, after line 21, insert the following:
``(6) shall, to the extent appropriate, provide
training for teachers in the use of technology so that
technology and its applications are effectively used in
the classroom to improve teaching and learning in the
curriculum and academic content areas in which those
teachers provide instruction.
----------
4. An Amendment To Be Offered by Representative McIntosh of Indiana, or
a Designee, Debatable for 10 Minutes
Page 15, after line 10, insert the following:
``(6) A description of how the State will ensure that
local educational agencies will comply with the
requirement under section 2033(b)(5), especially with
respect to ensuring the participation of teachers and
parents.
Page 26, after line 9, insert the following:
``(5) A description of how the local educational
agency has collaborated with teachers, principals,
parents, and administrators in the preparation of the
application.
Page 28, line 20, after ``principals,'' insert
``parents,''.
----------
5. An Amendment To Be Offered by Representative Fletcher of Kentucky,
or a Designee, Debatable for 10 Minutes
Page 24, after line 13, strike ``and'' at the end;
Page 24, after line 18, strike the period at the end and
insert
``; and''.
Page 24, after line 18, insert the following:
``(H) professional development
programs that provide instruction in
how to teach character education in a
manner that--
``(i) reflects the values of parents,
teachers, and local communities; and
``(ii) incorporates elements of good
character, including honesty,
citizenship, courage, justice, respect,
personal responsibility, and
trustworthiness.
----------
6. An Amendment To Be Offered by Representative Andrews of New Jersey,
or a Designee, Debatable for 10 Minutes
Page 24, after line 20, insert the following:
``(5) Professional activities designed to improve the
quality of principals.''.
----------
7. An Amendment To Be Offered by Representative Kucinich of Ohio, or
Representative Andrews of New Jersey, or a Designee, Debatable for 10
Minutes
Page 35, after line 7, insert the following:
``SEC. 2043. NATIONAL CLEARINGHOUSE FOR TEACHER ENTREPRENEURSHIP.
``The Secretary may award a grant or contract to an
organization or institution with substantial experience in
entrepreneurship education to establish and operate a National
Clearinghouse for Teacher Entrepreneurship to coordinate
professional development opportunities for teachers, collect
and disseminate curricular materials, and undertake other
activities to encourage teacher interest and involvement in
entrepreneurship education, particularly for teachers of grades
7 through 12.''.
----------
8. An Amendment To Be Offered by Representative Hilleary of Tennessee,
or a Designee, Debatable for 10 Minutes
Page 36, after line 15, insert the following:
``SEC. 2043. RURAL TEACHERS.
``(a) In General.--The Secretary may award grants on a
competitive basis to rural eligible local educational agencies
to carry out activities described in subsection (b).
``(b) Use of Funds.--A rural eligible local educational
agency that receives a grant under this section may use such
funds to develop incentive programs--
``(1) to recruit and retain qualified teachers; and
``(2) to provide high-quality professional
development to teachers.
``(c) Application.--To be eligible to receive a grant under
this section, a rural eligible local educational agency shall
submit an application to the Secretary at such time, in such
manner, and containing such information as the Secretary may
reasonably require.
``(d) Definitions.--For purposes of this section:
``(1) Metropolitan statistical area.--The term
`metropolitan statistical area' has the meaning given
such term by the Bureau of the Census.
``(2) Rural eligible local educational agency.--The
term `rural eligible local educational agency' means a
local educational agency--
``(A) that is not located in a metropolitan
statistical area; and
``(B) in which there is a high percentage of
individuals from families with incomes below
the poverty line (as defined by the Office of
Management and Budget and revised annually in
accordance with section 673(2) of the Community
Services Block Grant Act (42 U.S.C. 9902(2))).
----------
9. An Amendment To Be Ofered by Representative Roemer of Indiana, or
Representative Davis of Florida, or a Designee, Debatable for 10
Minutes
Page 36, after line 15, insert the following:
``SEC. 2043. TRANSITION TO TEACHING.
``(a) Purpose.--The purpose of this section is to address the
need of high-need local educational agencies for highly
qualified teachers in particular subject areas, such as
mathematics, science, foreign languages, bilingual education,
and special education, needed by those agencies, following the
model of the successful teachers placement program known as the
`Troops-to-Teachers program', by recruiting, preparing,
placing, and supporting career-changing professionals who have
knowledge and experience that will help them become such
teachers.
``(b) Program Authorized.--
``(1) Authority.--The Secretary is authorized to use
funds appropriated under paragraph (2) for each fiscal
year to award grants, contracts, or cooperative
agreements to institutions of higher education and
public and private nonprofit agencies or organizations
to carry out programs authorized by this section.
``(2) Authorization of appropriations.--For the
purpose of carrying out this section, there are
authorized to be appropriated $9,000,000 for fiscal
year 2000 and such sums as may be necessary for each of
fiscal years 2001 through 2004.
``(c) Application.--Each applicant that desires an award
under subsection (b)(1) shall submit an application to the
Secretary containing such information as the Secretary
requires, including--
``(1) a description of the target group of career-
changing professionals upon which the applicant will
focus its recruitment efforts in carrying out its
program under this section, including a description of
the characteristics of that target group that shows how
the knowledge and experience of its members are
relevant to meeting the purpose of this section;
``(2) a description of the training that program
participants will receive and how that training will
relate to their certification as teachers;
``(3) a description of how the applicant will
collaborate, as needed, with other institutions,
agencies, or organizations to recruit, train, place,
support, and provide teacher induction programs to
program participants under this section, including
evidence of the commitment of those institutions,
agencies, or organizations to the applicant's program;
``(4) a description of how the applicant will
evaluate the progress and effectiveness of its program,
including--
``(A) the program's goals and objectives;
``(B) the performance indicators the
applicant will use to measure the program's
progress; and
``(C) the outcome measures that will be used
to determine the program's effectiveness; and
``(5) such other information and assurances as the
Secretary may require.
``(d) Uses of Funds and Period of Service.--
``(1) Authorized activities.--Funds under this
section may be used for--
``(A) recruiting program participants,
including informing them of opportunities under
the program and putting them in contact with
other institutions, agencies, or organizations
that would train, place, and support them;
``(B) training stipends and other financial
incentives for program participants, not to
exceed $5,000 per participant;
``(C) assisting institutions of higher
education or other providers of teacher
training to tailor their training to meet the
particular needs of professionals who are
changing their careers to teaching;
``(D) placement activities, including
identifying high-need local educational
agencies with a need for the particular skills
and characteristics of the newly trained
program participants and assisting those
participants to obtain employment in those
local educational agencies; and
``(E) post-placement induction or support
activities for program participants.
``(2) Period of service.--A program participant in a
program under this section who completes his or her
training shall serve in a high-need local educational
agency for at least 3 years.
``(3) Repayment.--The Secretary shall establish such
requirements as the Secretary determines appropriate to
ensure that program participants who receive a training
stipend or other financial incentive under paragraph
(1)(B), but fail to complete their service obligation
under paragraph (2), repay all or a portion of such
stipend or other incentive.
``(e) Equitable Distribution.--To the extent practicable, the
Secretary shall make awards under this section that support
programs in different geographic regions of the Nation.
``(f) Definitions.--As used in this section:
``(1) The term `high-need local educational agency'
has the meaning given such term in section 2061.
``(2) The term `program participants' means career-
changing professionals who--
``(A) hold at least a baccalaureate degree;
``(B) demonstrate interest in, and commitment
to, becoming a teacher; and
``(C) have knowledge and experience that are
relevant to teaching a high-need subject area
in a high-need local educational agency.''.
Page 36, line 19, strike ``part,'' and insert ``part (other
than section 2043),''.
Page 36, line 21, strike ``4.'' and insert ``4 (other than
section 2043).''.
Page 36, line 23, strike ``part,'' and insert ``part (other
than section 2043),''.
----------
10. An Amendment To Be Offered by Representative Mink of Hawaii, or a
Designee, Debatable for 10 Minutes
Page 40, line 24, before the semicolon insert ``and
redesignating part E as part D''.
Page 40, strike line 25 and insert the following:
(2) by inserting after section 2260 the following:
``PART C--USE OF SABBATICAL LEAVE FOR PROFESSIONAL DEVELOPMENT
``SEC. 2301. GRANTS FOR SALARY DURING SABBATICAL LEAVE.
``(a) Program Authorized.--The Secretary may make grants to
State educational agencies and local educational agencies to
pay such agencies for one-half of the amount of the salary that
otherwise would be earned by an eligible teacher described in
subsection (b), if, in lieu of fulfilling the teacher's
ordinary teaching assignment, the teacher completes a course of
study described in subsection (c) during a sabbatical term
described in subsection (d).
``(b) Eligible Teachers.--An eligible teacher described in
this subsection is a teacher who--
``(1) is employed by an agency receiving a grant
under this section to provide classroom instruction to
children at an elementary or secondary school that
provides free public education;
``(2) has secured from such agency, and any other
person or agency whose approval is required under State
law, approval to take sabbatical leave for a sabbatical
term described in subsection (d);
``(3) has submitted to the agency an application for
a subgrant at such time, in such manner, and containing
such information as the agency may require, including--
``(A) written proof--
``(i) of the approval described in
paragraph (2); and
``(ii) of the teacher's having been
accepted for enrollment in a course of
study described in subsection (c); and
``(B) assurances that the teacher--
``(i) will notify the agency in
writing within a reasonable time if the
teacher terminates enrollment in the
course of study described in subsection
(c) for any reason;
``(ii) in the discretion of the
agency, will reimburse to the agency
some or all of the amount of the
subgrant if the teacher fails to
complete the course of study; and
``(iii) otherwise will provide the
agency with proof of having completed
such course of study not later than 60
days after such completion; and
``(4) has been selected by the agency to
receive a subgrant based on the agency's plan
for meeting its classroom needs.
``(c) Course of Study.--A course of study described in this
subsection is a course of study at an institution of higher
education that--
``(1) requires not less than one academic semester
and not more than one academic year to complete;
``(2) is open for enrollment for professional
development purposes to an eligible teacher described
in subsection (b); and
``(3) is designed to improve the classroom teaching
of such teachers through academic and child development
studies.
``(d) Sabbatical Term.--A sabbatical term described in this
subsection is a leave of absence from teaching duties granted
to an eligible teacher for not less than one academic semester
and not more than one academic year, during which period the
teacher receives--
``(1) one-half of the amount of the salary that
otherwise would be earned by the teacher, if the
teacher had not been granted a leave of absence, from
State or local funds made available by a State
educational agency or a local educational agency; and
``(2) one-half of such amount from Federal funds
received by such agency through a grant under this
section.
``(e) Payments.--
``(1) To eligible teachers.--In making a subgrant to
an eligible teacher under this section, a State
educational agency or a local educational agency shall
agree to pay the teacher, for tax and administrative
purposes, as if the teacher's regular employment and
teaching duties had not been suspended.
``(2) Repayment of secretary.--A State educational
agency or a local educational agency receiving a grant
under this section shall agree to pay over to the
Secretary the Federal share of any amount recovered by
the agency pursuant to subsection (b)(3)(B)(ii).
``(f) Funding.--For the purpose of carrying out this section,
there are authorized to be appropriated $200,000,000 for fiscal
year 2000 and such sums as may be necessary for fiscal years
2001 through 2004.''; and
----------
An Amendment To Be Offered by Representative Crowley of New York, or a
Designee, Debatable for 10 Minutes
Page 42, after line 10, insert the following:
SEC. 5. SENSE OF CONGRESS.
It is the sense of the Congress that high quality teachers
are an important part of the development of our children and it
is essential that Congress work to ensure that the teachers who
instruct our children are of the highest quality possible.
----------
An Amendment To Be Offered by Representative Martinez of California, or
a Designee, Debatable for 40 Minutes
Strike all after the enacting clause and insert the
following:
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Smart Classrooms Act''.
SEC. 2. SMART CLASSROOMS.
(a) In General.--Title II of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6601 et seq.) is amended--
(1) by striking the heading for title II and
inserting the following:
``TITLE II--SMART CLASSROOMS'';
(2) by striking sections 2001 through 2003;
(3) by striking parts A, B, and D;
(3) by redesignating part C as part D; and
(4) by inserting after the title heading the
following:
``PART A--QUALIFIED TEACHERS IN EVERY CLASSROOM
``Subpart 1--Findings; Purpose; Authorization of Appropriations
``SEC. 2001. FINDINGS.
``The Congress finds as follows:
``(1) All students can learn and achieve to high
standards.
``(2) States that have shown the most success in
improving student achievement are those that have
developed challenging content and student performance
standards, have aligned curricula and assessments with
those standards, have prepared educators to teach to
those standards, and have held schools accountable for
the achievement of all students against those
standards.
``(3) Increased teachers' knowledge of academic
content and effective teaching skills is associated
with increases in student achievement. While other
factors also influence learning, teacher quality makes
a critical difference in how well students learn,
across all categories of students. For example, recent
research has found that teachers' expertise has a
greater impact on students' achievement in reading than
any other in-school factor.
``(4) A crucial component of an effective strategy
for achieving high standards is ensuring, through
professional development, that all teachers provide
their students with challenging learning experiences in
the core academic subjects.
``(5) Recent research has found that teachers who
participate in sustained curriculum-centered
professional development are much more likely to report
that their teaching is aligned with high standards than
are teachers who have not received such training.
``(6) Research has found that high-quality
professional development is--
``(A) linked to high standards: professional
development activities should improve the
ability of teachers to help all students,
including females, minorities, children with
disabilities, children with limited English
proficiency, and economically disadvantaged
children, reach high State academic standards;
``(B) focused on content: professional
development activities should advance teacher
understanding of 1 or more of the core academic
subject areas and effective instructional
strategies for improving student achievement in
those areas;
``(C) collaborative: professional development
activities should involve collaborative groups
of teachers, principals, administrators, and
other school staff from the same school or
district;
``(D) sustained: professional development
activities should be of sufficient duration to
have a positive and lasting impact on classroom
instruction and, to the greatest extent
possible, should include follow-up and school-
based support such as coaching or study groups;
``(E) embedded in a plan: professional
development activities should be embedded in
school and district-wide plans designed to
raise student achievement to State academic
standards; and
``(F) informed by research: professional
development activities should be based on the
best available research on teaching and
learning.
``(7) Students who attend schools with large numbers
of poor children are less likely to be taught by
teachers who have met all State requirements for
certification or licensure or who have a solid academic
background in the subject matter they are teaching.
``(8) Despite the fact that every year the Nation's
colleges and universities produce many more teachers
than are hired and that over 2,000,000 individuals who
possess education degrees are currently engaged in
activities other than teaching, many school districts
experience difficulty recruiting and hiring enough
fully qualified teachers. Among the reasons researchers
have found for districts hiring less than fully
qualified teachers are--
``(A) cumbersome and poorly coordinated State
licensing procedures and local hiring
practices;
``(B) the lack of reciprocity of teacher
credentials, pensions, and credited years of
experience across State and school district
lines;
``(C) a lack of support for new teachers,
such as high-quality mentoring programs, that
can help reduce the attrition rate and the
number of new teachers that school districts
must hire every year; and
``(D) compensation systems that do not
adequately reward teachers for improving their
knowledge and skills.
``SEC. 2002. PURPOSE.
``The purpose of this part is to support the improvement of
classroom instruction, so that all students are able to achieve
to challenging State content and student performance standards
in the core academic subjects, by providing assistance to State
and local educational agencies in their efforts to recruit and
retain a fully qualified instructional staff by--
``(1) supporting States and local educational
agencies in continuing the task of developing
challenging content and student performance standards
and aligned assessments, revising curricula and teacher
certification requirements, and using challenging
content and student performance standards to improve
teaching and learning;
``(2) assisting high-poverty local educational
agencies and low-performing local educational agencies
that have the greatest difficulty in recruiting and
retaining fully qualified teachers;
``(3) supporting States and local educational
agencies, in partnerships with institutions of higher
education, to recruit and retain teachers in subject
areas in which the State has determined there to be a
shortage of teachers;
``(4) ensuring that all instructional staff have the
subject matter knowledge and teaching skills necessary
to teach effectively in all subjects in which they
provide instruction;
``(5) providing assistance to new teachers during
their first 3 years in the classroom; and
``(6) ensuring that teachers, principals,
administrators, and other school staff have access to
professional development that is aligned with
challenging State content and student performance
standards in the core academic subjects.
``SEC. 2003. AUTHORIZATION OF APPROPRIATIONS.
``(a) Subpart 2.--For the purpose of carrying out subpart 2,
there are authorized to be appropriated $1,500,000,000 for
fiscal year 2000, $1,875,000,000 for fiscal year 2001,
$2,250,000,000 for fiscal year 2002, $2,625,000,000 for fiscal
year 2003, and $3,000,000,000 for fiscal year 2004.
``(b) Subpart 3.--For the purpose of carrying out subpart 3,
there are authorized to be appropriated $40,000,000 for fiscal
year 2000 and such sums as may be necessary for each of fiscal
years 2001 through 2004.
``Subpart 2--State and Local Activities
``SEC. 2011. ALLOCATIONS TO STATES.
``(a) In General.--In the case of each State that in
accordance with section 2013 submits to the Secretary an
application for a fiscal year, and has that application
approved under section 2013(c), the Secretary shall make a
grant for the year to the State for the uses specified in
section 2012. The grant shall consist of the allocation
determined for the State under subsection (b) or (c).
``(b) Reservation of Funds.--From the amount made available
to carry out this subpart for any fiscal year, the Secretary
shall reserve--
``(1) \1/2\ of 1 percent to provide assistance to the
Virgin Islands, Guam, American Samoa, and the
Commonwealth of the Northern Mariana Islands, to be
distributed among these outlying areas on the basis of
their relative need, as determined by the Secretary in
accordance with the purpose of this part; and
``(2) \1/2\ of 1 percent for the Secretary of the
Interior for activities under this subpart for
teachers, principals, administrators, and other school
staff in schools operated or funded by the Bureau of
Indian Affairs.
``(c) State Allocations.--
``(1) In general.--After reserving funds under
subsection (b), the Secretary shall allocate the
remaining amount made available to carry out this
subpart for any fiscal year among the 50 States,
theDistrict of Columbia, and the Commonwealth of Puerto Rico as
follows:
``(A) 50 percent of such amount shall be
allocated among such States on the basis of
their relative populations of individuals aged
5 through 17, as determined by the Secretary on
the basis of the most recent satisfactory data.
``(B) 50 percent of such amount shall be
allocated among such States in proportion to
the number of children, aged 5 to 17, who
reside within the State from families with
incomes below the poverty line (as defined by
the Office of Management and Budget and revised
annually in accordance with section 673(2) of
the Community Services Block Grant Act (42
U.S.C. 9902(2))) applicable to a family of the
size involved for the most recent fiscal year
for which satisfactory data are available,
compared to the number of such individuals who
reside in all such States for that fiscal year.
``(2) Minimum allocation.--No State receiving an
allocation under paragraph (1) may receive less than
\1/4\ of 1 percent of the total amount made available
to carry out this subpart for any fiscal year and not
reserved under subsection (b).
``SEC. 2012. WITHIN-STATE ALLOCATIONS.
``(a) Subgrants to Local Educational Agencies.--
``(1) In general.--Each State receiving a grant under
this subpart shall expend at least 92 percent of the
amount of the funds provided under the grant for the
purpose of making subgrants to local educational
agencies as follows:
``(A) subject to paragraph (2), 80 percent of
such amount shall be allocated as follows:
``(i) 60 percent shall be allocated
among local educational agencies having
an approved application under section
2017 in proportion to the number of
children, aged 5 to 17, who reside
within the jurisdiction served by the
agency from families with incomes below
the poverty line (as defined by the
Office of Management and Budget as
revised annually in accordance with
section 673(2) of the Community
Services Block Grant Act (42 U.S.C.
9902(2))) applicable to a family of the
size involved for the most recent
fiscal year for which satisfactory data
are available, compared to the number
of such children who reside in all such
jurisdictions for that fiscal year.
``(ii) 40 percent shall be allocated
among local educational agencies having
an approved application under section
2017 on the basis of their relative
populations of children aged 5 to 17,
as determined by the Secretary on the
basis of the most recent satisfactory
data.
``(B) 20 percent of such amount shall be used
to provide additional funds to local
educational agencies, and partnerships
described in section 2016(b)(1), having an
approved application under section 2018 in
accordance with such section.
``(2) Minimum amount.--Notwithstanding paragraph
(1)(A), a local educational agency may not receive an
allocation under such paragraph for any fiscal year
that is less than its allocation for fiscal year 1999
under section 2203(1) of this Act (as in effect on the
day before the date of the enactment of the Smart
Classrooms Act). If the amount available for
allocations under paragraph (1)(A) is insufficient to
satisfy the preceding sentence, each allocation under
such paragraph shall be ratably reduced.
``(b) Subgrants to Partnerships.--Each State receiving a
grant under this subpart shall expend at least 2 percent of the
amount of the funds provided under the grant for the purpose of
making subgrants to partnerships under section 2016.
``(c) State-Level Activities.--Each State receiving a grant
under this part may expend not more than 6 percent of the
amount of the funds provided under the grant for one or more of
the State-level activities described in section 2015.
``(d) Administration and Evaluations.--Subject to section
2023, each State receiving a grant under this subpart or part C
shall expend not more than \1/6\ of its allocation under
subsection (c) for--
``(1) its costs of administering this subpart and
part C;
``(2) evaluations of the effectiveness of activities
under this subpart and part C, including effectiveness
as measured using the indicators of program performance
described in section 2451; and
``(3) reports required under section 2208, if the
State receives funds under part C.
``SEC. 2013. STATE APPLICATION.
``(a) Applications Required.--
``(1) In general.--Each State desiring to receive its
allocation under this subpart shall submit, through its
State educational agency, an application to the
Secretary at such time, in such form, and containing
such information as the Secretary reasonably may
require.
``(2) Consultation.--The State educational agency
shall develop the State application--
``(A) in consultation with the State agency
for higher education, community-based and other
nonprofit organizations of demonstrated
effectiveness in professional development, and
institutions of higher education; and
``(B) with the extensive participation of
teachers, teacher educators, school
administrators, and content specialists.
``(b) Contents.--Each such application shall include the
following:
``(1) A description of how the State educational
agency will use all funds received under this subpart
to implement State plans or policies that support
comprehensive standards-based education reform through
the following strategies:
``(A) Supporting the alignment of curricula
and assessments with challenging State content
and student performance standards.
``(B) Supporting local educational agencies
in their efforts to recruit and retain fully
qualified teachers, with special consideration
given to recruiting highly qualified teachers
from minority and other historically
underrepresented groups, including bilingual
teachers.
``(C) Ensuring that teachers employed by
local educational agencies are proficient in
content knowledge and teaching skills in all
subjects in which they provide instruction.
``(D) Providing professional development,
aligned with State content and student
performance standards, in core academic
subjects.
``(2) A plan for ensuring that all teachers teaching
in schools served under this part are fully qualified
not later than November 1, 2003.
``(3) An assurance that teacher aides or other
paraprofessionals who are not fully qualified teachers
provide instruction to students only under the direct
and immediate supervision of a fully qualified teacher,
and have received the professional development
necessary to perform their duties.
``(4) A description of the process the State
educational agency will use to make competitive awards
to local educational agencies under section 2018,
including a description of--
``(A) the State's criteria for classifying
local educational agencies as among those
having the greatest need for services provided
under this subpart and its justification for
those criteria;
``(B) the State's strategies for ensuring
that local educational agencies that have
historically had little success in competing
for funds are provided a reasonable opportunity
compete for subgrants;
``(C) the State's criteria for determining
the amounts that it will award to recipients
and the criteria for providing noncompetitive
renewals of subgrants; and
``(D) the technical assistance that the State
educational agency will provide, under section
2018(e)(2), to local educational agencies that
it identifies as having the greatest need for
services and that fail to receive an award
under section 2018.
``(5) A description of how the State educational
agency will ensure that all recipients of funds under
this subpart will report on their level of performance
based on the program performance indicators described
in section 2451.
``(6) A list of any additional indicators of program
performance, beyond those described in section 2451, on
which the State educational agency and the State agency
for higher education will require recipients to report.
``(7) A set of specific, numerical, annual goals for
each of the performance indicators required under
section 2451 and for any additional indicators that the
State elects to use for measuring the progress of the
State and local educational agencies receiving funds
under this subpart.
``(8) A description of how the State will coordinate
professional development activities authorized under
this subpart with professional development activities
provided under other Federal, State, and local
programs, including those authorized under title I,
title III, title IV, part A of title VII, and (where
applicable) the Individuals with Disabilities Education
Act and the Carl D. Perkins Vocational and Technical
Education Act. The application shall also describe the
comprehensive strategy that the State will take as part
of such coordination effort, to ensure that teachers
are trained in the utilization of technology so that
technology and its applications are effectively used in
the classroom to improve teaching and learning in all
curriculum and content areas, as appropriate.
``(c) Approval.--The Secretary shall, using a peer-review
process, approve a State application if it meets the
requirements of this section and holds reasonable promise of
achieving the purpose described in section 2002.
``SEC. 2014. STATE ACCOUNTABILITY.
``(a) Annual Reports.--Each State educational agency that
receives funds under this subpart and part C shall, beginning
in fiscal year 2002, annually compile, publish, submit to the
Secretary, and distribute to the public, a report including the
following information:
``(1) The percentage of teachers teaching in the
State who have not met State qualifications and
licensing criteria for the grade levels and subject
areas in which they provide instruction.
``(2) The percentage of teachers teaching in the
State under emergency or other provisional status
through which State qualifications or licensing
criteria have been waived.
``(3) The percentage of teachers teaching in the
State who do not hold a postsecondary degree with a
major in the subject areas in which they provide
instruction.
``(4) The average class size.
``(5) The percentage of teachers with certification
from the National Board for Professional Teaching
Standards.
``(6) Information on the progress of recipients of
subgrants under this subpart, measured based on the
program performance indicators described in section
2041 and any additional indicators included in the
State's application.
``(7) Student achievement.
``(8) Such other information as the Secretary may
reasonably require.
``(b) Disaggregated Data.--
``(1) In general.--Data collected for the purpose of
carrying out this section shall be disaggregated by
State, local educational agency, and school.
``(2) Data on student achievement.--Data collected
for the purpose of carrying out subsection (a)(7) shall
also be disaggregated by the following:
``(A) Gender.
``(B) Each major racial and ethnic group.
``(C) English proficiency status.
``(D) Students with disabilities as compared
to nondisabled students.
``(E) Economically disadvantaged students as
compared to students who are not economically
disadvantaged.
``SEC. 2015. STATE-LEVEL ACTIVITIES.
``Each State shall use funds it reserves under section
2012(c) to carry out activities described in its approved
application that promote high-quality classroom instruction,
such as--
``(1) supporting the continued improvement of State
content and student performance standards and
assessments aligned with those standards;
``(2) providing technical assistance and other
services to increase the capacity of local educational
agencies and schools to develop and implement systemic
local improvement plans, implement State and local
assessments, and develop curricula consistent with
State content and performance standards;
``(3) supporting the development and implementation,
at the local educational agency and school-building
level, of improved systems for recruiting, selecting,
hiring, mentoring, supporting, evaluating, and
rewarding principals and fully qualified teachers;
``(4) redesigning and strengthening professional
licensure systems for educators;
``(5) developing performance-based assessment systems
for full teacher licensure;
``(6) establishing, expanding, or improving rigorous
alternative routes to State certification or licensure
that lead to certification within 2 years and require
applicants to meet the same standards and pass the same
tests as other applicants;
``(7) developing or strengthening assessments to test
the content knowledge and teaching skills of new
teachers;
``(8) developing and implementing professional
development opportunities for teachers, principals,
administrators, and other school staff based on State
content and student performance standards;
``(9) operating a teacher academy that establishes
and demonstrates models for local educational agencies
to improve teaching and learning through activities
such as--
``(A) using master teachers to mentor and
train student teachers; and
``(B) providing ongoing professional
development opportunities and support for
teachers;
``(10) providing professional development programs
that enable teachers to effectively communicate with
parents in the education process to support classroom
instruction and work effectively with parent
volunteers;
``(11) executing policies and practices that will
ensure that low-income and minority students are not
taught by emergency certified or unqualified teachers
at rates higher than other students; and
``(12) increasing the portability of teacher pensions
and reciprocity of teaching credentials across State
lines.
``SEC. 2016. SUBGRANTS TO PARTNERSHIPS.
``(a) Administration.--From the funds made available to it
under section 2012(b) for any fiscal year, a State agency for
higher education may use not more than 5 percent for its
expenses in administering this section, including conducting
evaluations and reporting under subsection (g).
``(b) Subgrants to Partnerships.--
``(1) In general.--
``(A) Partnerships.--For the purpose of
providing professional development to
elementary and secondary school teachers in a
local educational agency that is both a high-
poverty local educational agency and a low-
performing local educational agency, a State
agency for higher education, subject to
subsection (a) and in conjunction with the
State educational agency, shall use the funds
made available to it under section 2012(b) for
any fiscal year to make subgrants to
partnerships consisting of--
``(i) one or more institutions of
higher education (including
historically Black colleges and
universities and Hispanic-serving
institutions), or nonprofit
organizations of demonstrated
effectiveness in providing professional
development in the core academic
subjects; and
``(ii) a local educational agency
that is both a high-poverty local
educational agency and a low-performing
local educational agency, or more than
one such agency.
``(B) Requirement for institutions of higher
education.--Participating institutions of
higher education shall meet the criteria under
section 203(a)(2)(A)(i) of the Higher Education
Act of 1965.
``(2) Size, duration, and peer review.--Each subgrant
under this section shall be--
``(A) of sufficient size and duration to
carry out the purpose of this subpart
effectively; and
``(B) awarded, using a peer-review process,
on a competitive basis.
``(3) Priority.--In making subgrants under this
section, a State agency for higher education shall give
a priority to projects that focus on induction programs
for new teachers.
``(4) Other factors.--In making subgrants under this
section, a State agency for higher education shall
consider--
``(A) the need for the proposed professional
development activities in the jurisdiction of
the local educational agency; and
``(B) the quality of the proposed program and
its likelihood of success in improving
classroom instruction and student academic
achievement.
``(c) Partnership Agreements.--No institution of higher
education or nonprofit organization may receive a subgrant
under this section unless it enters into a written agreement
with at least one local educational agency that is both a high-
poverty local educational agency and a low-performing local
educational agency to provide professional development to
elementary and secondary school teachers in the schools of that
agency in the core academic subjects. Each such agreement shall
identify specific goals for how the professional development
that the subgrantee provides will enhance the ability of those
teachers to prepare all students, including females,
minorities, students with disabilities, students with limited
English proficiency, and economically disadvantaged students,
to achieve to challenging State content and student performance
standards in all subjects in which those teachers provide
instruction.
``(d) Coordination.--Any professional development activities
carried out under this section by a partnership shall be
coordinated with activities carried out under title II of the
Higher Education Act of 1965 (20 U.S.C. 1021 et seq.), if any
member of the partnership is participating in programs funded
under that title.
``(e) Joint Efforts Within Institutions of Higher
Education.--In the case of a partnership that includes an
institution of higher education, each activity assisted under
this section shall involve the joint effort of the
institution's school or department of education and the schools
or departments responsible for the specific disciplines in
which the professional development will be provided.
``(f) Uses of Funds.--A recipient of funds under this section
shall use those funds for--
``(1) research-based programs to assist new teachers
during their first 3 years in the classroom, which may
include--
``(A) mentoring and coaching by appropriately
trained and certified teachers;
``(B) team teaching with experienced
teachers;
``(C) observation by, and consultation with,
experienced teachers and higher education
faculty;
``(D) assignment of fewer course
preparations; and
``(E) provision of additional time for
preparation;
``(2) professional development in the core academic
subjects, aligned with State content and student
performance standards, for teams of teachers from a
school or local educational agency and, where
appropriate, principals, administrators, and other
school staff; and
``(3) providing technical assistance to school and
local educational agency staff for planning,
implementing, and evaluating professional development.
``(g) Annual Reports.--
``(1) In general.--Beginning with fiscal year 2002,
each subgrantee under this section shall submit an
annual report to the State agency for higher education,
by a date set by that agency, on its progress, as
measured using the indicators of partnership
performance described in section 2041.
``(2) Content.--Each such report--
``(A) shall include a copy of each written
agreement required by subsection (c); and
``(B) shall describe how the partners have
collaborated to achieve the specific goals set
out in the agreement, and the results of that
collaboration.
``(3) Copy.--The State agency for higher education
shall provide the State educational agency with a copy
of each subgrantee's annual report.
``(h) Special Rule.--No single participant in a partnership
receiving a subgrant under this section may retain more than 50
percent of the funds made available to the partnership under
this section.
``SEC. 2017. LOCAL APPLICATIONS FOR FORMULA SUBGRANTS.
``(a) Application Required.--Each local educational agency
desiring to receive its allocation from funds made available
under section 2012(a)(1)(A) for any fiscal year shall submit an
application to the State educational agency at such time, in
such form, and containing such information as the State
educational agency reasonably may require. Each such
application shall include an agency-wide plan for raising
student achievement against State standards through each of the
following strategies:
``(1) Supporting the alignment of curricula,
assessments, classroom instructional strategies, and
professional development with challenging State content
and student performance standards.
``(2) Carrying out activities to recruit fully
qualified teachers, particularly in subject areas and
in schools in which there is a shortage of such
teachers with special consideration given to recruiting
fully qualified teachers from minority and other
historically underrepresented groups, including
bilingual teachers.
``(3) Ensuring that teachers employed by the local
educational agency are proficient in teaching skills
and in the content knowledge necessary to effectively
teach the content called for by State and local
standards in all subjects in which they provide
instruction and are prepared to integrate technology
into the classroom.
``(4) Targeting funds to schools within the
jurisdiction of the local educational agency that--
``(A) have the highest proportion of teachers
who are not fully qualified;
``(B) have the largest average class size; or
``(C) are identified for school improvement
under section 1116(c).
``(5) Carrying out activities to assist new teachers
during their first 3 years in the classroom.
``(6) Providing professional development in core
academic subjects.
``(b) Additional Contents.--Each such application shall
also--
``(1) identify specific, measurable goals for
achieving the purpose described in section 2002 that,
at a minimum, reflect the performance indicators
described in section 2041;
``(2) describe how the local educational agency will
use funds received under this subpart to help implement
the plan described in subsection (a);
``(3) include an assurance that the local educational
agency will collect data that measure progress toward
the indicators of program performance described in
section 2041;
``(4) describe how the local educational agency will
address the needs of high-poverty, low-performing
schools within its jurisdiction;
``(5) describe how the local educational agency will
address the needs of teachers of students with limited
English proficiency and other students with special
needs;
``(6) describe how the local educational agency will
meet the professional development needs of its
principals and teachers; and
``(7) describe how the local educational agency will
coordinate funds under this subpart with the
professional development activities funded through
other State and Federal programs.
``(c) Approval.--Notwithstanding section 2012(a)(1)(A), a
State educational agency shall approve a local educational
agency's application under this section only if the application
satisfies the requirements of this section and the State
educational agency determines that the application holds
reasonable promise of achieving the purpose described in
section 2002.
``(d) Consolidated Application.--Local educational agencies
may consolidate applications under this section and section
2018.
``SEC. 2018. LOCAL APPLICATIONS FOR COMPETITIVE SUBGRANTS.
``(a) In General.--Each State educational agency shall use
the funds described in section 2012(A)(1)(B) for competitive
grants to local educational agencies, and partnerships
described in section 2016(b)(1), that focus primarily on those
agencies and partnerships with the greatest need for--
``(1) activities related to the development, and
effective implementation, of curricula aligned with
state content and student performance standards; and
``(2) professional development activities that are
aligned with those standards.
``(b) Selection Process.--
``(1) In general.--The State educational agency shall
award subgrants under this section through a peer-
review process that includes reviewers who are
knowledgeable in the academic content areas.
``(2) Public availability.--The State educational
agency--
``(A) shall provide local educational
agencies and the general public with a list of
the selection criteria that the State
educational agency will use in making subgrants
under this section; and
``(B) at the completion of the awards
process, make public a complete list of
applicants and of the applicants that received
awards.
``(c) Demonstration of Need.--The State educational agency
shall identify the applicants with the greatest need for
services, based on the following objective data supplied by the
applicant:
``(1) The number or percentage of children who fail
to meet State performance standards on assessments used
for part A of title I.
``(2) The number or percentage of schools identified
for school improvement under section 1116(c).
``(3) The number or percentage of teachers employed
who have not received full State certification or
licensure.
``(4) The number or percentage of secondary school
teachers who do not have an academic major in a subject
area directly related to the area in which they provide
instruction.
``(5) The number or percentage of students living in
poverty.
``(6) The number or percentage of students who have
limited English proficiency.
``(7) The applicant's fiscal capacity to fund
programs described in section 2019 without Federal
assistance.
``(d) Selection of Subgrantees.--The State educational agency
shall make awards to applicants based on--
``(1) the quality of the applicant's proposal and the
likelihood of its success in improving classroom
instruction and student academic achievement;
``(2) the demonstrated need of the applicant under
subsection (c); and
``(3) the applicant's need for professional
development in mathematics and science.
``(e) Opportunity To Compete.--
``(1) Strategies.--To ensure that local educational
agencies that have the greatest need are provided a
reasonable opportunity to complete for an award, State
educational agencies shall adopt at least one of the
following strategies:
``(A) Holding more than one competition for
funds for a fiscal year and, before each such
competition, providing technical assistance in
developing a high-quality application to local
educational agencies that have demonstrated the
greatest need but were unsuccessful in the
previous grant competition.
``(B) Holding a competition restricted to
local educational agencies that it has
identified under subsection (c) as having the
greatest need for services.
``(C) Requiring recipients seeking a renewal
of a subgrant under this section to form a
partnership with an applicant that applied for,
but failed to receive, such a subgrant.
``(D) Providing a competitive priority to
those local educational agencies the State
educational agency has identified under
subsection (c) as having the greatest need for
services.
``(2) Technical assistance.--At a minimum, a State
educational agency shall, after the completion of an
award cycle and before the start of the next cycle,
provide technical assistance in developing a high-
quality application for future competitions to any
local educational agency identified under subsection
(c) as having the greatest need for services that did
not receive a subgrant.
``(f) Scope of Projects.--The State educational agency shall
award a subgrant under this section only for projects that are
of sufficient size, scope, and quality to achieve the purpose
of this part.
``SEC. 2019. USES OF FUNDS.
``(a) Priority for Professional Development in Mathematics
and Science.--
``(1) Appropriation equal to or less than
$300,000,000.--Except as provided in section 2020(d),
in any fiscal year for which the amount appropriated
for this subpart is $300,000,000 or less, each local
educational agency shall ensure that all funds received
by the agency under this subpart are used for
professional development in mathematics and science.
``(2) Appropriation greater than $300,000,000.--
Except as provided in section 2020(d), in any fiscal
year for which the amount appropriated for this subpart
is greater than $300,000,000, each local educational
agency shall ensure that the amount of funds under this
subpart that the agency uses for professional
development in mathematics and science is at least as
much as the amount that would have been made available
to the agency if the amount appropriated had been
$300,000,000.
``(3) Interdisciplinary activities.--In meeting the
requirement under paragraph (1) or (2), a local
educational agency may use funds under this subpart for
activities that focus on more than one core academic
subject if those activities focus predominantly on
improving instruction in mathematics or science.
``(4) Waiver.--
``(A) Application.--A local educational
agency, in consultation with teachers and
principals, may seek a waiver of the
requirements under paragraph (1) or (2) from a
State in order to allow the local educational
agency to use such funds for professional
development in academic subjects other than
mathematics and science.
``(B) Standard for granting.--A State may not
approve such a waiver unless the local
educational agency is able to demonstrate
that--
``(i) the professional development
needs of mathematics and science
teachers, including elementary teachers
responsible for teaching mathematics
and science, have been adequately met
and will continue to be adequately met
if the waiver is approved;
``(ii) State assessments in
mathematics and science demonstrate
that each school within the local
educational agency has made and will
continue to make progress toward
meeting the challenging State content
standards and student performance
standards in these areas; and
``(iii) State assessments in other
academic subjects demonstrate a need to
focus on subjects other than
mathematics and science.
``(C) Grandfather of old waivers.--A waiver
provided to a local educational agency under
part D of title XIV prior to the date of the
enactment of the Smart Classrooms Act shall be
deemed effective until such time as it
otherwise would have ceased to be effective.
``(b) Other Professional Development Activities.--Each local
educational agency shall ensure that funds under this subpart
that the agency uses for professional development, in areas
other than mathematics or science, are used to provide
professional development activities in one or more of the other
core academic subjects.
``(c) Other Uses of Funds.--Subject to subsection (a), a
local educational agency that receives funds under this subpart
may use those funds for activities to raise student achievement
against challenging State standards, in accordance with its
plan described in section 2017(a), which may include the
following:
``(1) Activities to recruit fully qualified teachers,
including teachers from historically underrepresented
groups, such as the provision of signing bonuses and
other financial incentives.
``(2) Providing the necessary education and training,
including paying (for programs that meet the criteria
under section 203(b)(2)(A)(i) of the Higher Education
Act of 1965 (20 U.S.C. 1023(b)(2)(A)(i))) the costs of
college tuition and other student fees to assist
current teachers or other school personnel who are not
fully qualified teachers to become fully qualified,
except that, to receive funds under this paragraph, an
individual must be within 2 years of completing an
undergraduate degree and must agree to teach in a high-
poverty, low-performing school for a period of at least
3 years.
``(3) Programs to assist new teachers during their
first 3 years in the classroom, such as--
``(A) mentoring and coaching by trained
mentor teachers;
``(B) team teaching with experienced
teachers;
``(C) observation by, and consultation with,
experienced teachers and higher education
faculty;
``(D) assignment of fewer course
preparations; and
``(E) provision of additional time for
preparation.
``(4) Provision of professional development aligned
with State content and student performance standards.
``(5) Provision of professional development programs
that enable teachers to effectively communicate with
parents and involve parents in the educational process
to support classroom instruction and to work
effectively with parent volunteers.
``(6) Participation by teams of teachers in summer
institutes and summer immersion activities that focus
on preparing teachers to bring all students to high
standards in one or more of the core academic subjects.
``(7) Subsidizing fees for teachers who participate
in the assessment process of the National Board for
Professional Teaching Standards.
``(8) Teacher participation in working groups, task
forces, or committees, charged with adapting and
implementing high standards for all students, including
district-wide and school-based teams of teachers
charged with aligning curricula and lesson plans with
State content and student performance standards and
assessments.
``(9) Programs to implement peer-assistance peer-
review processes for teachers, principals,
administrators, and other school staff.
``(10) Establishment and maintenance of local
professional networks that provide a forum for
interaction among teachers and that allow for the
exchange of information on advances in content and
pedagogy.
``(11) Development of incentives to encourage
teachers employed by the agency, and other qualified
individuals, to obtain proficiency in content knowledge
in a core academic subject area identified by the
agency as having a shortage of qualified teachers.
``(12) Development and acquisition of curricular
materials and other instructional aids, if they are not
normally provided by the local educational agency or
the State as part of the regular instructional program,
that will advance local reform efforts to raise student
achievement against State content and student
performance standards.
``(13) Providing increased opportunities for
minorities, individuals with disabilities, and other
individuals underrepresented in the teaching
profession.
``SEC. 2020. LOCAL ACCOUNTABILITY.
``(a) Annual Reports.--Each local educational agency that
receives funds under this subpart shall, beginning in fiscal
year 2002, annually compile, publish, and submit to the State
educational agency a report on its activities under this
subpart, at such time, in such form, and containing such
information as the State educational agency may reasonably
require.
``(b) Contents.--Each report shall include the following
information:
``(1) The percentage of teachers teaching in the
jurisdiction of the agency who have not met State
qualifications and licensing criteria for the grade
levels and subject areas in which they provide
instruction.
``(2) The percentage of teachers teaching in the
jurisdiction of the agency under emergency or other
provisional status through which State qualifications
or licensing criteria have been waived.
``(3) The percentage of teachers teaching in the
jurisdiction of the agency who do not hold a
postsecondary degree with a major in the subject areas
in which they provide instruction.
``(4) The average class size.
``(5) Information on the progress of schools and
teachers under this subpart, measured based on the
program performance indicators described in section
2041 and any additional indicators included in the
local educational agency's application.
``(6) Student achievement.
``(7) Such other information as the State educational
agency may reasonably require.
``(c) Disaggregated Data.--
``(1) In general.--Data collected for the purpose of
carrying out this section shall be disaggregated by
local educational agency and school.
``(2) Data on student achievement.--Data collected
for the purpose of carrying out subsection (b)(6) shall
also be disaggregated by the following:
``(A) Gender.
``(B) Each major racial and ethnic group.
``(C) English proficiency status.
``(D) Students with disabilities as compared
to nondisabled students.
``(E) Economically disadvantaged students as
compared to students who are not economically
disadvantaged.
``(d) Funding.--A local educational agency may reserve up to
5 percent of the amount it receives under section 2012(a)(1)(A)
to carry out this section.
``SEC. 2021. PARENTS' RIGHT TO KNOW.
``Each local educational agency that receives funds under
this subpart shall provide, upon request, to any parent of a
student attending any school receiving funds under this
subpart, in an understandable and uniform format, information
regarding the professional qualifications of the student's
teacher, including--
``(1) whether the teacher has met State qualification
and licensing criteria for the grade levels and subject
areas in which the teacher provides instruction;
``(2) whether the teacher is teaching under emergency
or other provisional status through which the State
qualifications or licensing criteria have been waived;
``(3) the college major of the teacher and any other
graduate certification or degree held by the teacher,
and the field or discipline of the certificate or
degree; and
``(4) the school or local educational agency's hiring
policy.
``SEC. 2022. TECHNICAL ASSISTANCE.
``The State educational agency shall provide technical
assistance to local educational agencies receiving a subgrant
under this subpart that fail for 2 consecutive years to meet
their goals, as measured using the performance indicators
described in section 2041.
``SEC. 2023. CORRECTIVE ACTION.
``The State educational agency shall take corrective action,
against any local educational agency that does not make
sufficient effort to comply with this subpart within the time
specified. In a case in which a State fails to take corrective
action, the Secretary shall withhold funds from such State up
to an amount equal to that described in section 2012(d).
``SEC. 2024. MAINTENANCE OF EFFORT.
``No funds may be provided to a local educational agency for
a fiscal year under this subpart unless theState educational
agency is satisfied that the local educational agency will spend, from
other sources, at least as much for activities described in this
subpart as the average amount it spent from other sources for those
activities over the previous 3 fiscal years.
``SEC. 2025. EQUIPMENT AND TEXTBOOKS.
``A local educational agency may not use subgrant funds under
this subpart for equipment, computer hardware, textbooks,
telecommunications fees, or other items, that would otherwise
be provided by the local educational agency, the State, or a
private school whose students receive services under this part.
``SEC. 2026. SUPPLEMENT, NOT SUPPLANT.
``A local educational agency that receives funds under this
subpart shall use those funds only to supplement the amount of
funds or resources that would, in the absence of those Federal
funds, be made available from non-Federal sources for the
purposes of the program authorized under this subpart, and not
to supplant those non-Federal funds or resources.
``Subpart 3--National Activities for the Improvement of Teaching and
School Leadership
``SEC. 2031. ACTIVITIES OF NATIONAL SIGNIFICANCE.
``(a) In General.--The Secretary may make grants to, and
enter into contracts and cooperative agreements with, local
educational agencies, educational service agencies, State
educational agencies, State agencies for higher education,
institutions of higher education, and other public and private
nonprofit agencies, organizations, and institutions to carry
out subsection (b).
``(b) Activities.--The Secretary--
``(1) may support activities of national significance
that are not supported through other sources and that
the Secretary determines will contribute to the
improvement of teaching and school leadership in the
Nation's schools, such as--
``(A) supporting collaborative efforts by
States, or consortia of States, to review and
benchmark the quality, rigor, and alignment of
State standards and assessments;
``(B) supporting collaborative efforts by
States, or consortia of States, to develop
performance-based systems for assessing content
knowledge and teaching skills prior to full
teacher licensure;
``(C) efforts to increase the portability of
teacher pensions and reciprocity of teaching
credentials across State lines; and
``(D) research, evaluation, and dissemination
activities related to effective strategies for
increasing the portability of teachers'
credited years of experience across State and
local educational agency lines;
``(2) may support activities of national significance
that the Secretary determines will contribute to the
recruitment and retention of fully qualified teachers
and principals in high-poverty local educational
agencies and low-performing local educational agencies,
such as--
``(A) providing States with assistance in the
development of alternative certification
programs that lead to certification within 2
years and require applicants to meet the same
standards and pass the same tests as other
applicants;
``(B) the development and implementation of a
national teacher recruitment clearinghouse and
job bank, which shall be coordinated and, to
the extent feasible, integrated with the
America's Job Bank administered by the
Secretary of Labor--
``(i) to disseminate information and
resources nationwide on entering the
teaching profession to persons
interested in becoming teachers;
``(ii) to serve as a national
resource center for effective practices
in teacher recruitment and retention;
``(iii) to link prospective teachers
to local educational agencies and
training resources with particular
attention to high-poverty local
educational agencies and low-performing
local educational agencies with
critical teacher shortages; and
``(iv) to provide information and
technical assistance to prospective
teachers about certification and other
State and local requirements related to
teaching; and
``(C) the development and implementation, or
expansion, of programs that recruit talented
individuals to become principals, including
such programs that employ alternative routes to
State certification, and that prepare both new
and experienced principals to serve as
instructional leaders, which may include the
creation and operation of a national center for
the preparation and support of principals as
leaders of school reform; and
``(3) may support the National Board for Professional
Teaching Standards.
``SEC. 2032. PROFESSIONAL DEVELOPMENT FOR PRINCIPALS AS LEADERS OF
SCHOOL REFORM.
``(a) Competitive Grants.--The Secretary may reserve not more
than 5 percent of the amount appropriated under section 2003(b)
for competitive grants to eligible partnerships--
``(1) consisting of--
``(A) one or more institutions of higher
education that provide professional development
for principals and other school administrators;
and
``(B) one or more local educational agencies;
and
``(2) that may include other entities, agencies, and
organizations, such as a State educational agency, a
State agency for higher education, or professional
organizations for principals, administrators, teachers,
and parents.
``(b) Application.--An eligible partnership that desires to
receive a grant under this section shall submit an application
at such time, in such form, and containing such information as
the Secretary may require. Each such application shall
include--
``(1) a description of the activities the partnership
will carry out to meet the purpose of this part;
``(2) a description of how those activities will
build on and be coordinated with other professional
development activities, including activities under this
title and title II of the Higher Education Act of 1965;
``(3) a description of how principals, teachers, and
other interested parties were involved in developing
the application and will be involved in planning and
carrying out the activities under this section; and
``(4) a description of how the professional
development will result in the acquisition of a
license, degree, or continuing education unit.
``(c) Use of Funds.--An eligible partnership that receives a
grant under this section shall use the grant funds to provide
professional development to principals and other school
administrators to enable them to be effective school leaders
and prepare all students to achieve to challenging State
content and student performance standards, including
professional development on--
``(1) comprehensive school reform;
``(2) leadership skills;
``(3) recruitment, assignment, retention and
evaluation of teacher and other instructional staff;
``(4) State content standards;
``(5) effective instructional practice;
``(6) using smaller classes effectively; and
``(7) parental and community involvement.
``SEC. 2033. SCHOOL TECHNOLOGY CENTERS.
``(a) Competitive Grants.--The Secretary may reserve not more
than 5 percent of the amount appropriated under section 2003(b)
for competitive grants to eligible partnerships consisting of--
``(1) one or more institutions of higher education;
``(2) one or more technology-deficient local
educational agencies or schools;
``(3) one or more technology-proficient local
educational agencies or schools; and
``(4) such other entities, agencies, and
organizations, such as a State educational agency, a
State agency for higher education, nonprofit
organizations, or businesses, as the partners described
in paragraphs (1), (2), and (3) determine to be
appropriate.
``(b) Application.--An eligible partnership that desires to
receive a grant under this section shall submit an application
at such time, in such form, and containing such information as
the Secretary may require. Each such application shall
include--
``(1) a description of the activities the partnership
will carry out under this section;
``(2) a description of how the partners will work
together to build the capacity to use technology to
improve teaching and learning in the partners described
in subsection (a)(2); and
``(3) a description of the goals of each partner and
how progress toward those goals will be measured.
``(c) Use of Funds.--An eligible partnership that receives a
grant under this section shall use the grant funds to develop
or expand a technology center serving the partners described in
subsection (a)(2).
``SEC. 2034. EISENHOWER NATIONAL CLEARINGHOUSE FOR MATHEMATICS AND
SCIENCE EDUCATION.
``(a) Establishment of Clearinghouse.--The Secretary shall
award a competitive grant or contract to establish the
Eisenhower National Clearinghouse for Mathematics and Science
Education (hereafter in this section referred to as the
`Clearinghouse').
``(b) Authorized Activities.--
``(1) Application and award basis.--
``(A) In general.--Each entity desiring to
establish and operate the Clearinghouse shall
submit an application to the Secretary at such
time, in such manner, and containing such
information as the Secretary may require.
``(B) Peer review.--The Secretary shall
establish a peer review process to make
recommendations on the recipient of the award
for the Clearinghouse.
``(C) Merit.--The Secretary shall make the
award for the Clearinghouse on the basis of
merit.
``(2) Duration.--The Secretary shall award the grant
or contract for the Clearinghouse for a period of 5
years.
``(3) Activities.--The award recipient shall use the
award funds to--
``(A) maintain a permanent collection of such
mathematics and science education instructional
materials and programs for elementary and
secondary schools as the Secretary finds
appropriate, with a priority for such materials
and programs that have been identified as
promising or exemplary, through a systematic
approach such as the use of expert panels
required under the Educational Research,
Development, Dissemination, and Improvement Act
of 1994;
``(B) disseminate the materials and programs
described in paragraph (1) to the public, State
educational agencies, institutions of higher
education, local educational agencies, and
schools (particularly high-poverty, low-
performing schools), including through the
maintenance of an interactive national
electronic information management and retrieval
system accessible through the Worldwide Web and
other advanced communications technologies;
``(C) coordinate with other databases
containing mathematics and science curriculum
and instructional materials, including Federal,
non-Federal, and, where feasible, international
databases;
``(D) support the development and
dissemination of model professional development
materials in mathematics and science education;
``(E) contribute materials or information, as
appropriate, to other national repositories or
networks; and
``(F) gather qualitative and evaluative data
on submissions to the Clearinghouse, and
disseminate that data widely, including through
the use of electronic dissemination networks.
``(4) Submission to clearinghouse.--Each Federal
agency or department that develops mathematics or
science education instructional materials or programs,
including the National Science Foundation and the
Department, shall submit copies of that material and
those programs to the Clearinghouse.
``(5) Steering committee.--The Secretary may appoint
a steering committee to recommend policies and
activities for the Clearinghouse.
``(6) Application of copyright laws.--
``(A) In general.--Nothing in this section
shall be construed to allow the use or copying,
in any medium, of any material collected by the
Clearinghouse that is protected under the
copyright laws of the United States unless the
permission of the owner of the copyright is
obtained.
``(B) Compliance.--In carrying out this
section, the Clearinghouse shall ensure
compliance with title 17 of the United States
Code.
``SEC. 2035. DISSEMINATION OF INFORMATION ON RESEARCH-BASED
PROFESSIONAL DEVELOPMENT.
``The Secretary shall gather and disseminate information
related to comprehensive, research-based professional
development, in the core academic subjects other than math and
science, including business.
``SEC. 2036. SCHOOL COUNSELING PROGRAM.
``(a) In General.--The Secretary may award grants under this
section to establish or expand elementary and secondary school
counseling programs.
``(b) Priority.--In awarding grants under this section, the
Secretary shall give special consideration to applications
describing programs that--
``(1) demonstrate the greatest need for new or
additional counseling services among the children in
the elementary and secondary schools served by the
applicant;
``(2) propose the most promising and innovative
approaches for initiating or expanding elementary and
secondary school counseling; and
``(3) show the greatest potential for replication and
dissemination.
``SEC. 2037. HOLOCAUST EDUCATION.
``(a) Competitive Grants.--The Secretary may reserve not more
than 5 percent of the amount appropriated under section 2003(b)
for competitive grants to eligible Holocaust educators to carry
out activities described in this section.
``(b) Applications.--To be eligible to receive a grant under
this section, an eligible Holocaust educator shall submit an
application to the Secretary at such time, in such form, and
containing such information as the Secretary may reasonably
require and contain a specific and detailed description of the
Holocaust education program for which the grant will be used.
``(c) Use of Funds.--A Holocaust educator receiving a grant
under this section shall use such grant to carry out a
Holocaust education program that--
``(1) has as its specific and primary purpose the
improvement in awareness and understanding of the
Holocaust among elementary and secondary school
students; and
``(2) to achieve such purpose, furnishes at a school
or Holocaust education center--
``(A) 1 or more classes, seminars, or
conferences;
``(B) educational materials;
``(C) teaching training; and
``(D) any good or service designed to improve
awareness and understanding of the Holocaust.
``SEC. 2038. RURAL TEACHERS.
``(a) Competitive Grants.--The Secretary may reserve not more
than 5 percent of the amount appropriated under section 2003(b)
for competitive grants to eligible rural local educational
agencies to carry out activities described under this section.
``(b) Applications.--To be eligible to receive a grant under
this section, an eligible rural local educational agency shall
submit an application to the Secretary at such time, in such
form, and containing such information as the Secretary may
reasonably require.
``(c) Use of Funds.--An eligible rural local educational
agency that receives a grant under this section may use such
funds to develop incentive programs--
``(1) to recruit and retain fully qualified teachers;
and
``(2) to provide high quality professional
development to teachers.
``PART B--TRANSITION OF CAREER-CHANGING PROFESSIONALS TO TEACHING;
TROOPS TO TEACHERS
``SEC. 2101. FINDINGS.
``The Congress finds as follows:
``(1) School districts will need to hire more than
2,000,000 teachers during the first decade of the 21st
century.
``(2) The need for teachers in the areas of math,
science, foreign languages, special education, and
bilingual education, and for teachers able to teach in
high-poverty school districts, will be particularly
high. To meet this need, talented Americans of all ages
should be recruited to become successful, qualified
teachers.
``(3) Nearly 13 percent of teachers of academic
subjects have neither an undergraduate major nor minor
in their main assignment fields. This problem is most
acute in high-poverty local educational agencies, where
the out-of-field teaching percentage is 22 percent.
``(4) The Third International Math and Science Study
(TIMSS) ranked United States high school seniors last
among 16 countries in physics and next to last in math.
It is also evident, mainly from the TIMSS data, that
based on academic scores, a stronger emphasis needs to
be placed on the academic preparation of our children
in math and science.
``(5) One-fourth of high-poverty local educational
agencies find it very difficult to fill bilingual
teaching positions, and nearly half of public school
teachers have students in their classrooms for whom
English is a second language.
``(6) Many career-changing professionals with strong
content-area skills are interested in a teaching
career, but they need assistance in getting the
appropriate pedagogical training and classroom
experience.
``(7) The teacher placement program known as the
`troops-to-teachers program', which was established by
the Secretary of Defense and the Secretary of
Transportation under section 1151 of title 10, United
States Code, has been highly successful in securing
high-quality teachers for teaching positions in high-
poverty local educational agencies.
``SEC. 2102. PURPOSE.
``The purpose of this part is to address the need of local
educational agencies that are high-poverty local educational
agencies or low-performing local educational agencies for fully
qualified teachers in particular subject areas, such as
mathematics, science, foreign languages, bilingual education,
and special education, by--
``(1) continuing and enhancing the troops-to-teachers
program for recruiting and supporting the placement of
former members of the Armed Forces as teachers in such
local educational agencies; and
``(2) recruiting, preparing, placing, and supporting
career-changing professionals who have knowledge and
experience that will help them become such teachers.
``SEC. 2103. CONTINUATION AND SUPPORT FOR TROOPS-TO-TEACHERS PROGRAM.
``(a) Continuation.--The Secretary may enter into a written
agreement with the Secretary of Defense and the Secretary of
Transportation, or take such other steps as the Secretary
determines are appropriate, to ensure effective continuation of
the troops-to-teachers program, notwithstanding the duration of
the program specified in section 1151(c)(1)(A) of title 10,
United States Code.
``(b) Support.--Before providing any assistance under section
2104 for a fiscal year, the Secretary shall first--
``(1) consult with the Secretary of Defense and the
Secretary of Transportation regarding the appropriate
amount of funding needed to continue and enhance the
troops-to-teachers program; and
``(2) upon agreement, transfer that amount to the
Secretary of Defense to carry out the troops-to-
teachers program.
``SEC. 2104. TRANSITION OF CAREER-CHANGING PROFESSIONALS TO TEACHING.
``(a) Authority To Support Transition Programs.--The
Secretary may use funds appropriated pursuant to the
authorization of appropriations in section 2108 to award grants
to, and enter into contracts or cooperative agreements with,
institutions of higher education, including historically Black
colleges and universities and Hispanic-serving institutions,
and public and private nonprofit agencies or organizations to
recruit, prepare, place, and support career-changing
professionals as teachers in local educational agencies that
are high-poverty local educational agencies or low-performing
local educational agencies.
``(b) Application.--Each entity described in subsection (a)
that desires assistance under subsection (a) shall submit an
application to the Secretary containing such information as the
Secretary may require, including--
``(1) a description of the target group of career-
changing professionals upon which the applicant will
focus in carrying out its program under this part,
including a description of the characteristics of that
target group that shows how the knowledge and
experience of its members are relevant to meeting the
purpose of this part;
``(2) a description of how the applicant will
identify and recruit career-changing professionals for
its program under this part;
``(3) a description of the training that career-
changing professionals will receive in the program and
how that training will relate to their certification as
teachers;
``(4) a description of how the applicant will ensure
that career-changing professionals are placed and teach
in high-poverty local educational agencies or low-
performing local educational agencies;
``(5) a description of the teacher induction services
(which may be provided through existing induction
programs) that the career-changing professionals in the
program will receive throughout at least their first
year of teaching;
``(6) a description of how the applicant will
collaborate, as needed, with other institutions,
agencies, or organizations to recruit, train, place,
and support career-changing professionals under this
part, including evidence of the commitment of those
institutions, agencies, or organizations to the
applicant's program;
``(7) a description of how the applicant will
evaluate the progress and effectiveness of its program,
including--
``(A) the program's goals and objectives;
``(B) the performance indicators the
applicant will use to measure the program's
progress; and
``(C) the outcome measures that will be used
to determine the program's effectiveness; and
``(8) an assurance that the applicant will provide to
the Secretary such information as the Secretary
determines necessary to determine the overall
effectiveness of programs under this part.
``SEC. 2105. USES OF FUNDS AND PERIOD OF SERVICE.
``(a) Authorized Activities.--Funds provided under section
2104 may be used for--
``(1) recruiting career-changing professionals,
including informing them of opportunities under the
program and putting them in contact with other
institutions, agencies, or organizations that would
train, place, and support them;
``(2) training stipends and other financial
incentives for career-changing professional in the
program, such as moving expenses, not to exceed $5,000,
in the aggregate, per participant;
``(3) assisting institutions of higher education or
other providers of teacher training to tailor their
training to meet the particular needs of career-
changing professionals;
``(4) placement activities, including identifying
high-poverty, low-performing local educational agencies
with needs for the particular skills and
characteristics of the newly trained career-changing
professionals and assisting those persons to obtain
employment in those local educational agencies; and
``(5) post-placement induction or support activities.
``(b) Period of Service.--A career-changing professional
selected to participant in a program under this part who
completes his or her training shall serve in a high-poverty
local educational agency or a low-performing local educational
agency for at least three years.
``(c) Repayment.--The Secretary shall establish such
requirements as the Secretary determines appropriate to ensure
that career-changing professionals who receive a training
stipend or other financial incentive under subsection (a)(2),
but who fail to complete their service obligation under
subsection (b), repay all or a portion of such stipend or other
incentive.
``SEC. 2106. EQUITABLE DISTRIBUTION.
``To the extent practicable, the Secretary shall make awards
and enter into contracts and cooperative agreements under
section 2104 to support teacher placement programs for career-
changing professionals in different geographic regions of the
United States.
``SEC. 2107. AUTHORIZATION OF APPROPRIATIONS.
``For the purpose of carrying out this part, there is
authorized to be appropriated to the Secretary $18,000,000 for
each of fiscal years 2001 through 2005.
``PART C--CLASS SIZE REDUCTION
``SEC. 2201. FINDINGS.
``The Congress finds as follows:
``(1) Rigorous research has shown that students
attending small classes in the early grades make more
rapid educational progress than students in larger
classes, and that these achievement gains persist
through at least the elementary grades.
``(2) The benefits of smaller classes are greatest
for lower achieving, minority, poor, and inner-city
children. One study found that urban fourth-graders in
smaller-than-average classes were 3/4 of a school year
ahead of their counterparts in larger-than-average
classes.
``(3) Teachers in small classes can provide students
with more individualized attention, spend more time on
instruction and lesson other tasks, cover more material
effectively, and are better able to work with parents
to further their children's education.
``(4) Smaller classes allow teachers to identify and
work more effectively with students who have learning
disabilities and, potentially, can reduce those
students' need for special education services in the
later grades.
``(5) Students in smaller classes are able to become
more actively engaged in learning than their peers in
large classes.
``(6) Efforts to improve educational achievement by
reducing class sizes in the early grades are likely to
be more successful if--
``(A) well-prepared teachers are hired and
appropriately assigned to fill additional
classroom positions; and
``(B) teachers receive intensive, continuing
training in working effectively in smaller
classroom settings.
``(7) Several States have begun a serious effort to
reduce class sizes in the early elementary grades, but
these actions may be impeded by financial limitations
or difficulties in hiring well-prepared teachers.
``(8) The Federal Government can assist in this
effort by providing funding for class-size reductions
in grades 1 through 3, and by helping to ensure that
the new teachers brought into the classroom are well
prepared.
``SEC. 2202. PURPOSE.
``The purpose of this part is to help States and local
educational agencies recruit, train, and hire 100,000
additional fully qualified teachers over a 7-year period in
order to--
``(1) reduce class sizes nationally, in grades 1
through 3, to an average of 18 students per classroom;
and
``(2) improve teaching in the early grades so that
all students can learn to read independently and well
by the end of the third grade.
``SEC. 2203. PROGRAM AUTHORIZED.
``(a) Authorization of Appropriations.--For the purpose of
carrying out this part, there are authorized to be
appropriated, $1,500,000,000 for fiscal year 2000,
$1,800,000,000 for fiscal year 2001, $2,100,000,000 for fiscal
year 2002, $2,400,000,000 for fiscal year 2003, $2,700,000,000
for fiscal year 2004, and $3,000,000,000 for fiscal year 2005.
``(b) Allotments.--From the amount appropriated under
subsection (a) for a fiscal year, the Secretary--
``(1) shall make a total of 1 percent available to
the Secretary of the Interior (on behalf of the Bureau
of Indian Affairs) and the outlying areas for
activities that meet the purpose of this part; and
``(2) shall allot to each State the same percentage
of the remaining funds as the percentage it received of
funds allocated to States for the previous fiscal year
under section 1122 or section 2011(c) (or, as
applicable, section 2202(b) (as in effect on the day
before the date of the enactment of the Smart
Classrooms Act)), whichever percentage is greater,
except that such allotments shall be ratably decreased
as necessary.
``(c) Within-State Distribution.----
``(1) In general.--Each State that receives an
allotment under this section shall distribute the
amount of the allotted funds that remain after using
funds in accordance with subsection (b)(3) to local
educational agencies in the State, of which--
``(A) 80 percent of such remainder shall be
allocated to such local educational agencies in
proportion to the relative number of children,
aged 5 to 17, who reside in the jurisdiction
served by such local educational agency and are
from families with incomes below the poverty
line (as defined by the Office of Management
and Budget and revised annually in accordance
with section 673(2) of the Community Services
Block Grant Act (42 U.S.C. 9902(2)) applicable
to a family of the size involved) for the most
recent fiscal year for which satisfactory data
is available compared to the number of such
individuals who reside in the jurisdictions
served by all the local educational agencies in
the State for that fiscal year; and
``(B) 20 percent of such remainder shall be
allocated to such local educational agencies in
accordance with the relative enrollments of
children, aged 5 to 17, in public and private
nonprofit elementary schools and secondary
schools in the jurisdictions within the
boundaries of such agencies.
``(2) Award rule.--Notwithstanding paragraph (1), if
the award to a local educational agency under this
section is less than the starting salary for a new
teacher in that agency, the State shall not make the
award unless--
``(A) the local educational agency agrees to
form a consortium with not less than 1 other
local educational agency for the purpose of
reducing class size;
``(B) the local educational agency agrees to
supplement the award with non-Federal funds
sufficient to pay the cost of hiring a teacher;
or
``(C) the local educational agency agrees to
use the funds for professional development
related to teaching smaller classes.
``SEC. 2204. USE OF FUNDS.
``(a) In General.--Each local educational agency that
receives funds under this part shall use such funds to carry
out effective approaches to reducing class size with fully
qualified teachers to improve educational achievement for both
regular and special-needs children, with particular
consideration given to reducing class size in the early
elementary grades for which research has shown class size
reduction is most effective.
``(b) Class Reduction.--
``(1) In general.--Each such local educational agency
may pursue the goal of reducing class size through--
``(A) recruiting, hiring, and training fully
qualified regular and special education
teachers and teachers of special-needs
children;
``(B) testing new teachers for academic
content knowledge, and to meet the State
qualifications and licensing criteria in the
areas in which they teach; and
``(C) providing professional development to
teachers, including special education teachers
and teachers of special-needs children.
``(2) Restriction(s).--A local educational agency may
use not more than a total of 15 percent of the funds
received under this part for each of the fiscal years
2000 through 2005, to carry out activities described in
subparagraphs (B) and (C) of section 2204(b)(1).
``(3) Special rule.--A local educational agency that
has already reduced class size in the early grades to
18 or fewer children may use funds received under this
part--
``(A) to make further class-size reductions
in grades 1 through 3;
``(B) to reduce class size in kindergarten or
other grades; or
``(C) to carry out activities to improve
teacher quality, including providing--
``(i) professional development;
``(ii) financial incentives to new or
veteran fully qualified teachers to
join the instructional staff of schools
in which at least 50 percent of the
students are from low-income families;
and
``(iii) financial incentives to fully
qualified teachers who are currently
teaching in schools in which at least
50 percent of the students are from
low-income families.
``(4) Recruitment.--In order to ensure that it hires
only fully qualified teachers, a local educational
agency that is having difficulty recruiting such
teachers to teach in its schools may use funds under
this part to recruit such teachers through the use of
incentives such as training stipends and scholarships,
signing bonuses, and other inducements.
``(5) Existing programs.--A local educational agency
that, prior to enactment of this part, is implementing
a program to reduce average class size in the early
grades to not more than 20 children may use funds under
this part, in accordance with its terms, as if that
local educational agency's preexisting average class
size goal were the goal of 18 or fewer children.
``(c) Supplement Not Supplant.--A local educational agency
shall use funds under this part only to supplement, and not to
supplant, State and local funds that, in the absence of such
funds, would otherwise be spent for activities under this part.
``(d) Professional Development.--If a local educational
agency uses funds made available under this part for
professional development activities, the agency shall ensure
the equitable participation of private nonprofit elementary and
secondary schools in such activities. Sections 14503 through
14506 shall not apply to other activities under this section.
``(e) Administrative Expenses.--A local educational agency
that receives funds under this part may use not more than 3
percent of such funds for local administrative expenses.
``(f) Consortia Requirement.--Notwithstanding subsection
(b)(3), if a local educational agency has already reduced class
size in the early grades to 18 or fewer children and intends to
use funds provided under this section to carry out professional
development activities, including activities to improve teacher
quality, then the State shall make the award under subsection
(b) to the local educational agency without requiring the
formation of a consortium.
``SEC. 2205. COST-SHARING REQUIREMENT.
``(a) Federal Share.--The Federal share of the cost of
activities carried out under this part--
``(1) may be up to 100 percent in local educational
agencies with child-poverty levels of 50 percent or
greater; and
``(2) shall be no more than 65 percent for local
educational agencies with child-poverty rates of less
than 50 percent.
``(b) Local Share.--A local educational agency shall provide
the non-Federal share of a project under this part through cash
expenditures from non-Federal sources, except that if an agency
has allocated funds under section 1113(c) to one or more
schoolwide programs under section 1114, it may use those funds
for the non-Federal share of activities under this program that
benefit those schoolwide programs, to the extent consistent
with section 1120A(c) and notwithstanding section
1114(a)(3)(B).
``SEC. 2206. REQUEST FOR FUNDS.
``In order for a local educational agency to receive funds
under this part, the local educational agency shall include in
the application submitted under section 2017 a request for such
funds and a description of the agency's program under this part
to reduce class size by hiring additional fully qualified
teachers.
``SEC. 2207. REPORTS.
``Each State educational agency receiving funds under this
part shall report on activities in the State under this section
as a part of its report under section 2014.''.
(b) National Writing Project; Sabbatical Leave for
Professional Development; General Provisions.--Title II of such
Act is amended by striking part E and inserting the following:
``PART E--NATIONAL WRITING PROJECT
``SEC. 2301. FINDINGS AND PURPOSES.
``(a) Findings.--Congress finds that--
``(1) the United States faces a continuing crisis in
writing in schools and in the workplace;
``(2) the writing problem has been magnified by the
rapidly changing student population, the growing number
of at-risk students due to limited English proficiency,
the shortage of adequately trained teachers, and the
specialized knowledge required of teachers to teach
students with special needs who are now part of
mainstream classrooms;
``(3) nationwide reports from universities and
colleges show that entering students are unable to meet
the demands of college level writing, almost all 2-year
institutions of higher education offer remedial writing
courses, and three-quarters of public 4-year
institutions of higher education and half of all
private 4-year institutions of higher education must
provide remedial courses in writing;
``(4) American businesses and corporations are
concerned about the limited writing skills of both
entry-level workers and executives whose promotions are
denied due to inadequate writing abilities;
``(5) writing is fundamental to learning, including
learning to read, yet writing has been neglected
historically in schools and in teacher training
institutions;
``(6) writing is a central feature in State and
school district education standards in all disciplines;
``(7) since 1973, the only national program to
address the writing problem in the Nation's schools has
been the National Writing Project, a network of
collaborative university-school programs the goals of
which are to improve student achievement in writing and
student learning through improving the teaching and
uses of writing at all grade levels and in all
disciplines;
``(8) the National Writing Project is a nationally
recognized and honored nonprofit organization that
improves the quality of teaching and teachers through
developing teacher leaders who teach other teachers in
summer and school year programs;
``(9) evaluations of the National Writing Project
document the positive impact the project has had on
improving the teaching of writing, student performance
in writing, and student learning;
``(10) the National Writing Project has become a
model for programs to improve teaching in such other
fields as mathematics, science, history, reading and
literature, performing arts and foreign languages;
``(11) each year over 150,000 participants benefit
from National Writing Project programs in 1 of 156
United States sites located in 46 States and the
Commonwealth of Puerto Rico; and
``(12) the National Writing Project is a cost-
effective program and leverages over 6 dollars for
every 1 Federal dollar.
``(b) Purpose.--It is the purpose of this part--
``(1) to support and promote the expansion of the
National Writing Project network of sites so that
teachers in every region of the United States will have
access to a National Writing Project program;
``(2) to ensure the consistent high quality of the
sites through ongoing review, evaluation and technical
assistance;
``(3) to support and promote the establishment of
programs to disseminate effective practices and
research findings about the teaching of writing; and
``(4) to coordinate activities assisted under this
part with activities assisted under this Act.
``SEC. 2302. AUTHORIZATION.
``(a) Authorization.--The Secretary is authorized to make a
grant to the National Writing Project (hereafter in this
section referred to as the `grantee'), a nonprofit educational
organization that has as its primary purpose the improvement of
the quality of student writing and learning, to improve the
teaching and uses of writing to learn in our Nation's
classrooms.
``(b) Requirements of Grant.--The grant shall provide that--
``(1) the grantee will enter into contracts with
institutions of higher education or other nonprofit
educational providers (hereafter in this section
referred to as `contractors') under which the
contractors will agree to establish, operate, and
provide the non-Federal share of the cost of teacher
training programs in effective approaches and processes
for the teaching of writing;
``(2) funds made available by the Secretary to the
grantee pursuant to any contract entered into under
this section will be used to pay the Federal share of
the cost of establishing and operating teacher training
programs as provided in paragraph (1); and
``(3) the grantee will meet such other conditions and
standards as the Secretary determines to be necessary
to assure compliance with the provisions of this
section and will provide such technical assistance as
may be necessary to carry out the provisions of this
section.
``(c) Teacher Training Programs.--The teacher training
programs authorized in subsection (a) shall--
``(1) be conducted during the school year and during
the summer months;
``(2) train teachers who teach grades kindergarten
through college;
``(3) select teachers to become members of a National
Writing Project teacher network whose members will
conduct writing workshops for other teachers in the
area served by each National Writing Project site; and
``(4) encourage teachers from all disciplines to
participate in such teacher training programs.
``(d) Federal Share.--
``(1) In general.--Except as provided in paragraph
(2) or (3) and for purposes of subsection (a), the term
`Federal share' means, with respect to the costs of
teacher training programs authorized in subsection (a),
50 percent of such costs to the contractor.
``(2) Waiver.--The Secretary may waive the provisions
of paragraph (1) on a case-by-case basis if the
National Advisory Board described in subsection (e)
determines, on the basis of financial need, that such
waiver is necessary.
``(3) Maximum.--The Federal share of the costs of
teacher training programs conducted pursuant to
subsection (a) may not exceed $100,000 for any one
contractor, or $200,000 for a statewide program
administered by any one contractor in at least five
sites throughout the State.
``(e) National Advisory Board.--
``(1) Establishment.--The National Writing Project
shall establish and operate a National Advisory Board.
``(2) Composition.--The National Advisory Board
established pursuant to paragraph (1) shall consist
of--
``(A) national educational leaders;
``(B) leaders in the field of writing; and
``(C) such other individuals as the National
Writing Project deems necessary.
``(3) Duties.--The National Advisory Board
established pursuant to paragraph (1) shall--
``(A) advise the National Writing Project on
national issues related to student writing and
the teaching of writing;
``(B) review the activities and programs of
the National Writing Project; and
``(C) support the continued development of
the National Writing Project.
``(f) Evaluation.--
``(1) In general.--The Secretary shall conduct an
independent evaluation by grant or contract of the
teacher training programs administered pursuant to this
Act in accordance with section 14701. Such evaluation
shall specify the amount of funds expended by the
National Writing Project and each contractor receiving
assistance under this section for administrative costs.
The results of such evaluation shall be made available
to the appropriate committees of the Congress.
``(2) Funding limitation.--The Secretary shall
reserve not more than $150,000 from the total amount
appropriated pursuant to the authority of subsection
(h) for fiscal year 1994 and the four succeeding fiscal
years to conduct the evaluation described in paragraph
(1).
``(g) Application Review.--
``(1) Review board.--The National Writing Project
shall establish and operate a National Review Board
that shall consist of--
``(A) leaders in the field of research in
writing; and
``(B) such other individuals as the National
Writing Project deems necessary.
``(2) Duties.--The National Review Board shall--
``(A) review all applications for assistance
under this subsection; and
``(B) recommend applications for assistance
under this subsection for funding by the
National Writing Project.
``(h) Authorization of Appropriations.--There are authorized
to be appropriated for the grant to the National Writing
Project, $15,000,000 for fiscal year 2000 and such sums as may
be necessary for each of fiscal years 2001 through 2004.
``PART F--SABBATICAL LEAVE FOR PROFESSIONAL DEVELOPMENT
``SEC. 2351. GRANTS FOR SALARY DURING SABBATICAL LEAVE.
``(a) Program Authorized.--The Secretary may make grants to
State educational agencies and local educational agencies to
pay such agencies for one-half of the amount of the salary that
otherwise would be earned by an eligible teacher described in
subsection (b), if, in lieu of fulfilling the teacher's
ordinary teaching assignment, the teacher completes a course of
study described in subsection (c) during a sabbatical term
described in subsection (d).
``(b) Eligible Teachers.--An eligible teacher described in
this subsection is a teacher who--
``(1) has been employed for the 3 previous years by a
local educational agency that is both a high-poverty
local educational agency and a low-performing local
educational agency;
``(2) has secured from such agency, and any other
person or agency whose approval is required under State
law, approval to take sabbatical leave for a sabbatical
term described in subsection (d); and
``(3) has submitted to the agency an application for
a subgrant at such time, in such manner, and containing
such information as the agency may require, including--
``(A) written proof--
``(i) of the approval described in
paragraph (2); and
``(ii) of the teacher's having been
accepted for enrollment in a course of
study described in subsection (c); and
``(B) assurances that the teacher--
``(i) will notify the agency in
writing within a reasonable time if the
teacher terminates enrollment in the
course of study described in subsection
(c) for any reason;
``(ii) in the discretion of the
agency, will reimburse to the agency
some or all of the amount of the
subgrant if the teacher fails to
complete the course of study; and
``(iii) otherwise will provide the
agency with proof of having completed
such course of study not later than 60
days after such completion;
``(4) has agreed to continue teaching in the high-
poverty, low-performing local educational agency for a
period of 3 years following the sabbatical;
``(5) has agreed to collaborate with other teachers
of the same subject in the local educational agency
following the sabbatical to share the skills and
knowledge obtained through the sabbatical; and
``(6) has been selected by the agency to
receive a subgrant based on the agency's plan
for meeting its classroom needs.
``(c) Course of Study.--A course of study described in this
subsection is a course of study at an institution of higher
education that--
``(1) requires not less than one academic semester
and not more than one academic year to complete;
``(2) is open for enrollment for professional
development purposes to an eligible teacher described
in subsection (b); and
``(3) is designed to improve the classroom teaching
of such teachers through academic and child development
studies.
``(d) Sabbatical Term.--A sabbatical term described in this
subsection is a leave of absence from teaching duties granted
to an eligible teacher for not less than one academic semester
and not more than one academic year, during which period the
teacher receives--
``(1) one-half of the amount of the salary that
otherwise would be earned by the teacher, if the
teacher had not been granted a leave of absence, from
State or local funds made available by a State
educational agency or a local educational agency; and
``(2) one-half of such amount from Federal funds
received by such agency through a grant under this
section.
``(e) Payments.--
``(1) To eligible teachers.--In making a subgrant to
an eligible teacher under this section, a State
educational agency or a local educational agency shall
agree to pay the teacher, for tax and administrative
purposes, as if the teacher's regular employment and
teaching duties had not been suspended.
``(2) Repayment of secretary.--A State educational
agency or a local educational agency receiving a grant
under this section shall agree to pay over to the
Secretary the Federal share of any amount recovered by
the agency pursuant to subsection (b)(3)(B)(ii).
``(f) Funding.--For the purpose of carrying out this section,
there are authorized to be appropriated $20,000,000 for fiscal
year 2000 and such sums as may be necessary for fiscal years
2001 through 2004.
``PART G--IMPROVING SPECIAL EDUCATION QUALITY
``SEC. 2401. SPECIAL EDUCATION TEACHER IMPROVEMENT.
``(a) Purpose.--The purpose of this section is to provide
assistance through part D of the Individuals with Disabilities
Education Act (20 U.S.C. 1451 et seq.) to improve the quality
of instruction provided by special education teachers and the
instructional strategies of other elementary and secondary
school teachers who provide education to children with
disabilities.
``(b) Grants to Local Educational Agencies.--The Secretary
shall make grants to local educational agencies and the
outlying areas, and provide funds to the Secretary of the
Interior, based on the number of children with disabilities who
are receiving special education and related services, for the
purpose of providing additional funds to carry out--
``(1) subpart 1 of part D of the Individuals with
Disabilities Education Act (20 U.S.C. 1451 et seq.);
and
``(2) section 673 of such Act (20 U.S.C. 1473).
``(c) Authorization of Appropriations.--There are authorized
to be appropriated to carry out this section $500,000,000 for
each of fiscal years 2000 through 2004.
``(d) Definitions.--The terms used in this section shall have
the meaning given such terms in section 602 of the Individuals
with Disabilities Education Act (20 U.S.C. 1401).
``PART H--GENERAL PROVISIONS
``SEC. 2451. PERFORMANCE INDICATORS.
``(a) Minimum Indicators.--At a minimum, the indicators of
program performance under this title, against which recipients
of funds under this title shall report their progress in such
manner as the Secretary may determine, are the following:
``(1) Improvement in student achievement.
``(2) Closing of the achievement gap between groups
of students.
``(3) An increase in the percentage of fully
qualified teachers, including teachers from minority
and other historically underrepresented groups.
``(4) An equalization, between high- and low-poverty
schools in a local educational agency, of classes in
core academic areas taught by fully qualified teachers.
``(5) An increase in the percentage of new teachers
receiving support during their first 3 years of
teaching.
``(6) An increase in the percentage of teachers
participating in high-quality professional development.
``(7) An increase in the percentage of
paraprofessionals enrolled in certification programs.
``(8) A decrease in the average class size.
``SEC. 2452. DEFINITIONS.
``As used in this title:
``(1) Career-changing professional.--The term
`career-changing professional' means a person who--
``(A) holds at least a baccalaureate degree;
``(B) demonstrates a commitment to changing
the person's current professional career and
becoming a teacher; and
``(C) has knowledge and experience that is
relevant to teaching a high-need subject area
in a high-poverty local educational agency.
``(2) Core academic subjects.--The term `core
academic subjects' means--
``(A) mathematics;
``(B) science;
``(C) reading (or language arts) and English;
``(D) social studies (history, civics/
government, geography, and economics);
``(E) foreign languages; and
``(F) fine arts (music, dance, drama, and the
visual arts).
``(3) Eligible rural local educational agency.--The
term `eligible rural local educational agency' means a
local educational agency--
``(A) that is not located in a metropolitan
statistical area, as defined by the Census
Bureau; and
``(B) in which 20 percent or more of the
children, aged 5 to 17, served by such agency
are from families with incomes below the
poverty line (as defined by the Office of
Management and Budget and revised annually in
accordance with section 673(2) of the Community
Services Block Grant Act (42 U.S.C. 9902(2)))
applicable to a family of the size involved for
the most recent fiscal year for which
satisfactory data are available.
``(4) Fully qualified.--The term `fully qualified'--
``(A) when used with respect to an elementary
or secondary school teacher, means that the
teacher has obtained certification or passed
the State licensing exam and holds a license;
and
``(B) when used with respect to--
``(i) an elementary school teacher,
means that the teacher holds a
bachelor's degree and demonstrates
general knowledge, teaching skill, and
subject matter knowledge required to
teach at the elementary school level
the academic subjects described in
subparagraphs (A) through (D) of
paragraph (2); or
``(ii) a middle or secondary school
teacher, means that the teacher holds a
bachelor's degree and demonstrates a
high level of competency in all subject
areas in which he or she teaches
through--
``(I) a high level of
performance on a rigorous
academic subject area test; or
``(II) completion of an
academic major in each of the
subject areas in which he or
she provides instruction.
``(5) High-poverty local educational agency.--The
term `high-poverty local educational agency' means a
local educational agency in which--
``(A) the percentage of children, ages 5 to
17, from families with incomes below the
poverty line (as defined by the Office of
Management and Budget and revised annually in
accordance with section 673(2) of the Community
Services Block Grant Act (42 U.S.C. 9902(2)))
applicable to a family of the size involved for
the most recent fiscal year for which
satisfactory data are available is 33 percent
or greater; or
``(B) the number of such children exceeds
10,000.
``(6) Holocaust educator.--The term `Holocaust
educator' means a school, Holocaust education center,
or any other person or entity providing education about
the Holocaust.
``(7) Low-performing local educational agency.--The
term `low-performing local educational agency' means--
``(A) a local educational agency that
includes a school identified by the agency for
school improvement under section 1116(c); or
``(B) a local educational agency that
includes a school in which at least 50 percent
of the students fail to meet State student
performance standards based on assessments the
agency is using under part A of title I.
``(8) Professional development.--The term
`professional development' means sustained and
intensive activities that improve teachers' content
knowledge and teaching skills and that--
``(A) enhance the ability of teachers to help
all students, including females, minorities,
children with disabilities, children with
limited English proficiency and economically
disadvantaged children, reach high State and
local content and student performance
standards;
``(B) advance teacher understanding of one or
more of the core academic subject areas and
effective instructional strategies for
improving student achievement in those areas,
including technology;
``(C) are directly related to the subject
area in which the teacher provides instruction;
``(D) are of sufficient duration to have a
positive and lasting impact on classroom
instruction;
``(E) are an integral part of broader school
and district-wide plans for raising student
achievement to State and local standards;
``(F) are aligned with State content and
student performance standards;
``(G) are based on the best available
research on teaching and learning;
``(H) include professional development
activities that involve collaborative groups of
teachers and administrators from the same
school or district, institutions of higher
education, and, to the greatest extent
possible, include follow-up and school-based
support such as coaching or study groups; and
``(I) as a whole, are regularly evaluated for
their impact on increased teacher effectiveness
and improved student achievement, with the
findings of such evaluations used to improve
the quality of professional development.
``(9) Technology deficient.--The term `technology
deficient', when used with respect to a local
educational agency or a school, means that the agency
or school does not possess the equipment, networking,
or skills to use technology to enhance teaching and
learning.
``(10) Technology proficient.--The term `technology
proficient', when used with respect to a local
educational agency or a school, means that the agency
or school possesses the equipment, networking, and
skills to use technology to enhance teaching and
learning.
``(11) Troops-to-teachers program.--The term `troops-
to-teachers program' means the teachers and teachers'
aide placement program for separated members of the
Armed Forces that was established by the Secretary of
Defense, and the Secretary of Transportation with
respect to the Coast Guard, under section 1151 of title
10, United States Code.
``(12) Unqualified teacher.--The term `unqualified
teacher' means a teacher who is not fully qualified.''.
(c) Conforming Amendments.--
(1) National writing project.--Part K of title X of
the Elementary and Secondary Education Act of 1965 (20
U.S.C. 8331 et seq.) is repealed.
(2) Reference to national clearinghouse for
mathematics and science education.--Section 13302(1) of
the Elementary and Secondary Education Act of 1965 (20
U.S.C. 8672(1)) is amended by striking ``2102(b)'' and
inserting ``2032(b)''.
(3) Definition of covered program.--Section
14101(10)(C) of the Elementary and Secondary Education
Act of 1965 (20 U.S.C. 8801(10)(C)) is amended by
striking ``(other than section 2103 and part D)'' and
inserting ``(other than subpart 3 of part A)''.
(4) Private school participation.--Section
14503(b)(1)(B) (20 U.S.C. 8893(b)(1)(B)) of such Act is
amended by striking ``(other than section 2103 and part
D of such title)''.
SEC. 3. READING EXCELLENCE ACT.
Section 2260(a) of the Elementary and Secondary Education Act
of 1965 (20 U.S.C. 6661i(a)) is amended by adding at the end
the following:
``(3) Fiscal years 2001 to 2004.--There are
authorized to be appropriated to carry out this part
$286,000,000 for fiscal year 2001 and such sums as may
be necessary for fiscal years 2002 through 2004.''.